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APPLICATIONFORFEDERALDOMESTICASSISTANCE-ShortOrganizational *1.NAMEOFFEDERALAGENCY:NationalEndowmentfortheHumanities *2.CATALOGOFFEDERALDOMESTICASSISTANCENUMBER:45.149CFDATITLE:PromotionoftheHumanities_DivisionofPreservationandAccess *3.DATERECEIVEDBYSTATE SYSTEMUSEONLY *4.FUNDINGOPPORTUNITYNUMBER:20140717-PW*TITLE:HumanitiesCollectionsandReferenceResources 5.APPLICANTINFORMATION *a.LegalName:UniversityofFloridaBoardofTrustees b.Address: *Street1:219GrinterHall Street2:POBox115500 *City:Gainesville *County:Alachua *State:FL:Florida *Zip/PostalCode:32611-5500 *Country:USA:UNITEDSTATES c.WebAddress:http://oral.history.ufl.edu *d.TypeofApplicant:SelectApplicantTypeCodes(s):H:Public/StateControlledInstitutionofHigherEducationTypeofApplicant:TypeofApplicant:*Other(specify): *e.Employer/TaxpayerIdentificationNumber(EIN/TIN):596002052*f.OrganizationalDUNS:969663814*g.CongressionalDistrictofApplicantFL-003 6.PROJECTINFORMATION *a.ProjectTitle:Race,CommunityandMemory:DigitizingAfricanAmericanOralHistoryinFlorida *b.ProjectDescription:TheSamuelProctorOralHistoryProgram,inconjunctionwiththeGeorgeA.SmathersLibrariesoftheUniversityofFlorida,proposesadigitalhumanitiesprojecttoimprovethepreservation,usability,andaccessibilityof983oralhistoryinterviewsregardingAfricanAmericansinFlorida,ofwhich600interviewswillbetranscribedanddigitized.Theseinterviewsincludeuniqueandinvaluablenarrativesonthemessuchasracialviolence,survivalandupbuildingduringtheJimCrowera,CivilRightsactivism,theintegrationofFloridaschools,andawealthofothertopics.WhileconventionaltreatmentsoftheU.S.SouthandracerelationshavetreatedFloridaasconceptuallyandgeographicallymarginal,theseinterviewsdemonstratethatFloridashouldbecentraltohumanitiesscholarshiponthecomplexhistoryoftheU.S.SouthandtheAfricanAmericanexperience. c.ProposedProject: *StartDate:05/01/2015 *EndDate:04/30/2018 7.PROJECTDIRECTOR Prefix:*FirstName:MiddleName:*LastName:Suffix:PaulAndrewOrtiz *Title:Director,AssociateProfessor *Email:firstname.lastname@example.org *TelephoneNumber:3522731545 FaxNumber: *Street1:245PughHall Street2:P.O.Box115215,UniversityofFlorida *City:Gainesville County: *State:FL:Florida *Zip/PostalCode:32611 *Country:USA:UNITEDSTATES 8.PRIMARYCONTACT/GRANTSADMINISTRATOR mSameasProjectDirector(skiptoitem9): Prefix:*FirstName:MiddleName:*LastName:Suffix:StephanieGray *Title:Director *Email:email@example.com *TelephoneNumber:352-392-3516 FaxNumber: *Street1:DivisionofSponsoredPrograms Street2:219GrinterHall
*City:Gainesville County:Alachua *State:FL:Florida *Zip/PostalCode:32611 *Country:USA:UNITEDSTATES 9.*Bysigningthisapplication,Icertify(1)tothestatementscontainedinthelistofcertifications**and(2)thatthestatementshereinaretrue,completeandaccur-atetothebestofmyknowledge.Ialsoprovidetherequiredassurances**andagreetocomplywithanyresultingtermsifIacceptanaward.Iamawarethatanyfalse,fictitious,orfraudulentstatementsorclaimsmaysubjectmetocriminal,civil,oradministrativepenalties.(U.S.Code,Title218,Section1001)**IAgreel**Thelistofcertificationsandassurances,oraninternetsitewhereyoumayobtainthislist,iscontainedintheannouncementoragencyspecificinstructions. AUTHORIZEDREPRESENTATIVE Prefix:*FirstName:MiddleName:*LastName:Suffix:BrianPrindle *Title:AssociateDirector *Email:firstname.lastname@example.org *TelephoneNumber:352-392-1582 FaxNumber:352-392-4400 *SignatureofAuthorizedRepresentative: *DateSigned:
Project/PerformanceSiteLocation(s) Project/PerformanceSitePrimaryLocation OrganizationName:UniversityofFloridaBoardofTrustees *Street1:POBox115500 Street2:219GrinterHall *City:Gainesville County:Alachua *State:FL:Florida Province: *Country:USA:UNITEDSTATES *Zip/PostalCode:32611-5500 DUNSNumber:969663814 *Project/PerformanceSiteCongressionalDistrict:FL-003 FileName MimeType AdditionalLocation(s)
SupplementaryCoverSheetforNEHGrantPrograms 1.ProjectDirector MajorFieldofStudy History:U.S.History2.InstitutionInformationType 1330:University 3.ProjectFundingChallengeGrantsApplicantsOnly($) ProgramsotherthanChallengeGrants($)OutrightFunds 347,920.00FederalMatch 0.00TotalfromNEH 347,920.00CostSharing 231,817.00TotalProjectCosts 579,737.00FiscalYear#1 FiscalYear#2 FiscalYear#3 FiscalYear#4 TotalfromNEH Non-FederalMatch Total MatchingRatio to14.ApplicationInformationWillthisproposalbesubmittedtoanotherNEHdivision,governmentagency,orprivateentityforfunding?Yes[X]NoIfyes,pleaseexplainwhereandwhen: TypeofApplication[X]NewSupplementIfsupplement,listcurrentgrantnumber(s). ProjectFieldCode History:AfricanAmericanHistory
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida D escription of the p roject and its significance Race, Community and Memory: Digitizing African American Oral History in Florida Project Statement T he Samuel Proct or Oral History Program (SPOHP), in conjunction with t he George A. Smathers Libraries of the University of Florida, proposes a digital humanities project to improve the prese rvation, usability, and accessibility of 983 oral history interviews regardin g African America ns in Florida. The se interviews include u nique and invaluable narratives on themes such as: racial violence such as the 1923 Rosewood Massacre; survival and upbuilding during the Jim Crow era ; Civil Rights activism; the integration of Florida K12 schools and institutions of higher learning; and a wealth of other topics. While conventional treatments of the U.S. South and race relations have treated Florida as conceptually and should be central to humanities scholarship on t he African Diaspora and the complex history of the U.S. South Humanities Significance The interviews collections that we propose to digitize span from 1971 through the present. Researchers and educators will be able to use these interviews to study the changing dynamics of race relations in Florida from segregation through to the era of civil rights, to understand how African American institutions have developed and paved the way for future organizing, and to place Florida at the center of several systems of race relations combining Africa n American narratives with Native American as well as British, Spanish and Caribbean history in the state. The wealth of fully searchable transcripts will also enable scholars to work directly with the voices of a diverse grouping of African Americans from Florida. Proposed Activities and Anticipated Results Full text searchable transcripts and digital audio from each interview will be publicly available through the open access digital resources of the UF Digital Collections (UFDC). Upon completion of the proposed work, SPOHP would house one of the largest collection s of fully transcribed and searchable African American oral history interviews in the country. To achieve this goal, we propose to undertake the following activities: 1) Digitize and transcribe 200 interviews from older analog collections collected between 1971 and 2005. Some of these interviews were transcribed years ago, and the transcripts fall far short of current professional standards (Appendix B). 2) Transcribe and p rocess 40 0 interviews from born digital collections beginning in 2009. 3) Oversee final editing procedures and furnish each interview with metadata on the UFDC to facilitate use by scholars. This includes the 600 interviews described directly above, plus 383 interviews that will already be transcribed and available for final editing. In keeping with standard practice for all SPOHP activities, the work to provide access to oral histories is combined with rich and dynamic teaching, research, service and outreach activities. In an attempt to increase the use of the collection and disseminate information, SPOHP will host an annual panel discussion related to African American oral history, crea te annual oral history audio CD s and podcasts that can be used by researchers and educators (Appendix J), and develop library finding aids to improve searchability for researchers. SPOHP will utilize existing processes to create a three pronged approach of digitization, outreach, and ac quisition for ongoing additions of oral histories to the online collections. These activities will perpetuate scholarly and public interest creating long term cyclical support to grow the collections, to promote these collections, and to increase usage.
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida Table of Contents I. Narrative . .. 1 1 Significance 1 2. History, Scope, and Duration.. 4 The State of S POHP's Oral History Collections.. 5 3 Methodology and Standards 5 Born Digital Workflow 5 Digitization Workflow (Analog Audio) ... 6 Digitizing Supplemental Do cuments and Photographs 6 Metadata St andards.. 7 4. Sustainability of Project Outcomes and Digital Content . 8 5 Dissemination . 8 6 Work Plan 9 7 Staff Responsibilities .. 10 8 Staff .. 12 9 Advisory Board 13 10 Project Staff 13 II History of Grants . 16 III. Project Deliver ables 17 IV. List of Partici pants .. 18 V Budget . 19 VI Appendices A. Summary of Contents and State of Collections . 1 B. Examples of Older Transcripts Demonstrating Need for Retranscription .. 4 C. Examples Demonstrating SPOHP's Capacity to Successfully Execute This Project 1 5 D. Selected Bibliography of Works That Have Used SPOHP's Collections .. 16 E. Advisory Board Members' Vitae 17 F. UF Faculty and Staff Vitae .. 34 G. Letters of Commitment and Support .. 53 H. Two year UFDC usage statistics (March 2012 March 2014) for Collections Related to This G rant ... 62 I. Highlights of the Samuel Proctor Oral History Program's Public Programs 63 J. Examples of SPOHP Public Output . 64 K. NEH Grant Funded Position Descriptions .. 82 L. Documents Demonstrating SPOHP Interview Standards 83 M. Work Flow Charts .. 110
1 Race, Community and Memory: Digitizing African American Oral History in Florida The Samuel Proctor Oral History Program (SPOHP) at the University of Florida (UF), in partnership with the George A. Sm athers Libraries (Libraries) at UF, request s $347,920 over three years to improve access, searchability, and preservation of 600 oral histories related to African American history in Florida The primary goal of this proposal is to bridge the quality and accessibility of analog materials collected from 1973 t hrough 2005 with born digital materials collected since 2009 (Appendix A) These interviews offer a wealth of African American narratives on topics such as racial violence, the Jim Crow era, the Civil Rights Movement, and complex reflections on the legacie s of integration. The proposed initiative will bring these collections to life through digital curation and digitization in accordance with current standards for collection organization, audio file processing, transcription digital conversion, and metadat a to better serve researchers, students, and the general public in discovering these historical treasures. In keeping with standard practice of all SPOHP activities, the proposed project will provide access to oral histories supported by rich and dynamic t eaching, research, service, and public programs. SPOHP is one of the premier university based oral history programs in the country. Founded in 1967 with the intention of gathering, preserving, and promoting history with people from all walks of life, its collections include more than 6,500 oral history interviews touching on different themes of regional, national, and international significance. Topics of these various collections include: Southeastern Native Americans; Florida politics, economics, and cul ture; Jewish history; immigration of Latinos, Arabs, and Haitian Revolution; the 2000 Presidential Election in Florida; and the proposed colle ctions, c omprising 1,106 interviews on African American history in Florida. Significance Oral history has played a critical role in helping us grapple with the significance of Freedom Summer, the Voting Rights Act, the Civil Rights Act, the March o n Washington, an d even the 150 th anniversary of the general Emancipation. As these momentous events reach their 50 th anniversaries, scholars and community organizers are reconceptualizing the way we think about African American and U.S. history at these pivotal moments. Oral historians have played a prominent role during the recent Freedom Summer commemorations in Mississippi. In Florida, Paul Ortiz, historian and director of SPOHP, was invited to facilitate a public panel of rabbis in St. Augustine who were commemorating the 50 th anniversary of their arrests in support of the 1964 St. Augustine Civil Rights Movement. However, while much attention has been given to Mississippi and Alabama, Florida has been mischaracterized as an of racial confli ct in the South. Florida is now the third most populous state and is increasingly viewed as a leader of national trends in terms of demographic, cultural and political changes now sweeping the United States. From the Seminole Wars through the 1923 Rosewo od Massacre to the killing of Trayvon Martin, Florida has produced many most inspiring stories of struggle against racial oppression. Florida was the first southern state to enact a poll tax in order to restrict suffrage and it suffered the highest per capita lynching rate in the nation between 1882 and 1930. At a time when incidents of racial violence were declining in states like Mississippi, African Americans in Florida endured mass murde r s and massacres in Ocoee (1920), Perry (1922), and Rosewood (1923).
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 2 T he Land Boom of the 1920s ushered in a wave of violence that swept across the entire state as new residents and real estate interests competed with African Americans for ever scarcer l newspapers tell us now of outrages in Florid 1926 column in the January 23 rd edition of the Pittsburgh Courier setting fire to his place to run him away from some rich Florida soil. Another farm was visited, and the owner of rich lands warned to get out of these parts at once. Of course, the sheriff of the county got busy In terms of its race relations, Florida existed squarely within the segregationist South, and not on its margins or borders. Since the nineteenth century, civil rights activists have found racial inequality to be a persistent and perplexing organizing chal sophisticated in both rhetoric and tactics than their counterparts in other parts of the South. In contrast to populist state leaders like George Wallace of Alabama or Orville Faubus in Arkansa segregationists were pro of Brown v. Board in the state for nearly two decades. Flori defense of segregation before the U.S. Senate Commerce Committee in 1963 maintained racial separation while eschewing the kinds of theatrics that brought federal scrutiny to the other states. At the same time, African American communities produced remark able individuals and created social movements that changed the nation. James Weldon Johnson, A. Phillip Randolph, Mary McCleod Bethune, and Howard Thurman were all Florida natives and all played critical roles in preparing the way for the modern civil righ in Florida during World War I. And, as Isabel Wilkerson has eloquently shown, much of the impetus for the Great Migration was rooted in what historian Robin D.G. Kelley calls founded in the aspirations of African American Floridians to find a better way of life for their families Florida is genuinely part of the Old and New South. But Florida is also unique. The same state that produced race baiters like Hayden Burns was also the work site of extraordinary activists such as Harry Moore, Jos Marti, and Stetson Kennedy. Yes, a part of Florida is rooted in a plantation past. Nevertheless, that experience was dynamic and it includes the largest slave rebellion in t he history of North America. Geographically, Florida stands at the crossroads of a revolutionary transatlantic world with its polyphonic rhythms of oppression, rebellion, and renewal. Natives, Spaniards, Afro Cubans, African Americans, whites, British all of these and more have fought over the meanings of freedom, citizenship, and social justice in this complicated entity known as Florida. And, the struggle continues in the recent history of the Dream Defenders movement, an organization of students created in response to the murder of Trayvon Martin. themes; indeed, we have conducted interviews with descendants of the Black Seminoles as well as with colleagues and students of individuals such as Howard Thurman, Mary McCleod Bethune, and Dr. Martin Luther King, Jr. that exist nowhere else. In addition, SPOHP recently partnered with the Libraries to acquire the Stetson Kennedy papers which contain a treasure trove of materials relating to African
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 3 Dr. King Ortiz has recently written an essay on Kennedy using these new materials that will be published in the Oral History Review The connections between Kennedy, Hurston, and several key narrators in transcripts. Contemporary scholars and students of African American history and social movements have already begun to find Florida to be a fruitful and revelatory site of study through our oral history interviews (A ppendix D) There is however, an increasing need to make these oral history collections more readily available as historians reconceptualize the linkages between the era of Jim Crow, the coming of the civil rights movement, and contested l egacies of the movement years. This proposal is rooted in the Since 2009, SPOHP has embarked on a major research initiative to gather and preserve African American oral histories in Flor ida. This African American History Project (AAHP) has been funded primarily with $250,000 from the UF Office of the Provost, and additional funds from the National Park Service and private donors (See History of Grants ) The most recent initiative has resu lted in the collection of more than 400 new born digital oral history interviews. Building on these collections, SPOHP has organized with an interpretive narrative booklet, released podcasts, and organized oral history workshops with African American churches designed to foster local oral history projects (Appendix J) AAHP interviews feature prominent figures from African American communities throughout Florida. This collection continues to grow as SPOHP staff, interns, volunteers, and UF oral history classes continue to conduct fieldwork, averaging 100 new born digital interviews per year, and SPOHP anticipates an additional 300 interviews between now an d the end of the three year proposal period funded separately by an annual grant fr om the UF Office of the Provost, for a total of approximately 700 oral history interviews by 2018 These interviews feature notable figures, events and themes including : Li fe under Jim Crow, including institution building, alternative educational techniques, food security, community based healthcare, support and service organizations, displacement and dispossession, labor, armed self defense, and tactics of resistance C ivil Rights activism including the Tallaha ssee Bus Boycott movement, the Congress of Racial Equality (CORE), Southern Christian Leadership Conference (SCLC), Sou thern Regional Council (SRC), local movement organizations, the integration of public institutions, facilities, and higher education including SEC sports Personal memories of luminaries such as Mary McLeod Bethune, Ralph Abernathy, Howard Thurman, and Harry T. Moore Two interviews with the last living surviv or of the 1923 Rosewood Massacre Interviews with pastors and leaders of historic black churches throughout Florida Black high schools and efforts to retain their legacies and alumni associations Veterans of World War I, World War II, Korea, Vietnam, and the Gulf Wars. Gullah Geechee elders and Blac k Seminoles discussing coastal slavery, cultural traditions, and the legacies of the Seminole wars African diaspora heritage from North America and the Caribbean Narratives of forced slavery migration into Florida from the 1850s The significance of Barack Obama and the 2008 elections
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 4 These interviews build on a prior legacy of Florida African American oral histories, including follow up interviews with the same individuals sometimes 20 or 30 years after they were first interviewed for these older colle ctio ns. To give three examples, the collection includes: four interviews with prominent Gaines ville educator and centenarian A. Quinn Jones spanning from 1975 to 1994; three interv iews with civi l rights activist Rosa B. Williams span ning 1983 to 2009; and thre e interviews spanning 1984 to 2012 describing the Female Protective Society, an Alachua County service organization foun ded by prominent African American women in 1903. This longitudinal depth provides an invaluable record for humanities research. Researchers will be able to use these interviews to study the changing dynamics of race relations in Florida from segregation th rough integration to understand how African American institutions have developed and paved the way for future organizing, and to place Florida at the center of several systems of race relations combining African American narratives with Native American British, Spanish and Caribbean history in the state. The completion of this proposal will allow UF to promote one of the most unique collections of fully transcribed and searchable African American oral histories in the country. For the purposes of this project SPOHP has identified 13 pre existing oral history collections as pertinent to reconceptualize African American life in Florida (Appendix A). While several of the older interviews have been transcribed and are available through the University of Fl orida Digital Collections (UFDC) many of the transcripts remain in draft form, covered with pencil markings or editorial annotations. The transcription standards employed for these past collections do not meet current professional expectations, esque colloquial spelling, or suffer the opposite problem of being too heavily edited, correcting grammar and streamlining prose in a way that obscures the dialogical and per sonal charact er of the narrative (see examples in Appendix B). These older collections need to be re transcribed to meet the same standards as the born digital AAHP interviews. While some of the existing transcripts are posted on the UFDC, they consist of opaque image files that are not full text online environment interviews with African Americans are difficult to locate and use. History, Scope, and D ura tion The project encompasses three major components set to begin May 1, 2015 and completed by April 30, 2018. These components include the following : 1) retrospective conversion and transcription of older analog interviews, 2) transcription of born digital interviews, and 3) promotio n of public access to interview collections through public programming, finding aids, and podcasts. SPOHP and the Libraries are working to make collections of African American oral history interviews full y text searchable and fr eely available to researchers worldwide. This project will result in the transcription of 400 born digital interviews, the transcription and digitization of 200 analog interviews, and the uploading of an additional 383 interviews to the UFDC that will be r eady for the final stages of processing by the inception of this project in May 2015. The overarching goal of this proposal is to standardize 983 of 1,106 African American interview s for digital upload to UFDC. For each interview, SPOHP will inclu de: 1. Complete digital audio (MP3 format) for public use 2. Full text searchable transcripts (PDF format) 3. Complete metadata, standardized across collections for increased usability and discovery
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 5 4. Since 2008, SPOHP has successfully executed projects similar in design to the one currently proposed T he Poarch Creek Project (Summer 2012 Summer 2013) consisted of four staff members re transcribing over 70 sub standard older tra nscripts with funding from the Poarch Band of Creek Indians. The Freedom Summer Oral History and Library Curation Mini Grant (Summer 2013 Summer 2014) consisted of two staff members taking 110 born digital interviews through the complete workflow specified in this proposal beginning with transcription and ending with final edits and the inclusion of metadata and upload to the UFDC. M ore complete accounts of these past projects are available in Appendix C. : T his proposal seeks to combine 13 oral history collections, nine analog and four born digital to increase public access and findability The analog interviews were conducted using cassette recorders. The physical audio cassettes are preserved in Transcripts of interviews within collections are presently available in UFDC through typewritten transcripts provided from scanned copies of drafts with editors marks noted in pen. The redactions not only provide a barrier to searchability but in many cases endanger the accuracy of the interview as large portions of text were edit ed with outdated oral history standards (Appendix B). In order to access the audio for the interviews, researchers must schedule an appointment to listen to the audio in house at SPOHP. Only a handful of interviews have accompanying digital audio available through UFDC. Methodology a nd S tandards The born digital interviews were conducted using Marantz PMD661 MKII audio recorders. Most of the born digital interviews are only accessible by appointment through the SPOHP archives where the audio files are ava ilable in MP3 and WAV formats and transcripts, where applicable, are available as PDF and DOCX files. Interviewees have convey ed non exclusive rights to SPOHP through a Deed of Gift form approved by the UF Institutional Review Board (Appendix L) All SPOHP interviews are subject to this process, and for those exceptional instances where Deed of Gift clearance is lacking or unclear, SPOHP staff will be organizing a concerted effort to obtain necessary permissions prior to May 2015. In some cases interviews h ave been restricted from public access due to the sensitive nature of the interview topic or segments of the audio have been redacted for the same purposes. Interviews that are lacking a Deed of Gift or are restricted for any reason will not be processed a s part of this project Born digital Workflow: Through years of experience, SPOHP has developed a streamlined, time estimated workflow for processing born digital interviews. Immediately after an interview is conducted, the audio recorder is returned to WAV file. Digital Humanities Production Specialist, Deborah Hendrix assesses the audio file and using TwistedWave and Leve lator before saving a polished MP3 file. These files are then placed in a queue to be transcribed, audit edited, and final edited. Once the transcription draft is complete, interview transcripts are scrutinized more closely alongside the audio to verify na mes, dates and decipher other inaudible language during the audit edit process by the Born digital and Digitization Coordinators with knowledge of colloquial language and local figures and place names. A final edit by the Finalization/Dissemination coordin ators ensures that the document is properly formatted for quality control. Once the final edit is complete, metadata is added to
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 6 the interviews and uploaded to the UFDC ( Appendix M ). For both digitization of analog and born digital curation, all materials are uploaded to UFDC. The SobekCM software utilized by the Libraries then automatically processes materials to the digital archive, automatically generates metadata as MARCXML, METS/MODS, Qualified Dublin Core, and automatically updates record feeds and si temaps with the new items. In order to promote the equitable access to information, all records, once uploaded to the UFDC, are open and fully available for download and use under the terms of Creative Co mmons CC0 The transcripts are OCR searchable and can be downloaded with accompanying audio MP3 files. Digitization Workflow (Analog Audio): With the analog interview collections, the first objective is to assess the audio cassette to ensure that it is in full functioning order. If the cassette is damaged, tape is used to splice broken tape ends and blank tapes are used to replace damaged cassette carriers. Next the cassettes are digitized by connecting the cassette player to a dig ital recorder with at least a 16bit 48k sampling ability in WAV file. SPOHP currently use s Marantz PMD 661 digital recorders Each tape is played to the end on both sides. In a few cases analog interviews have duplicate tapes, which are also played and rec orded to verify all material has been captured and that SPOHP can choose the best recording. During the recording process, the audio is played in real time at normal speed while staff monitors the audio for problems such as broken tapes, damaged tape carri ers, and poor recording. After the interview is fully digitized, the recording must be saved in three formats : th e original, untouched recording; the opt imized full resolution WAV file; and an MP3 iter ation used for work files and listening co pies The op timized full resolution WAV file and MP3 iteration are manually adjusted by Hendrix to improve pitch and speed using TwistedWave audio editor. Additional optimization includes eliminating or reducing inherent tape hiss, clipping long sections of empty trac k and normalizing audio to proper audio levels of 12 6 db using Sound Soap audio scrubber plug in. This process of adjusting the pitch and weeding out particular environmental conditions can take up to several hours. Finally, the digital audio files are archived. The resulting interview files are copied and saved to a hard drive, repository, and optical media (CD or DVD). Toast (Roxio) is used to burn audio to discs if necessary or to make a udio CD s if needed from the full resolution archival version. The original untouch but saved for future manipulation when better recovery software methods are available. Once the analog interview is fully digitized it is ready for transcription, audit edit, and final edit From past experience SPOHP has found that it is much more efficient to re transcribe interviews rather than engage in editing older print transcripts. As with the standard transcription workflow, once the final transcript edits are complete, metadata is added and the interview audio (MP3) and transcript (PDF) are uploaded to the UFDC (Appendix M) Digitizing Supplemental Documents and Photographs : Many interviews are accompanied by supplementary photographs and documents collect ed by SPOHP interviewers in the field, which add context to the interviews. Examples include typewritten photographs of people and locations, historical documents newspaper clippings, and handwritten field notes. offer contextual clues to assist researchers and educators. When these are available, d ocuments and images are digitized using similar care for preservation and quality. In accordance with the UFDC
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 7 standards, most documents are scanned using the Panasonic KV S2046C feed scanner, which is standard use at the Libraries More sensitive documents will be scanned using the Microtek ScanMaker 9800XL and the Epson E xpression 10000XL. The master files are uncompressed TIFF (ITU T.6) images. Scans are scaled to 100% of the source document dimensions. Bit depth is 24 bit color or 8 bit gray scale; dpi is 300 at a minimum. Color space is sRGB with scanning software calib rated to a standard RGB palette. Derivative jpg2000 zoomable images and jpg files are created for use for web serving. computer workstations running Microsoft Win dows XP or higher and Adobe Photoshop CS 4 or higher. All images are processed according to the standards outlined in Digital Images: The Guidelines for Master TIFF Image Files Image processing routines are conservative and intended to maintain original image quality. Image de skew, cropping, and color correction are the common corrections needed. Because color management of ima ges is important in this proposal, calibration of eq uipment is monitored continuously. Flatbed scanner color fidelity is achieved through bundled Q 60 based calibration programs, and the CopiBook is calibrated through its integrated calibration utility. Monitor gamma and color calibration is achieved throug h Monaco Optix 2.0. Hendrix has training in both photographic and digital imaging techniques and will determine the correct tonal values for the 24 bit image according to Q 60 calibrations and adjust each image to optimize tone and contrast, assuring color fidelity. Metadata Standards : The Libraries support locally created digital resources as powered and hosted in the SobekCM Open Source Repository Software, which supports METS/MODS metadata as a primary standard for all materials. Citation information for each digital object is automatically transformed by SobekCM software into various metadata formats for optimal access and interoperability. Records are widely distributed through library networks and through search engine optimization to ensure broad publ ic access to all online materials. By using SobekCM, SPOHP ensures compliance with individual standards and interoperability acr oss different standards. First, all item s in the UFDC are associated, upon submission into the repository, with a Metadata Enco ding and Transmission Standard (METS) file that describes descriptive, administrative, and structural information relevant to its display and long currently utilizes its own METS extension profile. The preferred descrip tive metadata standard for the METS is the MARC based Metadata Object Description Schema (MOD S). The initial submission creates a METS/MODS record, and SobekCM automatically creates additional metadata files to support interoperability and access, including MARCXML, Simple and Qualified Dublin Core, and schema.org microdata. SobekCM supports distributing records widely by sharing the Dublin Core records followin g the Open Archives Initiative Protocol for Metadata Harvesting (OAI PMH), automatically adds MARCXML records for all items and adds them to a MARCXML feed to allow all records to be easily imported into library catalogs in the native format for those syst ems, and supporting a JSON Application Programming Interface (API) for system level access and application development and integration. Additionally, SobekCM supports best practices for search engine optimization with sitemaps, schema.org microdata, and op timized citation pages for all items. These pages are easily read and indexed by commercial search engines, ensuring that materials are easily stumbled across in regular web searching.
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 8 Sustainability of Project Outcomes and Digital Content UF and the Offi ce of the Provost have continued to demonstrate a strong commitment to the collection and pr eservation of African American oral h istories through the Samuel Proctor Oral History Program. Since initial funding in 2009, the Office of the Provost has provided annual renewals of $50,000 internal grant s to continue to support acquisition, transcription, online distribut ion, and public programming for AAHP Moving forward, SPOHP staff and advisors are confident that UF will continue to develop and grow the progra m well after the completion of this proposed project Further more UF recently approved an undergraduate degree program in African American Studies and increased course offerings in African American history, politics, and culture. Additionally ment of History approved its inaugural plus providing a stream of graduate students committed to conducting, preserving and using oral history narratives for research purposes. To supplement t 12 volunteers and 15 undergraduate interns who conduct and transcribe interviews for course credit. The UF leadership he local community as well as its ties and other local institutions. In regards to collection preservation, the Libraries are committed to long term digital preservation of all materials in the UFDC and in UF supported collaborative projects as exemplified by the Digital Library of the Caribbean (dLOC) Redundan t digital archives, adherence to proven standards, and rigorous quality control methods protect digital objects. The UFDC provide s a comprehensive approach to digital preservati on, including technical support reference services for both online and offline archived files, and support services by providing training and consultation for digitization standards for long term digital preservation. The Libraries maintains redundant servers with copies of all online files, with an additional tape backup as a ready access archive. In practice consistent for all UFDC files separate redundant digital archives are maintained by the Florida Digital Archive (FDA) The FDA preparation process creates the Submission Ingest Packa ge (SIP) file with the metadata and in the format for submission to FDA, including: MD5 checksum numbers, file format and version information, and administrative and bibliographic metadata. Information about the archival processing for all digital objects, b oth online and archived objects, is tracked and maintained within the SobekCM Management and Reporting Tool (SMaRT) and the SobekCM onl ine system under "Work History." SobekCM "Work History" tracking includes the "History" which li sts t he workflow name (for the name of the archive and the process; e.g.; FDA ingest), date the workflow occurred, and location/notes (e.g.; the FDA IEID). Under "Work History" is another field titled "Archives" which lists all of the archived files including f ilename, size, last write date, and archived date. Additionally, SPOHP houses redundant copies of a ll digital and paper material. Audio cassettes and p aper documents, such as old typewritten transcript drafts, field notes, an secure, temperature controlled archive room in Pugh Hall. Digital copies of audio files and transc ripts posted to UFDC are backed up on external hard drives and servers at the College of Liberal Arts and Sciences (CLAS). Dissemination From the inception of AAHP, dissemination and collaboration have been central features. AAHP regularly compiles CDs featuring 15 20 audio excerpts highlighting hard hitting narratives from our
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 9 collections. These clips are contextualized through accompanyin g narrative booklets (Appendix J). By December 2014, the interview clips will be converted into podcasts and uploaded to podcast channel AAHP often partners with north and ce ntral Florida organizations, facilitating oral history workshops at churches and community centers, and coordinating or delivering presentations on Florida African American history. SPOHP also holds public events and panel discussions on the UF campus that are free and open to the public, consistently drawing an excess of 100 community members, researchers, and pres entation with Florida civil r ights icon Dr. Patricia Stephens Due. Each spring, SPOHP will continue to host public events focused on African American history in Florida. The 2016 program will commemorate the 60th anniversary of the Tallahassee Bus Boycott, the 2017 event will feature reflection on J im Crow segregation in Florida, and the 2018 event will discuss the teaching of African American history in Florida. This year SPOHP is partnering with the UF Department of Theater Arts, as faculty member Kevin Marshall is drafting a play based entirely o n interviews from the AAHP collections. UF graduate and undergraduate theater students will perform a full stage production for two weeks in Gainesville during the spring of 2015, followed by an additional performance in Edinburgh, Scotland later the same year. developing a book that will highlight powerful narratives from the collections. Intended to be scholarly but with wide public appeal, the book is loose Remembering Jim Crow (Appendix D). SPOHP also maintains an active social media presence through the SPOHP website YouTube channel podcasts and an RSS feed for new items in the SPOHP Digital Collections SPOHP regularly uses its curated email listserv of 1,200 contacts and a mailing list with more than 800 friends of SPOHP. Additionally, AAHP maintains Twitter and Facebook accounts to disseminate information about upcoming events and updates to the community. Results of these efforts since 2006 have produced 1,700,345 total view counts in the UFDC collections and 33,921 unique visitors who ac cessed 227,776 interviews over the eight year recordkeeping span Additional usage statistics regarding the collections impacted by this proposal are described in Appendix H. Work Plan Paul Ortiz and Jana Ronan will supervise the proposed work plan. One Born digital C oordinator will supervise the transcription of born digital interviews, while another Digitization Coordinator will supervise the digitization and transcription of the older audio cassette interviews. Two additional Finalization/Disseminatio n C oordinators will be in charge of finalizing d igital projects and dissemination. Ov er the course of three years SPOHP intend s to fully transcribe and upload 600 interviews to UFDC (400 born digital and 200 analog). Distributed evenly among st SPOHP staff, each of the six transcriptionists will complete an average of 33 interview transcripts per academic year, 11 each semester, or three transcripts each month.
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 10 Staff Responsibilities The project team requests NEH funding totaling $347,920. Of that amount, $270,755 is allocated for share totaling $231,817 includes documented effort a s listed below in the Project Staff section of this proposal plus contributed forgone indirect costs. During the academic year, six student transcriptionists will be hired as student assistants at $12/hour for 10 hours/week (Appendix K offers a complete j ob description) The Born Digital Coordinator, Digitization Coordinator, and Finalization/Dissemination Coordinators will be hired as Other Personnel Services (OPS) sta ff for 20/hours per week at $15/hour. goal is to transcribe 50 born digital interviews and transcribe and digitize 25 analog, audio cassette interviews each semester. Digital Hu manities Production Specialist, Hendrix will oversee digitization, Ronan will oversee library operations and Ortiz will oversee project management. In order to ensure that SPOHP regularly meet its goals, Ortiz and Ronan will meet with the project team at the end of each semester to ensure that the goals for the upcoming academic semester are clearly outlined. The Born digital Coordinator will supervise four transcribers whose sole task will be to transcribe born digital interviews. The coordinator will audit edit the interviews to ensure qualit y control and forward them to the Finalization/Dissemination Coordinators. The Digitization Coordinator w ill supervise two transcriptionists who are in charge of the transcribing analog interviews and audit editing th eir transcription drafts. In comparison to the Born digital coordinator, the Digitization Coordinator is res ponsible for supervising fewer transcriptionists and therefore also expected to digitize the audio of older audio cassette interviews as well as any associated paper documents and images. Once transcripts are audit edited and the necessary audio is digitized, the Finalization/Dissemination Coordinators will conduct a fina l edit and add metadata to the interview. Ronan will then upload the interview audio and final transcripts to the UFDC website. The Finalization /Dissemination Coordinators will work with Ortiz and Director of African American Studies, Sharon Austin, to org anize and enact the final dissemination
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 11 plans. All of the coordinators will collaborate at the end of each academic year to compile an annual AAHP CD with short audio clips one to four minutes in length detail ing hard hitting stories or major themes. These interview clips will then be expanded with contextualized audio narrative and uploaded to Once digitized, SPOHP will increase public and academic engagement with these collections through its dissemination effo rts outlined later in this proposal By Spr ing 2018, SPOHP and the Libraries will create an online Finding Aid with in formation on the interview collections, as well as relevant archival collections and published literature accessible through the Libraries. Date Activities Responsible Parties 2015 Summer (May August) Hire student assistants and train on transcription and digitization standards Establish metadata keywords and topics, create template Collaborate with Libraries to ensure that transcripts are fully searchable and available online Principal Investigators meeting with the pr oject team Paul Ortiz, Sharon Austin, Deborah Hendrix, Jana Ronan, Laurie Taylor 2015 Fall (September December) Create an aggregation and user portal of all interviews in SPOHP's collection related to African American history in Florida 50 born digital interviews transcribed 25 cassette interviews transcribed and audio digitized Digitize documents associated with 75 interviews (transcripts, field notes, photographs) TOTAL: 75 interviews with complete metadata uploaded to UFDC Princip al Investigators meeting with the project team Ortiz, Ronan, Austin Hendrix, Justin Dunnavant, Ryan Morini, Taylor 2016 Spring (January April) Host public p rogram (60 th anniversary of Tallahassee Bus Boycott) Compile clips into annual AAHP CD Produ ce 15 podcasts (1 4 minute s ) from interview clips 50 born digital interviews transcribed 25 cassette interviews transcribed and audio digitized Digitize documents associated with 150 interviews (transcripts, field notes, photographs) TOTAL: 150 interviews with complete metadata uploaded to UFDC Principal Investigators meeting with the project team Ortiz, Ronan, Austin Hendrix, Diana Dombrowski, Justin Hosbey, Dunnavant, Morini, Taylor 2016 Summer (May August) Outline the dissemination plan (public programs, promotional materials, news releases, etc.) 50 born digital interviews transcribed 2 5 cassette interviews transcribed and audio digitized Digitize documents associated with 225 interviews (transcripts, field notes, photographs) T OTAL: 225 interviews with complete metadata uploaded to UFDC Principal Investigators meeting with the project team Ortiz, Ronan, Austin Hendrix, Shelley Arlen, Dunnavant, Morini, Taylor 2016 Fall (September December) Create a database of institutional repositories with African American historical material 50 born digital interviews transcribed 25 cassette interviews transcribed and audio digitized Ortiz, Ronan, Austin Hendrix, Arlen, Dunnavant, Morini, Taylor
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 12 Digitize documents associated with 300 interviews (transcripts, field notes, photograph s) TOTAL: 300 interviews with complete metadata uploaded to UFDC Principal Investigators meeting with the project team 2017 Spring (January April) Host public program (Jim Crow in Flori da) Compile clips into annual AAHP CD Produce 15 podcasts (1 4 minute s ) from interview clips 50 born digital interviews transcribed 25 cassette interviews transcribed and audio digitized Digitize documents associated with 375 interviews (transcripts, field notes, photographs) TOTAL: 375 interviews with complete metadata uploaded to UFDC Principal Investigators meeting with the project team Ortiz, Ronan, Austin Hendrix, Arlen, Dombrowski, Dunnavant, Hosbey, Morini, Taylor 2017 Summer (May August) 50 born digital interviews transcribed 25 cassette interviews transcribed and audio digitized Digitize documents associated with 450 interviews (transcripts, field notes, photographs) TOTAL: 450 interviews with complete metadata uploa ded to UFDC Principal Investigators meeting with the project team Ortiz, Ronan, Austin Hendrix, Arlen, Dombrowski, Dunnavant, Hosbey, Morini, Taylor 2018 Fall (September December) Create a finding aid to link oral history narratives with resources in the UF 50 born digital interviews transcribed 25 cassette interviews transcribed and audio digitized Digitize documents associated with 525 interviews (transcripts, field notes, photographs) TOTAL: 525 interviews wit h complete metadata uploaded to UFDC Principal Investigators meeting with the project team Ortiz, Ronan, Austin Hendrix, Arlen, Dombrowski, Dunnavant, Hosbey, Morini, Taylor 2018 Spring (January April) Host public program (Contested Legacies) Comp ile clips into annual AAHP CD Produce 15 podcasts (1 4 minute s ) from interview clips 50 born digital interviews transcribed 25 cassette interviews transcribed and audio digitized Digitize documents associated with 600 interviews (transcripts, field notes, photographs) TOTAL: 600 interviews with complete metadata uploaded to UFDC Principal Investigators meeting with the project team to outline future of the project Ortiz, Ronan, Austin Hendrix, Arlen, Dombrowski, Dunnavant, Hosbey, Morini, Taylo r Staff Within the organization, successive directors and advisory board have created a strong infrastructure from which SPOHP has been able to build its African American oral history collection. staff, coordinators, students and partners span the disciplinary breadth with specialties and advanced degrees in History, Education, Library Science, Digital Humanities and Anthropology. This breadth of intellectual traditions has facilitated active disc ussions on ethics, ethnography and analysis of oral text under diverse theoretical lenses.
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 13 Advisory Board The advisory board of directors include s a wide range of acclaimed internati onal scholars in oral history, race and ethnic studies, and community organizations. The role of the advisory board is to guide SPOHP in current as well as future research projects and to provide expert advice on the most recent intellectual trends in each adviser's area of expertise. For the purposes of this project, they will provide guidance for the dissemination projects particularly in regards to content of the public programs as well as the content of the AAHP CDs providing academic support as neede d. It is through the board of directors that SPOHP has access to top scholars in the field of African American Studies, History, and Ethnic Studies. The c urrent advisory board includes the following scholars and community leaders (Appendix E) : Akinyele Umoja, Ph.D., Georgia State University William H. Chafe, Ph.D., Duke University Michael Honey, Ph.D., University of Washington, Tacoma Benjamin Houston, Ph.D., Newcastle University Hasan Jeffries, Ph.D., Ohio State University Gaye Theresa Johnson, Ph.D., University of California, Santa Barbara Carlos Muoz, Ph.D., University of California, Berkeley Solymar Sol Negrn, Proyecto Algarabia Vicki Ruiz, Ph.D., University of California, Irvine Project Staff Paul Ortiz, Ph.D. Project Director. Director of the Sa muel Proctor Oral History Program and Associate Professor of History at the University of Florida (Cost share: 10% FTE for three years totals $ 34,1 92 ) Ortiz is a nationally recognized scholar of American history. He is the recipient of numerous book awards and is the co editor of Remembering Jim Crow: African Americans Tell About Life in the Jim Crow South a book that grew out of the NEH nd the Veil: African American Life in the Jim book, Emancipation Betrayed: the Hidden History of Black Organizing and White Violence in Florida from Recons truction to the Bloody Election of 1920 is considered to be the definitive text on the making of segregation in Florida. He has served as primary investigator of numerous oral history project grants on subjects including Native American, Black Seminoles, a nd environmental studies. Ortiz is currently vice president of the Oral History Association and will assume the presidency of the OHA in October 2014. Project Role: Ortiz will be responsible for the daily management of the project, including overseeing the budget management, and all reports. Jana Ronan, Co P.I. (Cost share: 10% FTE for three years totals $36,018) Ronan is the subject specialist for African American Studies at the George A. Smathers Library at the University of Florida. She most recently successfully partnered with SPOHP to develop new workflows to transcribe and put 100 Mississippi Freedom Summer civil rights oral histories online in the UFDC which have received 4,843 visits to date since being made available in Spring 2014 Project Role: As a Co P.I. and subject specialist, Ronan wil l supervise work at the library, including uploading audio and document/image files to the UFDC and advising on metadata.
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 14 Sharon Austin, Ph.D. (Cost share: 5% FTE for three years totals $21,564 ) Austin serves as the Director of the African American Studies Program, Associate Professor of political science at the University of Florida. Her teaching interests are in American Government, Urban Politics, and African American Politics and her research interests are in African American mayoral elections, rural Af rican American political activism, and African American political behavior. Project Role: Austin will support dissemination efforts, including organizing panel discussions and public programs. Additionally, Austin will assist in prioritizing interviews for processing, as well as structuring finding aids and audio podcasts in ways that are conducive to researchers and educators. Shelley Arlen Associate University Librarian (Cost share: 5 % FTE for three years totals $ 9,018 ) Arlen has worked in multiple capacities, including management, in research libraries at the University of Oklahoma and the University of Florida for over 35 years. Her degrees are in Library Scienc e, Anthropology, and English. Arlen is now U.S. and British History Librarian in the Hu manities & Social Sciences Department, U niversity of Florida Libraries. Arlen has developed digital tutorials/histories using primary sources, and her publications include articles on primary sources, reference, collection management, classicist Jane Ellen Harrison, and The Cambridge Ritualists Arlen is currently curating exhibits for the Panama Canal Centennial Celebration at UF in August. Project Role: Arlen will support dissemination efforts, including organizing panel discussions and public programs an d well as the development of library subject guides and strategies to infuse these primary resources in library outreach. Diana Dombrowski, Senior Research Staff (Cost share: 20% FT E for three years totals $ 11,715 ) Dombrowski is a senior research staff me mber and graduate of the University of Florida. She joined SPOHP as a staff member in 2012 as the coordinator of the Poarch Creek Project with the Poarch Band of Creek Indians and press release writer for the program. As a senior research associate, Dombro wski to WordPress and currently manages the website, the official iTunes account and podcasts record, Wikipedia entries, and a selection of uploads to the UFDC collection for the program. Dombrowski has worked as a Mississippi Freedom Project (MFP) researcher for 3 years. Her additional projects include coordinating the volunteer program and working as staff on the Mississippi Fr eedom Project Miini G rant for 2013 2014. Project Role: Dombrowski as the Born digital Coordinator will train and supervise four student assistant transcriptionists in the transcription process of born digital interviews. Once a draft transcription is complete, Dombrowski will audit edit the transcripts for quality control. Dombrowski will also work with Dunnavant, Morini, and Hosbey to identify and produce oral history clips for the annual AAHP CD and podcasts. Justin Dunnavant, AAHP Coordinator (Cost share: 20% FTE for three years totals $13,017) Dunnavant is a Ph.D. student studying archaeology in the Department of Anthropology at the University of Florida. a graduate coordinator drafting transcripts, conducting interviews, and helping facilitate public programs Project Role: As the Finalization/Dissemination Coordinator, Dunnavant will conduct final edits for all audit edited transcripts and add metadata before uploading the files to UFDC. At the end of each academic year, Dunnavant will work with Ronan and Morini to create a library finding aid and work with
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 15 the other coordinators to complete an annual CD and podcasts. Additionally, Dunnavant will work with Morini, Austin, Ortiz, and Jana to organize the annual public programs. Deborah Hendrix, Digital Humanities Production Speciali st (Cost share: 20% FT E for three years totals $2 2,007 ) and has worked with the program since 2000. Through her expertise, Hendrix has produced several documentaries and short films and supervising all editing and management of audio and video material at SPOHP. Project Role: Hendrix will train Hosbey in digitization methods and industry standards. Additionally, she will address any digitization issues and storage mat ters that arise. Justin Hosbey, AAHP Coordinator (Cost share: 10% F TE for three years totals $6,5 09 ) Hosbey is a third year doctoral student in the Department of Anthropolog y at the University of Florida. He started work this year at SPOHP as a graduate coordinator for AAHP. Project Role: Hosbey, as the Digitization Coordinator, will train and supervise two student assistant transcriptionists in the transcription process of analog interviews. Once a draft t ranscription is complete, Hosbey will audit edit the transcript for quality control. With fewer transcriptionists to supervise, Hosbey will also be responsible for digitizing analog audio cassettes and related documents, consulting Hendrix should any issue s arise. Hosbey will also work with Dunnavant, Morini, and Dombrowski to identify and produce oral history clips for the annual AAHP CD and podcasts. Ryan Morini, Ph.D. AAHP Coordinator (Cost share: 20% FTE for three years totals $13,017) Morini recently completed his Ph.D. in the Anthropology department at UF. He has worked as a coordinator with AAHP since 2010, conducting a number of interviews, helping to creating the AAHP educational CD, and giving presentations to UF undergraduate classes about how to conduct oral history interviews. Project Role: As the Finalization/Dissemination Coordinator Morini will conduct final edits for all audit edited transcripts and add metadata before uploading the files to UFDC. At the end of each academic year, Morini wi ll work with Ronan and Dunnavant to create a library finding aid and work with the other coordinators to complete an annual CD and podcasts. Additionally, Morini will work with Dunnavant, Austin, Ortiz, and Jana to organize the annual public programs. Laurie Taylor, PhD, Digital Humanities Librarian (Cost share: 5% FTE for three years totals $ 13,347 ) Taylor is the Technical Director for the Digital Library of the Caribbean (dLOC), co chair of the campus wide Data Management/Curation Task Force, co conv ener of the Digital Humanities Working Group, and Project Role : Taylor will d isseminate project activities and products with constituents at UF and through the nascent Florida Digital Humanities Consortium and Digital Library of the Caribbean (dLOC) as well as liaise with full project team and scholars for future expansions and sha red scholarly cyber infrastructure for processing and promoting oral histories.
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 16 History of grants Internal UF Grants Funded George A. Smathers Libraries August 2013 May 2014 Freedom Summer Oral History and Library Curation Mini Grant $5000 Office of the Provost 2010 2013 Alachua County Afri can American History Project ( AAHP) $150,000 Office of the Provost 2013 2014 AAHP renewal $50,000 Office of the Provost 2014 2015 AAHP renewal $50,000 Outside Transcription Gr ants Funded N ational P ark S ervice May 2012 March 2013 U nderground R ailroad Project $21,650 Poarch Band of Creek Indians Spring 2012 Spring 2013 Poarch Creek Project $53,850 Panama Canal Museum November 2009 October 2013 Panama Canal Museum Project $19,100 U.S. Bankruptcy Court August 2010 December 2015 Federal Judges Project $36,000
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 17 Project Deliverables I. Interview Transcription and Upload A total of 983 oral his tory interviews from 13 different SPOHP collections will be uploaded to the UFDC in accordance with its open access policies. Each uploaded interview will include both full text searchable transcript and digital audio, and each will be furnished with metadata according to professional standards and best practices. SPOHP anticipates 3 83 interviews being ready for the final stages of processing by May 2015, the inception of the proposed project. Of the remaining 600 interviews, 400 are born digital, while 200 will be digitized from older, analog collections On average these interviews are approximately 45 minutes long. The 600 interviews amount to roughly 450 hours (27,000 minutes) of audio. By May 2018, all 983 interview s will be uploaded to UFDC. II. Supplemental Digitization Additionally SPOHP will digitize several th ousand pages of older paper transcript drafts and other documents associated with these interviews in the SPOHP archives These older transcripts newspaper clippings, and internal made available to the public only upon request. III. Dissemination There are three basic deliverables relating to dissemination, besides the metadata and open access searchability described above. 1) SPOHP and the Libraries will collaborate on finding aids for each interview collection to facilitate use by researchers, students and the general public (Appendix A). 2) SPOHP will hold annual public programs promoting the contents of the collections, b uilding on a successful history of such efforts (Appendix I). The 2016 program will commemorate the 60 th anniversary of the Tallahassee Bus Boycott, the 2017 event will focus on the Jim Crow era in various parts of Florida, and the 2018 event will discuss the curricular and pedagogical challenges of teaching African American history in Florida. 3) SPOHP will create audio CDs on a yearly basis which will be launched at each public program. These CDs will be modeled after previous efforts (Appendix J). Each CD will contain 15 25 high impact clips extracted from some of the most compelling narratives in the collections, grouped according to particular themes of cultural or historical significance and accompanied by a narrative booklet that contextualizes each clip and analyzes salient themes These CDs will be distributed to the public, including at other public events and upon request by UF instructor s, or professors and teachers from other universities, colleges, or K 12 schools. T he audio from the CDs wil unes Podcast channel and made available online.
Race, Community and Memory: Digitizing African American Oral History in Florida University of Florida 18 List of Grant Participants Arlen Shelley University of Florida Austin, Sharon University of Florida Chafe, William H. Duke University De Farber, Bess University of Florida Dombrowski, Diana University of Florida Dunnavant, Justin University of Florida Elsberry, Michael V. Historical Society of the United States District Court for the Middle District of Florida, Inc. Hendrix, Deborah University of Florida Honey, Michael University of Washington, Tacoma Hosbey, Justin University of Florida Houston Benjamin Newcastle University Jeffries, Hasan Ohio State University Jenkins, Tamarra University of Florida Johnson, Gaye T University of California, Santa Barbara Morini, Ryan University of Florida Muoz, Carlos University of California, Berkeley Ne grn, Solymar S. Proyecto Algarabia Ortiz, Paul University of Florida Ronan, Jana University of Florida Ruiz, Vicki University of California, Irvine Smith, Ann Matheson Museum Taylor Laurie University of Florida Umoja, Akinyele Georgia State University
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Appendix A: Description of Selected Interview Collections Appendix A: Description of Selected Interview Collections Born Digital Collection Selected interviews In need of transcription Ready for finalization by May 201 5 AAHP & URR (projected) 700 460 240 FAF, UFF, & WAF 29 4 25 Totals: 729 464 265 Collection to be Digitized Selected interviews In need of (re/)transcription Ready for finalization by May 201 5 BTV 58 44 14 AL 16 16 0 CRG 2 2 0 CRSTA 1 8 1 8 0 FAB 59 59 0 FB 117 117 0 OVTN 59 0 59 UF 36 0 36 Matheson 12 4 8 Totals: 37 7 25 9 118 Grand total : 1106 723 383 The above tables illustrate three things: 1) The number of interviews selected from each collection as being relevant this project 2) The number of each in need of being transcribed or retranscribed 3) The number of each th at will be ready, by the inception of NEH support in May 2015, for the finalization procedures outlined in the project narrative In total, the project includes 1106 potential interviews. Of these, SPOHP will transcribe 600 (400 borndigital interviews plus 200 digitized from analog interviews). However, 383 additional interviews will be ready by May 2015 for the finalization stages outlined in this grant, and will be included in processing so as to maximize the standardization of metadata and intertextual usability. By the conclusion of the proposed project in May 2018, 983 interviews will be uploaded to UFDC with searchable complete transcripts, digitized audio, and complete metadata. BORN-DIGITAL COLLECTIONS AAHP The Alachua County African American History Project (AAHP) includes more than 400 born-digital interviews with African Americans throughout the state of Florida. Since 2009, researchers and students
Appendix A: Description of Selected Interview Collections have been collecting interviews with UF alumni, former teachers and alumni of historically black high schools, community elders, political leaders, survivors of massacres, Black Seminoles, members of the Gullah Nation and Civil Rights activists. These interviews speak to a wide variety of perspectives on African American life in Florida, and some narratives include family histories stretching to the early 19 th century, including Black Seminoles, and descendants of enslaved Florida African Americans. We anticipate AAHP growing to include 700 interviews by the end of the grant period in May 2018. FAF The Farmworker Association of Florida (FAF) collection is born-digital, and includes interviews conducted in 2012 related to agriculture and farming. The 24 selected interviews were conducted with African American farmers and farmworkers. UFF The U Faculty Union and consists of born-digital interviews with current and former faculty members. One of these interviews is with a UF faculty member who was instrumental in Civil Rights protests in St. Augustine. WAF Women Activists Feminists (WAF) collection includes born-digital interviews with feminists and activists that deal with gender related issues. Four interviewees speak about their involvement in the modern Civil Rights movement. COLLECTIONS IN NEED OF DIGITIZATION AL The Alachua County (AL) collection features interviews with community leaders and longtime residents of Alachua County. Of the more than 100 interviews in the collection, we have identified 16 that specifically address African American history in Florida. BTV The Behind the Veil Project (BTV) collection was supported by an NEH grant through Duke University as an attempt to collect narratives of African American life throughout the country during the Jim Crow Era. These 58 interviews were conducted throughout Florida with Civil Rights activists, farmers and farmworkers, respective veterans of World Wars I and II, educators, and many other individuals. CRG The two interviews in the Civil Rights in Groveland (CRG) outline the Groveland Case of 1948 where 4 African American men were accused of raping a 17-year-old girl. The case caught national attention when NAACP Attorney Franklin Williams (one of the interviewees in the collection) and Thurgood Marshall had the case overturned by the Supreme Court. Soon after the verdict, Sheriff Willis McCall (the other interviewee in the collection) shot and killed two of the defendants who he argued were trying to escape. The national attention surrounding these events had powerful influence on the rise of the modern Civil Rights Movement. CRSTA The Civil Rights in St. Augustine (CRSTA) collection documents civil rights in St. Augustine, FL in the 1960s with community leaders and local educators. Interviewees describe segregation, violence associated with the Klu Klux Klan, police brutality, and overt and covert actions taken against African Americans who were involved in picketing. In there are 14 interviews conducted between 1977 and 1978.
Appendix A: Description of Selected Interview Collections In June 2014, we added four additional interviews with rabbis who were involved in the 1964 mass demonstrations in St. Augustine in solidarity with Dr. Martin Luther King, Jr. FAB Between 1982 and 1996 Mr. Joel Buchanan, a longtime employee of the Smathers Library who was raised in the local African American community, conducted some of the first interviews with African Americans in Gainesville for the Fifth Avenue Blacks collection (FAB). The participants were prominent members of Gainesville's African American community, several of whom have papers and other primary documents housed in the Smathers Library Special Collections. The interviews focus on community organizations and institutions, education, folklore and traditional medicine, African American community politics, racism, and Civil Rights. FB The Florida Black (FB) collection consists of 117 interviews with prominent African Americans throughout the state of Florida, on topics ranging from voting practices, Civil Rights, and the role and unique culture of African American churches. The interviews were conducted from 1971 to 1984. OVTN The Overtown (OVTN) collection consists of 59 interviews with individuals who lived in the historically African American Overtown community in the heart of Miami, Florida. In addition to basic family histories, these interviews touch on issues of access to transportation, community resources, housing, as well as migration. The interviews are transcribed to current standards, but will be included in the finalization steps for this grant so as to ensure uniformity of metadata. UF The UF collection has a number of interviews with alumni, 36 of which are highly relevant to African American life in relation to UF including work staff during the Jim Crow era, as well as various African American students and faculty. Matheson The Matheson Museum has 12 interviews with African American educators, doctors, businessmen, and leaders in Gainesville, Florida. The interviews were conducted between 2002 and 2006 and cover a range of topics of education, healthcare, and African American life in Florida throughout the entire 20 th century.
!Appendix B: Examples of Older Transcripts Demonstrating Need for Retranscription We have included excerpts of four interview transcripts from our older collections that need to be retranscribed in accordance with current professional standards. This page identifies and contextualizes each example. AL 003 Mattie Malone, 1973 (Alachua County Collection) This interview, dating back to 1973, is one of the oldest African American oral histories in the SPOHP collections. No context is given for the interview, nor is it furnished with metadata, so the reader has to simply pick up on cues that show that Mrs. Malone is African American. The transcript is not searchable, making it nearly impossible to find unless the reader knows about its existence beforehand. The transcript also features a perplexing use of superscript that makes it challenging to quote or even understand. FAB 001 Louise Buchanan, 1981 (Fifth Avenue Blacks Collection) We have retranscribed a one-page excerpt from this interview, in which the interviewers grandmother describes the Lynch Hammock Massacre, a well-known, but scantily documented, incident in which five African Americans were killed in 1916. The red type has been inserted to indicate passages that were either stricken entirely from the final transcript currently available on UFDC, or were subject to alterations of Mrs. Buchanans grammar in an attempt to gloss her statements in standard English. Both practices are anathema to current oral history standards. Half or more of her statement about this historic event was excised via editorial whim. FAB 002 Gaston Cook, 1983 (Fifth Avenue Blacks Collection) These scans are edited drafts Gaston Cook was interviewed on three separate occasions, and the transcripts were doctored to make it appear that there had simply been one continuous interview. One can see an example on the third page of FAB 002 included below, as an entire page of introduction is crossed out and replaced with a fictitious sentence seguing from the end of the last interview to the beginning of the new one. Considerable portions of the transcript are also crossed out, and were removed from the version currently available through UFDC. FB 116 Elizabeth Bostick, 1984 (Florida Blacks Collection) We downloaded two pages from this interview directly from the UFDC. The draft on UFDC is the best available version of this transcript, as is the case for many other FB interviews.
FAB 01 Louise Buchanan pp. 6-7 Black text is present in the currently-available digitized version. Red text is available in the original transcript, but was edited out of final versions of the transcript, or else represents editorial corrections of Mrs. Buchanans grammar J: Do you remember anything about things that happened back in the days during the hard times? Did you ever see a lynching? [in Jonesville] L: I didnt see no lynching but I hear talking. J: Tell me something about it, if you can. L: Well, I could tell you what they tell me, but see, its hearsay. J: All right. Now tell me what they told you. L: Its hearsay. [Laughter] J: All right. L: The baddest part I know, my husband went to Alachua for groceries on Saturday morning. And when he got up there, well, see, of course he didnt know nothing about this bad Friday night, you know, story. Theres a story out there about three miles above from us. Thats where the lynching was. Well, us had known nothing about that. And when he got up there, the white man told him to go back home and stay in your house. Dont let none of your people come out, because well shoot you down quick as they would anybody else. Because the one that they was looking for, they hadnt got him. And his name was Boise Long. And, uh, and you keep your family in the house. So he come back and told us that. He came back up to the corner, setting this on the fence, up to the fork of the road. Us was sitting there, so he told us, better come home, better come home. And we come home, thats what he told us. And us didnt come out no more. Not that night. See, they had the lynch that Friday night. But they didnt lynch no one [else] cause they had done, they lynched that Friday night. J: How did you all find out about this information? L: Later. J: Yeah, how did you find about the different information? How did you, did you have the newspaper, or what did people L: No, I told you. White man told my husband about the lynching was out there in Jonesville. Then you go home and stay. Dont want to be out on the street. On the, I say street, but in the road. Regular street because there wasnt no street out home. And keep your family in the house, in your house, dont let them get out tonight. They had some terrible lynching out there. I think they lynch least five that night. J: Really? L: Mmhm. They were looking for one more but they couldnt find him.
Title: Interview with Elizabeth Bostick (February 7, 1984) URL: http://ufdc.ufl.edu//UF00005874/00001 Site: University of Florida Digital Collections Interview with Elizabeth Bostick (February 7, 1984) http://ufdc.u.edu/UF00005874/00001/print?options=1JJ9 1 of 1 6/3/14 1:11 PM
Title: Interview with Elizabeth Bostick (February 7, 1984) URL: http://ufdc.ufl.edu//UF00005874/00001 Site: University of Florida Digital Collections Interview with Elizabeth Bostick (February 7, 1984) http://ufdc.u.edu/UF00005874/00001/print?options=1JJ12 1 of 1 6/3/14 1:14 PM
Appendix C: Evidence of Past Success in Digitization and Transcription Appendix C: Evidence of Past Success in Digitization and Transcription This section offers evidence of SPOHPs capacity to accomplish the goals that have been set out for this grant. Digitization Work Flow : The Poarch Creek Project (Summer 2012 Summer 2013) was SPOHPs first major project focused on digitizing and retranscribing decades old oral history interviews in accordance with current professional standards and best practices. Over the course of a year, mor e than 70 original interviews from the 1970s were digitized and re transcribed through a grant from the Poarch Band of Creek Indians Four staff members digitized an d re transcribed 25 interviews per semester through the same procedures outlined in the cur rent proposal The Poarch Creek interviews are currently housed at SPOHP, as well as in the archives of the Poarch Band of Creek Indians where they are in use at the Calvin McGhee Cultural Authority for monthly history programs and in exhibits at the Po arch Bands museum This project enabled us to establish basic standards and timetables for the digitization and retranscription of older collections. Born Digital Transcription Work Flow : Transcription of the Mississippi Freedom Project collection (Summer 2013 -Summer 2014) was funded by the Univer sity of Florida Smathers Libraries through the Freedom Summer Oral History and Library Curation Mini Grant . It resulted in the transcription and final editing of 110 born digital interviews conducted between 2008 and 2013 on Civil Rights in Mississippi Both text searchable transcripts and audio for these interviews are now available through open access on the UFDC making them the first African American history collection at SPOHP to be available in a ccordance with the standards set out in the current proposal This project enabled us to establish basic standards and timetables for the transcription of born digital collections. Institutional Capacity: At its Pugh Hall offices on the UF campus, SPOHP currently has 15 computers available for interview processing, each of which is equipped with Infinity Foot Control Pedals ( IN USB 2 ) and Express Scribe software for transcription.
Appendix D: Selected Scholarship Highlighting Use of Collections !Appendix D: Selected Scholarship Highlighting Use of Collections Peer-Reviewed Publications Atkinson, Rick. The Day of Battle: The War in Sicily and Italy, 1943 1944. New York: Macmillan, 2008. Chafe, William H, Raymond Gavins, and Robert Korstad, eds. Remembering Jim Crow: African Americans Tell About Life in the Segregated South. New York: New Press, 2001. Colburn, David R. Racial Change and Community Crisis: St. Augustine, Florida, 1877 1980. Gainesville, FL: University of Florida Press, 1991. Evans, Stephanie Y. "I Was One of the First to See Daylight": Black Women at Predominantly White Colleges and Universities in Florida since 1959. The Florida Historical Quarterly Vol. 85, No. 1 (Summer, 2006), pp. 42 63. Gonzalez Tennant, Edward. An Arch aeology of Intersectional Violence: The 1923 Rosewood Pogrom in Historical Perspective Gainesville, FL : University of Florida Press, in p ress. Laurie, Murray D. The Union Academy: A Freedmens Bureau School in Gainesville, Florida. The Florida Historical Quarterly Vol. 62, No. 2 (Fall, 1986), pp. 16374. Ortiz, Paul. Emancipation Betrayed: The Hidden History of Black Organizing and White Violence in Florida from Reconstruction to the Bloody Election of 1920. Berkeley: University of California Press, 2005. Pleasants, Julian M. Hanging Chads: The inside Story of the 2000 Presidential Recount in Florida. New York : Macmillan, 2004. Taylor, Jessica, and Ryan Morini. I Am an American, Also: How Civil Rights Protest Rhetoric Destroyed Klan Ideology in Florida, 1950 1970. FIRE!!!: The Multimedia Journal of Black Studies i n press. White, Derrick E. From Desegregation to Integration: Race, Football, and "Dixie" at the Un iversity of Florida. The Florida Historical Quarterly Vol. 88 No. 4 (Spring 2010), pp. 46996. Winsboro, Irvin D. S. Old South, New South, or down South?: Florida and the Modern Civil Rights Movement. Morgantown: West Virginia UP, 2009. Graduate Students Several graduate students are actively using our collections for masters theses or doctoral dissertations. They include: Dissertations Diedre Houchen (University of Florida) Natalie Ridgewell (University of Florida) Theses Kathryn Palmer (Florida State University) Ayana Flewellyn (University of Texas, Austin)
VITA William H. Chafe Education: 19581962 Harvard College, A.B., 1962 19621963 Union Theological Seminary, New York City 19651971 Columbia University, M.A. 1966; Ph.D., 1971 Employment: 196365 Instructor of History and Comparative Religion, Columbia Grammar, New York City 197071 Instructor of History, Vassar College 197174 Assistant Professor of History, Duke University 1971Co Director, Duke University Oral History Program 197478 Associate Professor of History 1979Professor of History 1988Alice Mary Baldwin Distinguished Professor of History 197681 Co Director, Center for the Study of Civil Rights and Race Relations 1980 Lecturer, Salzburg Seminar in American Studies 198289 Director of Duke UNC Women = s Studies Research C enter 1989Senior Research Associate, Center for Documentary Studies, Duke University 199095 Chair, Duke History Department 199504 Dean of the Faculty of Arts and Sciences, Duke University 199799 Dean of Trinity College 199904 Vice Provost for Under graduate Education Institutional Research Grants (P.I., Co P.I., or primary author) Rockefeller Foundation Grant to create the Duke Oral History Program, 1972 77 ($250,000) Mary Reynolds Babcock Foundation Grant, Oral History Program, 1973 75 ($25,000) N ational Endowment for the Humanities (NEH) Grant to create the Duke University Center for the Study of Civil Rights and Race Relations, 1975 78 ($309,000) NEH Renewal Grant for the Center for the Study of Civil Rights and Race Relations, 1978 81 ($1 40,000) Office of Education Grant for Minority Students, 1978 ($64,000) Ford Foundation Grant to create the Duke UNC Women = s Studies Research Center, 1981 84 ($225,000) Rockefeller Foundation Grant to promote curriculum development in women = s studies among high school and college teachers, 1984 86 ($96,000) Ford Foundation Curriculum Development Grant in Women = s Studies, 1985 88 ($140,000) Rockefeller Foundations Humanists In Residence Program for Post Doctoral Fellowships, Duke UNC Women = s St udies Research Center, 1986 90. ($175,000) Z. Smith Reynolds Grant for Pay Equity Project, Duke UNC Women = s Studies Research Center ($60,000) Ford Foundation, A Integration of Women of Color in the Curriculum,@ 198991. ($100,000) Rockefeller Found ation, Humanists in Residence Program, Duke UNC Center for Research on Women, 198991. ($150,000) NEH Research Conference Grant, for A Behind the Veil: African American Perspectives on the Jim Crow South,@ March 1991, ($34,724) NEH Summer Institute A Behind the Veil, @ Summer 1992 ($170,000) NEH Collaborative Research Grant, A Behind the Veil, @ 19921995 ($305,000) NEH Curriculum Development Project, A Behind the Veil, @ 19931994 ($145,270)
2 NEH Transcription Grant, 1995 96 ($35,000) Publications: I. Books The American Woman: Her Changing Social, Political and Economic Roles 19201970 (New York: Oxford University Press, 1972). Pp. xiii, 351. Paperback edition, February, 1974. Women and Equality: Changing Patterns in American Culture (New York: Oxf ord University Press, 1977). Pp. xiii, 207. Paperback edition, February, 1978. Civilities and Civil Rights: Greensboro, North Carolina and the Black Struggle for Freedom (New York: Oxford University Press, 1980). Pp. xiii, 446. Paperback edition, April 1981. A History of Our Time: Readings in Postwar America (New York: Oxford University Press, 1982), coedited with Harvard Sitkoff. Revised edition s 1987, 1990, 1995, 1998, 2001, 2003, 2006 The Unfinished Journey: America Since World War II (New Yor k: Oxford University Press, 1986), Pp. xi, 525. Paperback edition, January, 1986; revised editions, 1991, 1995, 1998, 2001, 2003, 2006 The Paradox of Change: American Women in the Twentieth Century (New York: Oxford University Press, 1991). This is a substantially revised version of The American Woman Never Stop Running: Allard Lowenstein and the Struggle to Save American Liberalism (New York: Basic Books, 1993), Pp. xi, 535. Paperback edition, Princeton University Press, 1998. The Road to Equality: American Women Since the 1960s (New York: Oxford University Press, 1994). Remembering Jim Crow: African Americans Tell About Life in the Segregated South William Chafe, Raymond Gavins, and Robert Korstad, editors, (New York: New Press, 2001). Modern A merican Liberalism: The New Deal and Its Legacies William H. Chafe, editor, (Columbia University Press, 2002). Private Lives/Public Consequences: Personality and Politics in Modern America (Harvard University Press, 2005). The Rise and Fall of the American Century (Oxford University Press, 2009)
1 1 Michael K. Honey, Fred and Dorothy Haley Professor of Humanities Labor, Ethnic and Gender Studies and American History Interdisciplinary Arts and Sciences Program University of Washington, Tacoma 1900 Commerce Street Tacoma WA 98402 ; email@example.com 253.692.4544 EDUCATION Northern Illinois University, DeKalb, IL, Ph.D History, 1988, with honors Howard University, Washington, D.C., M.A History, with honors Oakland University, Rochester, MI, B.A. History, magna cum laude SCHOLARSHIP : BOOKS AND BOOK AWARDS Sharecroppers Troubadour: John L. Handcox, the Southern Tenant Farmers Union, and the African American Song Tradition (Palgrave Macmillan Oral History series, 2013). Guggenheim Fellow, 2011 12; Simpson Humanities Center, U. of Washington Editor and introductions, Martin Luther King, Jr., All Labor Has Dignity (Boston: Beacon Press, 2011), 224 pp. Going Down Jericho Road: The Memphis Strike, King s Last Campaign (New York: W.W. Norton, 2007), 640 pp. Robert F. Kennedy Book Award, RFK Foundation Liberty Legacy Award, Organization of American Historians H.L. Mitchell southern labor history award. Southern Historical Association University Assoc iation of Labor Educators national book co award International Labor Research Association best book award Black Workers Remember: An Oral History of Segregation, Unionism, and the Freedom Struggle (Berkeley: University of California Press, 1999), 402 pp. Lillian Smith Award for human rights, Southern Regional Council H.L. Mitchell Award, Southern Historical Association Washington Writer's (Governors) Award, Seattle Public Library Murray Morgan Award, Tacoma Public Library Southern Labor and Black Civi l Rights: Organizing Memphis Workers (Urbana: U. of Illinois Press, 1993), 364 pp. Charles Sydnor Prize for southern history, Southern Historical Association James A. Rawley Prize for race relations history, Organization of American Historians Herbert Gutman Prize for social history, University of Illinois Press SELECTED SCHOLARLY BOOK CHAPTERS AND JOURNAL ARTICLES ( refereed) Race and Labor in Memphis Since the King Assassination , with David Ciscel, in Robert Zieg er, ed., Life and Labor in the New, New South ( University Press of Flori da, 2012), 236 57 Race, L abor and the City in the Obama Era: Kings Unfinished Agenda, in Labor: Studies in WorkingClass History of the Americas S pring 2010: 7, 716
2 Memphis Since King: Race and Labor in the City, Poverty and Race (Washington, D.C.) March/April 2009, 18:2, 8 11, with David Ciscel The Memphis Strike: Martin Luther Kings Last Campaign, Poverty and Race March/April 2007 (16:2): 12, 7 -9 Pete Seeger, San Francisco, 1989: with William R. Ferris and Mi chael Honey, in Southern Cultures 13:3 Fall 2007, 5-39 The Labor and Civil Rights Movements at the Crossroads: Martin Luther King, Black Sanitation Workers, and the Memphis Sanitation Strike, West Tennessee Historical Society Papers 2004, 18 34 The Power of Remembering: Black Factory Workers and Union Organizing in the Jim Crow Era, Eds. Charles Payne and Adam Green, Time Longer Than Rope: A Century of African American Activism, 1850 1950 New York University Press, 2003, 302 335 Operation Dixie: Racism and the Red Scare in the Defeat of Post war Southern Labor," Eds. William Issel, Robert W. Cherny and Kieran Taylor, Labor and the Cold War at the Grassroots: Unions, Politics, and Postwar American Political Culture. New Brunswick: Rutgers University Press, 2004, 216-244 "Martin Luther King, Jr., the Crisis of the Black Working Class, and the Memphis Sanitation Strike." Reprinted in Eileen Boris and Nelson Lichtenstein, Major Problems in the Histor y of American Workers (Ho ughton Mifflin, 2003), 420 430;and in Southern Labor in Transition Ed. Robert Zieger. University of Tennessee Press, 1997, 147 75. *"Racism, Organized Labor and the Black Freedom Struggle," Contours, A Journal of the African Diaspora (Duke University Press ) Spring 2003, 1:1: 57 81 AWARDS AND DISTINGUISHED SERVICE John Simon Guggenheim fellow, 2011 12 Simpson Humanities Center fellow, University of Washington, 2011 2012 National Endowment for the Humanities fellow, 200405, and 198990 Rockefeller Foundation fellow, Bellagio, Italy, Conference Center, February 2004 Harry Bridges Endowed Chair of Labor Studies, University of Washington, 2000 2004 Huntington Library research fellow, Pasadena, CA, 2000
Houston c.v., page 1. Benjamin Houston School of History, Classics and Archaeology Armstrong Building Newcastle University Newcastle upon Tyne, United Kingdom NE1 7RU 0191.208.7919 firstname.lastname@example.org Academic Employment Newcastle University, School of History, Classics and Archaeology. Senior Lecturer in 20th Century U.S. History, permanent/open-ended contract (May 2014present). Lecturer (January 2010present). Carnegie Mellon University, Department of History, Center for Africanamerican Urban Studies and the Economy (CAUSE). Visiting Assistant Professor and Director, Remembering African-American Pittsburgh (RAP) Oral History Project (September 2006December 2009). Education Ph.D. University of Florida, Department of History (May 2006). M.A. University of Florida, Department of History (April 2001). B.A. Rhodes College, cum laude with departmental honors in history (May 1999). Publications Single-authored monographs The Nashville Way: Racial Etiquette and the Struggle for Social Justice in a Southern City Politics and Culture in the Twentieth-Century South Series, University of Georgia Press, 2012. Winner, Arthur Miller Centre First Book Prize, University of East Anglia & the British Association of American Studies. Winner, Tennessee History Book Prize, Tennessee Historical Commission & Tennessee Library Association. Teaching Textbooks The 1960 Lunch Counter Sit-ins: Standing Up for Racial Justice (under contract, Routledge, Critical Moments in American History series). Peer-reviewed articles The Aquinas of the Rednecks: Reconciliation, the Southern Character, and the Bootleg Ministry of Will D. Campbell. The Sixties: A Journal of History, Politics and Culture, 4 (December 2011), 135150. Voice of the Exploited Majority: Claude Kirk and the 1970 Manatee County Forced Busing
Houston c.v., page 2. Incident, Florida Historical Quarterly 83 (Winter 2005), 258-286. Chapters and essays Donald Davidson and the Segregationist Intellect, in Lisa Tendrich Frank and Daniel Kilbride, ed., Southern Character: Essays in Honor of Bertram Wyatt-Brown (University Press of Florida, 2011) 160-77. James Bevel, in Henry Louis Gates Jr. and Evelyn Higginbotham, eds., African American National Biography (Oxford University Press, 2008). Campus, Community, and Civil Rights: Remembering Memphis and Southwestern in 1968, A Panel Discussion, edited and transcribed by Timothy S. Huebner and Benjamin Houston, Tennessee Historical Quarterly 58 (Spring 1999), 7087. Published oral histories We Kept The Discussion at an Adult Level: Jack Kershaw and the Tennessee Federation for Constitutional Government, Southern Cultures 20 (Winter 2014)forthcoming. A Conversation with Reverend Will D. Campbell, Journal of Southern Religion 10 (2007). Academic Fellowships & Grants (External) African American Struggles for Civil Rights in the Twentieth Century, National Endowment for the Humanities Summer Institute, Harvard University, W.E.B. DuBois Institute for African and African American Research (2008). Moody Grant-in-Aid, Lyndon B. Johnson Library and Museum (2008). Kennedy Research Fellowship, John F. Kennedy Presidential Library (2008). Merl E. Reed Fellowship for Research in Southern Labor History, Southern Labor Archives, Georgia State University (2008). Dissertation Writing Fellowship, The Louisville Institute for the Study of American Religiona Lilly Endowment Program (20052006). Robert Woodruff Library Research Fellowship, Emory University (2006). Lynn E. May Jr. Study Grant, Southern Baptist Historical Library and Archives (2003).
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VICKI L. RUIZ Curriculum Vita Distinguished Professor, History and Chicano/Latino Studies Education: Florida State University, B.S. (summa cum laude), 1977 Stanford University, A.M. in History, 1978 Stanford University, Ph.D. in History, 198 2 Selected Employment: Professor of History and Chicano/Latino Studies, University of California, Irvine (July 2001 -) Chair, History (August 2006August 2007), Interim Dean (September 2007 December 2007), Dean (January 2008August 2012), Chair, Chicano/La tino Studies (July 2013 -) Professor of History, Arizona State University (joint appointment with Women's Studies July 1995June 1996; joint appointment with Chicano Studies, July 1997 June 2001, Chair, Chicano Studies Department, July 1997 June 2001) Andrew W. Mellon All Claremont Professor in the Humanities, The Claremont Graduate School (July 1992June 1995) Chair, Dept. of History and Director, Program in American Studies (1993 1995) Associate Professor of History, University of California, Davis (July 1987June 1992) and Director, Mentorships for Undergraduate Researchers in Agriculture, Letters, and Science (MURALS) Assistant Professor of History, University of California, Davis (July 1985 June 1987) Selected Publications: Created Equal: A Social and Political History of the United States (Longman, 2003, brief edition, 2004, second edition, 2005, third edition, 2009, fourth edition, 3013), co authored Jacqueline Jones, Peter Wood, Elaine T. May and Thomas Borstelmann From Out of the Shadows: Mexican Women in Twentieth Century America (Oxford, 1998) an American Library Association Choice Outstanding Academic Book of 1998 (10th anniversary edition, 2008) ACLS Humanities E Book Cannery Women, Cannery Lives: Mexican Women, Unionization, and the California Food Processing Industry, 1930 1950 (New Mexico, 1987) National Womens Political Caucus Award Latinas in the United States: An Historical Encyclopedia 3 vols. (Indiana, 2006), co edited with Virginia Snchez Korrol, New York Public Library, 2007 Best in Reference Memories and Migrations: Mapping Boricua and Chicana Histories (Urbana: University of Illinois Press, 2008), co edited with John R. Chvez
2 Unequal Sisters: An Inclusive Reader in U.S. Womens History Fourth Edition (New York: Routledge, 2008), sole editor. The Practice of U.S. Womens History: Narratives, Intersections, Dialogues (New Brunswick, NJ: Rutgers University Press, 2007), coedited with Eileen Boris and Susan J. Kleinberg American Dreaming: Global Realities: Rethinkin g U.S. Immigration History (Illinois, 2006), co edited with Donna R. Gabaccia. Latina Legacies: Identity, Biography, Community (Oxford, 2005), coedited with Virginia Snchez Korrol Unequal Sisters: A Multicultural Reader in U.S. Womens History three editions co edited with Ellen DuBois (1990, 1994, 1999) An abridged second edition published in Japan, 1997 American Education Association Critics Choice Award. Women on the U.S. Mexico Border: Responses to Changes (Allen and Unwin, 1987, reprinted by Westview Press, 1991) co edited with Susan Tiano Over sixty journal articles and book chapters published, including reprints. Recent Honors: Elected Fellow, American Academy of Arts and Sciences (2012) Stanford University Multicultural Hall of Fame (2009) Member, Advisory Board, Smithsonian National Museum of American History (2007 ) Elected Fellow, Society of American Historians (2006) 21 Leaders for the 21st Century (by womens enews network, with V. Snchez Korrol, 2005) UCI Humanities Associates Fac ulty Teaching Award (2003) National Humanities Council (recess appointment by President Clinton, 2001) ASU Commission on the Status of Women Outstanding Achievement and Contribution Award (2001) ASU Faculty Womens Association Distinguished Mentor Award ( 2001) Latina of the Year in Education, Latina Magazine (cohonoree with V. Snchez Korrol, 2000) ASU College of Liberal Arts and Sciences Distinguished Faculty Award (2000) Selected Professional Service : Past President, American Studies Association (200 72008) Past President, Organization of American Historians (2005 2006) Past President, Berkshire Conference of Women Historians (2002 2005) Contact Information: Department of History, University of California, Irvine, Irvine, CA 92697 email@example.com (949) 9230558
1 GAYE THERESA JOHNSON Curriculum Vitae 1235 Colina Vista Street Department of Black Studies Ventura, CA, 93003 University of California at Santa Barbara email: firstname.lastname@example.org 805-893-3800 Education 2004 Ph.D. American Studies University of Minnesota 1994 B.A. Ethnic Studies and Sociology University of California, San Diego Employment History 2012 Associate Professor, Department of Black Studies University of California at Santa Barbara Affiliations in Chicana/o Studies and History 2005-2012 Assistant Professor, Department of Black Studies University of California at Santa Barbara Affiliations in Chicana/o Studies and History 2002 2005 Assistant Professor, Department of History Uni versity of Texas at San Antonio Coordinator, Program in American Studies Fellowships, Grants, and Residencies 2010 (with Clyde Woods and George Lipsitz) Interdisciplinary Humanities Center Faculty Collaborative Research Grant Black California Dreamin: Social Vision and the Crisis of Californias African American Communities. 2010 Expert-in-Residence, African Leadership Academy, Johannesburg, South Africa. 14-22 March. 2008-2009 Research Fellow, Center for the Comparative Study of Race and Ethnicity, Stanford University. 2008-2010 Hellman Family Faculty Fund Award for research on second book project: Sobre Las Olas: A Mexican Genesis in Borderlands Jazz 2009 Consultant and editor on Independent Television Service (ITVS) Grant (Awarded) for Everyday Sunshine, a Documentary Film Project 2008-2009 (with Clyde Woods) Research Grant, University of California Humanities Research Institute. African American Traditions in California: Establishing a University of
2 California Systemwide Network to Address Research, Curricular, Public Policy, and Archival Needs. 2008 Research Grant, Institute for Social, Behavioral, and Economic Research Social Science Research Grants Program, UC Santa Barbara. Winter Quarter. 2007 Research Grant, Interdisciplinary Humanities Center, UC Santa Barbara. Fall Quarter. 2000-2002 UC Presidents Postdoctoral Fellowship. University of California President's Fellowship Program. 1999-2000 Doctoral Dissertation Scholar, Center for Black Studies, University of California at Santa Barbara. 1997-1999 MacArthur Fellow. University of Minnesota. 1997 Dunn Peace Research Scholarship. Used for field research in Puerto Rico. University of Minnesota. Publications Books and Edited Volumes 2013 Johnson, Gaye Theresa. Spaces of Conflict, Sounds of Solidarity: Music, Race, and Spatial Entitlement in Los Angeles (Berkeley: University of California Press, 2013). 2013 Co-Editor, Black California Dreamin: Social Vision and the Crisis of Californias African American Communities. (Center for Black Studies Research, 2013). In progress Johnson, Gaye Theresa Women in Hip Hop: A Radical Herstory (Under contract with Haymarket Press) In progress Johnson, Gaye Theresa. Sobre Las Olas: Black Liminality in the U.S. Borderlands, 1894Present PUBLICATIONS articles and book chapters 2014 The Dangerous Collision of Immigrant Detention and Black Imprisonment in Occasion: Interdisciplinary Studies in Humanities (Special Issue on Race and Space, eds. David Palumbo-Liu, Wendy Cheng, and Rashad Shabazz). 2013 Johnson, Gaye Theresa, Beyond the Phatitude: Why Hip Hop Exists in David Sheinbaum: Hip Hop, Portraits of an Urban Rhythm (Diamani Press, 2013) 2013 Forward (with IceT) The Art of Rap (Los Angeles and London: Lyric Press, 2013)
1 CURRICULUM VITA Akinyele K. Umoja Georgia State University Department of African-American Studies P.O. Box 4109 Atlanta, Georgia, 30302-4109 (404) 413-5133 email@example.com EDUCATION December 1996 : Ph.D. Institute of Liberal Arts, Emory University, Atlanta, Georgia Supervising professor: Robin D.G. Kelley, Dissertation topic: Eye for an Eye: Armed Resistance in the Mississippi Freedom Movement. August 1990: Masters of Arts, Institute of Liberal Arts, Emory University, Atlanta, Georgia. June 1986 : Bachelor of Arts, Afro-American Studies, California State University, Los Angeles, Los Angeles, California. TEACHING EXPERIENCE Fall 1996-Present : Associate Professor, Department of African-American Studies Georgia State University Areas of Instruction: Introduction to African-American Studies, African and African-American History, African Diaspora, African-Americans in Georgia, African-American Social Movements, Enslavement and Resistance in North America, Enslavement in the Americas, Religions of the African World, Oral History and the Africana Experience, Politics of the Civil Rights Movement, African-American Political Thought. July 1997 : Visiting Professor, Summer Institute, Department of African-American Studies, University of New Mexico Areas of Instruction : African-American Experience 1995-1996 : Lecturer, Department of History, Clark Atlanta University Areas of Instruction : World History, History of the African Diaspora, U.S. History, African-American History 1991-1995 : Instructor (Part-Time), Department of History, Morehouse College, Atlanta, Georgia Areas of Instruction : World History, United States History, African-American History 1992, 1993 : Instructor (Adjunct), Department History, Clark Atlanta University, Atlanta, Georgia Area of Instruction : African-American History
2 1986-1991 : Instructor, Upward Bound, Atlanta Metropolitan College, Atlanta, Georgia Area of Instruction : African-American History 1987-1989 : Teacher, Social Studies, Secondary, Atlanta Public Schools, Atlanta, Georgia Areas of Instruction : World History, U.S. History, Black Studies, Political Behavior, Economics 1983-1984 : Teacher, Social Studies, Secondary, Mid-City Alternative, Los Angeles Unified Schools, Los Angeles, California Area of Instruction : Multicultural Studies SELECTED PUBLICATIONS Akinyele O. Umoja, Repression Breeds Resistance: The Black Liberation Army and the Legacy of the Black Panther Party, in Michael Ferschke, Black Panther. (Hamburg, Germany: Laika Verlag, 2014) (reprint German translation) Akinyele O. Umoja, From One Generation to the Next: Armed Self defense, Revolutionary Nationalism, and the southern Black freedom struggle, Souls: A Critical Journal of Black Politics, Culture and Society. 15, 3-4, Fall 2013, 218-240. Akinyele O. Umoja, Time for Black Men.: The Deacons for Defense and the Mississippi Movement. In Ted Ownby (editor), The Civil Rights Movement in Mississippi. (Oxford, MS: University of Mississippi, 2013), 204-229. Akinyele O. Umoja, We Will Shoot Back: Armed Resistance in the Mississippi Freedom Movement. (New York: New York University, 2013) Akinyele O. Umoja, From Malcolm X to Omowale Malik Shabazz: The Transformation and Its Impact on the Black Liberation Struggle in James Conyers and Andrew Smallwood, Malcolm X: Historical Reader, (Durham, NC: Carolina Academic Press, 2008). Akinyele Umoja, in Dan Moore and Michelle Mitchell (ed), Foreword, Black Codes in Georgia. (Atlanta, GA: APEX Museum, 2006), vii-viii. Akinyele Umoja, Aid to Children of Imprisoned Mothers: An Ethnographic Study, Leadership for a Changing World, Robert F. Wagner Graduate School of Public Service, New York, University, (April 2007). http://wagner.nyu.edu/leadership/reports/files/Aid_to_Children.pdf Akinyele O. Umoja, From Dahomey to Haiti: The Vodun Paradigm and Pan-Africanism, in James Conyers, Reevaluating the Pan-Africanism of W.E.B. Dubois and Marcus Garvey: Escapist Fantasy or Relevant Reality. (Lewiston, NY: Edwin Mellen, 2006), 257-72. Akinyele O. Umoja, Repression Breeds Resistance: The Black Liberation Army and the Legacy of the Black Panther Party, in Lance J. Jeffries, Black Power in the Belly of the Beast. (University of Illinois, 2006). (reprint)
1 Vita of: Shelley Arlen U.S. and British History Librarian Associate Librarian Humanities & Social Sciences Library George A. Smathers Libraries University of Florida Education: MA in English, University of Oklahoma, 1987 MA in Anthropology, Un iversity of Oklahoma, 1979 MLS (Library Science) University of Oklahoma, 1977 BA in Anthropology, Barnard College, 1973, magna cum laude Professional Experience: July 2010 present: U.S. and British History Librarian Associate University Librarian, Library West Humanities & Social Sciences, George A. Smathers Libraries University of Florida July 2008 June 2010: Chair, Library West Humanities & Social Sciences, Associate University Librarian, George A. Smathers Libraries, University of Florida. Oct. 2007 June 2008: Interim Assistant Director for Public Services Division, Associate University Librarian, George A. Smathers Libraries, University of Florida. Jan. 2007 Mar. 2007: Interim Assistant Director for Collections S ervices Division, Associate University Librarian, George A. Smathers Libraries, University of Florida. 2 006-2007: Library West Humanities Bibliographer. Associate University Librarian, George A. Smathers Libraries, University of Florida. 2002-2007: Chair, Collection Manageme nt Department, Associate University Librarian, George A. Smathers Libraries, University of Florida. 1998-2007: U.S. and British History Librarian. Associate University Librarian, George A. Smathers Libraries, University of Florida. 1994-2002: Reference Librarian, Humanities and Social Sciences Services, Associate University Librarian, George A. Smathers Libraries, University of Florida. 1993-1994: Program Coordinator, The Out of Print and Antiquarian Book Market Seminar, Book Seminars, Inc. and A.B. Bookmans Weekly cosponsored by the University of Florida Libraries, Gainesville, FL, assisted Director of Book Seminars in organizing the Conference. 1991-1992: Acting Head of Collection Development, Assistant Professor in Bibliography, Bizzell Memorial Library, University of Oklahoma, Norman, Oklahoma, oversaw management of all library collections, including ordering, maintenance, deselection, and gifts. 1989-1993: Head of Reference, Assistant Professor in Bibliography, Bizzell Memorial Library, University of Oklahoma, Norman, Oklahoma, oversaw management of staff of 8 librarians and 2 paraprofessionals in planning and implementing library services and instruction.
2 1987-1989: Acting Head of Acquisitions, Instructor, Bizzell Memorial Library, University of Oklahoma, Norman, Oklahoma, managed book ordering department of six paraprofessionals. 1984-1987: Humanities Reference Librarian, Instructor, Bizzell Memorial Library, University of Oklahoma, Norman, Oklahoma, provided reference service to universit y clientele, taught library classes and gave instruction in online databases, and selected library materials in English, Classics, Philosophy, and Religion. Publications: Selected Refereed articles, chapters Introducing Primary Documents to Undergradua tes. By Shelley Arlen, Chelsea Dinsmore, and Merrie Davidson. In Introduction to Instructional Services in Academic Libraries. Ed. Elizabeth Connor. New York: Routledge, 2008, pp. 119 34. Incendiary Language. In Encyclopedia of Race and Racism. 3 vols. New York: Macmillan Reference/ Gale 2008 2: 23941. [Award winner of the 2008 Outstanding Reference Sources given by the Reference and User Services Association (RUSA), a division of the American Library Association.] Accessing Locally Cre ated Subject Guides via the Librarys Catalog. By Shelley Arlen, Peter Bushnell, Betsy Simpson, Priscilla Williams Collection Managemen t 30:4 (2007): 3142. Falling Through the Cracks: Just How Much History is History? By David Hickey and Shell ey Arlen Library Collections, Acquisitions, & Technical Services 26: 2 (Summer, 2002): 97-106. Available online to subscribers of Elsevier Science Direct: http://www.sciencedirect.com/science/article/pii/S1464905502002282 Electronic Texts and Selected Web Sites for English and American Literature. In Literature in English: A Guide for Librarians in the Digital Age Ed. Betty H. Day and William A. Wortman. ACRL Publi cations in Librarianship, no. 54. Chicago: Association of College and Research Libraries, 2000, pp. 160 86. Digital Humanities Projects : Tales from the Source: Pyrates! Truth Be Told . Online digital tutorial produced by Shelley Arlen, Missy Clapp, and Cindy Craig (Humanities & Social Sciences Library), in col laboration with Digital Worlds Institute (University of Florida). November, 2011. Available online: http://ufdc.ufl.edu/aa00008736/ Tales from the Source: Captain Kidd: Pirate or Privateer? Online digital tutorial produced by Shelley Arlen, Missy Clapp, and Cindy Craig (Humanities & Social Sciences Library, in collaboration with Digita l Worlds Institute (University of Florida). November, 2011. Available online: http://ufdc.ufl.edu/aa00008735/ "The French in Florida." Online digital tutorial produced by Shelley Arlen, Matthew Loving, C indy Craig, and Florence Turcotte, in collaboration with Digital Worlds Institute (University of Florida). Created for VIVA 500, Florida Department of State, in recognition of the anniversaries of the first colonial settlements of Florida by the French an d Spanish in the sixteenth century. Premier held at the Florida Capitol Museum, Tallahassee, FL, May 29, 2013.
DR. SHARON D. AUSTIN (Maiden name Sharon D. Wright) UNIVERSITY OF FLORIDA DEPARTMENT OF POLITICAL SCIENCE 234 ANDERSON HALL GAINESVILLE, FL 32611 Contact Information: Home Number: (904)282 9325; Office Number: (352) 2733060 Email Address: firstname.lastname@example.org Education: The University of Tennessee at Knoxville Earned doctorate in political science in August 1993 Major areas of emphasis: American Government (Public Law; Congress, the Presidency, and the Judic iary, and Minority Politics) Minor areas of emphasis: Comparative Politics and Public Administration Dissertation: Aftermath of the Voting Rights Act of 1965: Racial Voting Patterns in Memphis Mayoral Elections, 1967 1991 The University of Memphis Earned masters degree in political science with a minor in education in December 1989 Christian Brothers University Earned bachelors degree in history with a minor in political science in May 1987 Teaching: The University of Florida Director of the African American Studies Program July 2012 Present Interim Director of the African American Studies Program August 2011 July 2012 Associate Professor from August 2004 Present Undergraduate Coordinator from August 2008 August 2010 Visiting Associate P rofessor from August 2001 August 2004. Received tenure in June 2007 Courses taught at the University of Florida: African American Politics Cultural Diversity Presidential Inauguration Seminar Asian American Politics Honors American Government Race, G ender, and Politics Community Analysis Introduction to American Government Urban Politics The Junior Statesman Program at Yale University Associate Professor of American Government from July 1 26, 2002 The University of Michigan at Ann Arbor Visiting Sc holar of Political Science from August 2000 May 2001 Courses taught at the University of Michigan: Political Participation and Pressure Groups State and Local Government Urban Analysis The University of Missouri at Columbia Associate Professor of Politic al Science and Black Studies from July 2000 August 2002 Assistant Professor of Political Science and Black Studies from August 1995 July 2000 Courses taught at the University of Missouri: Black Political Thought Black Women in Politics State and Local G overnment Community Analysis Introduction to American Government Urban Politics Introduction to Black Studies Municipal Problems Women and the Law The University of Louisville
Assistant Professor of Pan African Studies from August 1992 May 1995 Courses taught at the University of Louisville: Black Nationalist Politics in America Civil Rights and the Law, Parts I and II Constitutional Law Civil Rights and Civil Liberties Constitutional Law Powers of Government Contemporary African American Political Topi cs Politics of the Black Community Race, Class, and Gender in the U.S. Southern Politics Publications: Manuscripts Published: Sharon D. Wright Austin. The Transformation of Plantation Politics in the Mississippi Delta: Black Politics, Concentrated Pov erty, and Social Capital in the Mississippi Delta (Albany, NY: State University of New York Press, 2006), 280 pages. Sharon D. Wright. Race, Power, and Political Emergence in Memphis (New York: Garland Publishing, 2000), 218 pages. Manuscript in Progress: The Caribbeanization of Black Politics: Group Consciousness and Political Participation among African Americans and Black Ethnics in America. Proposal under review at Cambridge University Press, April 2012. Refereed Journal Articles Published: Sharo n D. Wright Austin, Richard T. Middleton IV, and Rachel Yon. The Effect of Racial Group Consciousness on the Political Participation of African Americans and Black Pan Ethnics in Miami Dade County, Florida Political Research Quarterly 65, 3 (September 2012): 629 641. Baodong Liu, Sharon D. Wright Austin, and Byron DAndra Orey. Church Attendance, Social Capital, and Black Voting Participation. Social Science Quarterly 90, 3 (September 2009): 576592. Sharon D. Wright Austin and Richard T. Middleto n IV. The Limitations of the Deracialization Concept in the 2001 Los Angeles Mayoral Election. Political Research Quarterly 57, 2 (June 2004): 283 293. Sharon D. Wright and Richard T. Middleton IV. The 2001 Los Angeles Mayoral Election: Implications fo r Deracialization and Biracial Coalition Theories. Politics and Policy (formerly known as the Southeastern Political Review ) 29, 1 (2002): 692 707. Sharon D. Wright. The Tennessee Caucus of Black State Legislators. The Journal of Black Studies 31, 1 (S eptember 2000): 3 19. Sharon D. Wright. Political Organization or Machine: The Impact of Harold E. Fords Endorsements in Memphis Mayoral Elections. National Political Science Review: The Journal of the National Conference of Black Political Scientists 7(Fall 1999): 210 220. Sharon D Wright Electoral and Biracial Coalition : Possible Election Strategy for African American Candidates in Louisville Kentucky. The Journal of Black Studies 25, 6 (July 1995): 749758.
Di a na D. Dombrowski 1810 NW 23rd Blvd., Apt. 107 Gainesville, Florida 32601 407-267-5577 email@example.com E duc at i on Ba che lor of A rts, Hi s to ry U ni versity of F lor ida Gainesv ille F lor ida May 2012 Thesis: Cont r ibu t ing to Wor l d Com m unit y: P eace Corps S ervice in Hist or ica l Perspective Magna c um L aude Ba che lor of A rts E nvironmen tal Science, U ni vers ity o f F lor ida Ga in esv ille, F lor ida, May 2012 Cum L aude Ac ademic Awa r ds U ni versity of F lor i da H onors P ro gra m, 2008 2012 Pr ofe ssio n al Experience Sen ior Research S taff, 2012pr ese nt T he Samu el P ro c tor Oral His to ry Progra m, U ni versity of F lor ida Ga in esv ille P ro ce ss a nd or ga ni ze oral hi s tory c oll ect ion s c onduc t ora l hi st ory int ervie ws coordinate training in ora l hi story pr actice processing a nd me thod s m anage w orkf lo ws, prov ide s upport f or publ ic eve nt s w orks hops a nd r esearch trips, wri te a nd publicize press releases. Poarc h C r eek Gra nt P ro je c t Coor d in ator, 2012 We bm aste r, 201 3-prese nt V olunt ee r Coord in ator, 2 013pr ese nt Mi ssi ssippi F r eedo m Proj ect Gr an t S taff, 2 013pr ese nt U ni versity of F lor i da L ibr ar ie s a nd The Samue l Proc tor Oral His tory Progra m, Ga in esvil le Condu c t, transcri be a nd pro cess or al hi s tory interviews in the pr ojec t collection C ertif ic at io ns In tr od uc to ry T r ai nin g in Ge ogr aph ic In fo r mation Syste ms (A rc GIS ) with Appli ca tio ns for N at ur al Reso ur ce Man agement Ins titute of F ood a nd Agric ultu ra l Scien ces (IFAS ), University of F lor ida Ga in esv ille Pr oj ect Learnin g Tree Cu rriculum f or Pr eK8th Grade Sc hool of F or es t R es our ces a nd Conserva tion (SF RC), U ni vers ity o f F lor ida Ga in esv ille P ublicat io ns and Pap ers U ni versity o f F lor i da a nd the Peace Corp s , by Dia na D ombrow s ki T he Gain esv ille S un, Gainesv ille F lor ida Fe brua ry 10, 2013 Extracurricu lar Leader sh ip and S ervi ce R ecurs o at UF Educati on D ir ector, Fa ir Tra de Fa ir Coordi na to r, a nd V olunt eer Service Membe r on a nnual Nicarag ua Service Tri p, 20112012 Florida A lte rn at ive Breaks Pr ogr am Cum berla nd Trai l Con feren ce, Vol unt eer 2010 Roots a n d Shoots Orga ni za tions H istor ia n, 20092011 Computer Sk ills Mic ro sof t Office (a ll) A dobe InDesig n A dobe P hotos hop WordPres s Star t S top
Justin Dunnavant, M.A., R.P.A.!508 SW 34th Street, Apt 12! Gainesville, FL 32607! firstname.lastname@example.org! 240.529.5578!!Education !!!!!!!!!!!!! !! 2017 (expected)! Ph.D.,! University of Florida! !! Anthropology!!!! !! 2013!! M.A.,! University of Florida, 2013! !! Anthropology,! Graduate Certicate: African Studies !!2009 !! B.A.,! Howard University, 2009 !! History and Anthropology, Summa Cum Laude!!Teaching Experience!! !!!!!!!!! 2013! Instructor, Pan-Africanism (AFA 3930), University of Florida !!!!!!! !! !Scholarships/Fellowships !!!!!!!!! Ford Foundation Predoctoral Fellowship!!!! Fall 2014 Spring 2017! Foreign Language and Area Studies Fellowship, Amharic!! Fall 2013 Spring 2014! Foreign Language and Area Studies Fellowship, Amharic!!! Summer 2013! McKnight Doctoral Fellowship!!!!! Fall 2011 Spring 2016! Grinter Fellowship!!!!!! Fall 2010 Fall 2012! Foreign Language and Area Studies Fellowship, Swahili!!! Fall 2010 Spring 2011! Board of Education Summer Fellowship!!!! Summer 2010! Fulbright US Scholars Program!!!!! Fall 2009 Summer 2010!!Awards!!!!!!!!!!!! 2013! Stetson Kennedy Vox Populi Award for Oral History and Social Justice (Samuel Proctor Oral History Program)!!!!!!!! 2008! The Outstanding Sociology/Anthropology Student of the Year, Howard University!! 2007 District of Columbia Mayors Award for Excellence in Historic Preservation !!Publications !!!!!!!!!!! Dunnavant, Justin! In Press! Excavating a Pioneer from the Archives: William Leo Hansberry and African Archaeology. Archaeological Review from Cambridge (29)2.!!Dunnavant, Justin 2012! Urban Development, Cemeteries, and a Need to Remember. In Proceedings of the 2nd World Sustainability Forum, 1-30 November 2012; Sciforum Electronic Conference Series, Vol. 2, pp. 1-8. !!Flewellen, Ayana and Justin Dunnavant 2012! Society of Black Archaeologists. The African Diaspora Archaeology Network Newsletter. Spring.! King, Eleanor and Justin Dunnavant. 2008! Buffalo Soldiers and Apaches in the Guadalupe Mountains: A Review of Research at Pine Springs Camp. Bulletin of the Texas Archaeological Society 78: 87-94.
Dunnavant, Page 2 !Work Experience!!!!!!!!!! Jan 12 Present Samuel Proctor Oral History Program at the University of Florida, Gainesville, FL! Grad Student Coordinator, African American History Project! Conduct and catalog interviews related to local history and African American archaeology! Coordinate undergraduate intern projects and assignments ! Assist in fundraising, advertising and executing events and workshops Nov 10 Present! Society of Black Archaeologists, www.societyofblackarchaeologists.com! Founding Member, Web Manager, Interviewer! Conduct interviews and create podcasts for the Oral History Project ! Update and manage the website, social media, and listserv ! Convene academic panels and deliver presentations Aug 08 Aug 09 Walter Pierce Park Archaeological Project, Washington, DC! Apr 07 June 07 Researcher, Surveyor! Utilized ArcGIS and electronic theodolite to complete a topographical survey of the research area! Located, analyzed, and cataloged burial remains and accoutrements ! Conducted archival research of historic maps, photos and death records Feb 07 May 08 W. Montague Cobb Laboratory at Howard University, Washington, DC! !! Lab Assistant! !! Conducted historical research and archaeological survey of the Mt. Pleasant Plains Cemetery! !! Prepared presentations, cataloged skeletal remains and lab materials, and assisted in other daily administrative duties !!Study Abroad/Field School Experience !!!!!!!! Feb 14 ! Apr 14 University of Florida, Wolaita Sodo, Ethiopia! !!! Graduate Assistant! !!! Conducted geological and archaeological survey of Baantu Area A identifying eight potential sites of archaeological signicance !!! Supervised undergraduate student excavations at the Mochena Borago Rockshelter and Baantu investigating stone tool development and early human cognition! May 12 June 12! University of Florida, Kingsley Plantation, Ft. George Island! !!! Field School Volunteer! !!! Conducted archaeological excavations and analysis to date the construction of historic structures and better understanding the uses of plantation yard space May 11 June 11! University of Florida, Bukoba, Tanzania! !!! Field School Student! !!! Conducted ethnographic interviews in Kiswahili and archaeological excavations culminating in a nal report and presentation of signicant nds Aug 09 June 10 University of West Indies, Mona, Kingston, Jamaica! !!! Fulbright Scholar! !!! Conducted historical research on African cultural retentions in Caribbean archaeology as well as the slave trade from Madagascar to Jamaica !!! Participated in archaeological excavations and analysis of slavery-era plantations on the Mona Campus! !!! Enrolled part-time in archaeology and anthropology courses !!! Volunteered at Liberty Hall teaching Math, History, and Reading in their afterschool program!
Deborah Hendrix 3113 NE CR 234 Gainesville, FL 32641 Email: email@example.com Cell phone: 912-638-2270 Home phone: 352 372-7073 Brief Summary I am originally from St. Simons Island, Georgia. I started with a focus in Marine biology in college. I moved to Houston in 1985 where I worked for a private medical clinic as a laboratory technician. Upon moving to Gainesville in 1987, I worked at Shands Teaching Hospital in the laboratory as a Medical Laboratory Assistant Lead from 1987 to 2001. During this time I returned to school at Santa Fe College in 1997, completing an Associate degree in Graphic Design in 1999, and completing credits for an Associate of Arts in 2000 so I could enter the University of Florida to complete a fouryear degree program. I earned a Bachelor of Arts in History with a minor in Anthropology in May of 2006. From 2000 to present I have volunteered and presently work as a paid employee in the Samuel Proctor Oral History Program at the University of Florida in a technical capacity. Additionally I conduct oral histories, transcribe, archive, and edit transcripts, and assist students in their research. My primary expertise is audio/visual, such as creating movies and podcasting, and archiving. Education Brunswick, Georgia High School Glynn Academy, Brunswick Georgia Brunswick Jr. College [Now Georgia Coastal College] 1972-1974 Associate of Science Marine Biology Brunswick Jr. College [Now Georgia Coastal College] 1982-1984 Associate of Science in Medical Technology Gainesville, Florida Santa Fe Community College [Now Santa Fe College] 1997-1999 Associate of Science in Graphic Design, also in 2000 Associate of Arts University of Florida 2002-2006 Bachelor of Arts in History with minor in Anthropology Work History Brunswick, Georgia 1973-1975 Brunswick Jr.College. Worked on water quality grant for State of Georgia, primary duties identifying marine benthic fouling organisms and assisting collection of water samples and invertebrate sampling plates, monthly collection. 1982-1984 Brunswick Hospital. Worked in hospital laboratory, primary duties were phlebotomy, laboratory clerking, and laboratory courier. Houston Texas 1984-1986 Hillcroft Medical Clinic, Houston, Texas. Worked as Medical Laboratory Technician in this clinic, primary duties phlebotomy, operating blood testing machines Gainesville, Florida 1987-2001 Shands Teaching Hospital, Main Medical Laboratory. Primary duties phlebotomy, specimen accessioning, problem resolution, shift scheduling. 2000-present. University of Florida, Samuel Proctor Oral History Program. Primary duties are archiving digital media including videotaping/recording interviews, outputting to DVD and other iterations, managing audio and video equipment, purchasing of equipment, assisting professors with media needs, and teaching students the basics of shooting and editing video.
St. Simons Island, Georgia 2001 to 2014. Managed parents estate, including property management, executrix duties, archiving estate artwork and art school documents, and also including design and development of a small subdivision (Hendrix Walk), and its land sales. Selected Short Projects http://www.youtube.com/watch?v=8qcUVUPhDiQ 2009. Video Tour of St Simons Island created for selling lots http://www.youtube.com/watch?v=Xbmf-alOw_Y 2008. Unplanned video short with Happy Snappy and then edited in Final Cut http://www.youtube.com/watch?v=kGFaVdkrotQ mini-doc for a painting that I digitized and posted to be available for the artist. http://www.youtube.com/watch?v=w9O03SpvWqA Done for a friend to document her family history and property. http://www.youtube.com/watch?v=EZ95eRdrnXQ Alumni Basketball game, I filmed and edited. http://www.youtube.com/watch?v=un0DZ1N-xdY Peace Poetry Contest, I filmed and edited. http://www.youtube.com/watch?v=w5l7kKnKAjE Worked with students at the University of Florida to produce this documentary. I taught the students how to film, I edited their segments together and did the final polishing to produce this video. http://www.youtube.com/playlist?list=PLzMFflzfI0EThgGO6B-ETn3NSdcWUX5ke Series of iMovie 10 tutorials for students. http://www.youtube.com/playlist?list=PLzMFflzfI0ESbrzXlqSVKbeLqK_St4CGD Various events and documentaries. http://www.youtube.com/playlist?list=PLwc14rj4tpmSvPEL-2nEzilHVbpcCCe7K Family 8-mm films archived and converted to videos with narrative.
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Ryan Morini 806 NW 17th Ave. Gainesville, FL 32609 Phone: 610 -724-9035 Email: ryan.s.morini @ gmail .com Academic Training: PhD Anthropology University of Florida May 2014 M.A. Comparative Literature Penn State University August 2005 B.A. Comparative Literature Penn State University August 2005 Professional Experience: Research coordinator, Alachua County African-American History Project July 2010 Present Samu el Proctor Oral History Program, University of Florida Qualitative interviewing throughout North Florida Networking and community engagement Training in oral history methods for interns and volunteers Oral history presentations in UF classes and public workshops Teaching Experience: Multicultural Communication (Social and Behavioral Sciences department, Santa Fe College) Instructor, Summer 2014 Introduction to Cultural Anthropology (Anthropology department, University of Florida) Teaching associate, Spring 2014 The Good Life (Interdisciplinary Humanities course, University of Florida) Teaching assistant, Fall 2013 Human Sexuality and Culture (Anthropology department, University of Florida) Teaching assistant, Spring 2013, Spring 2012, Fall 2011, Spring 2011, Spring 2010 Anthropology of Religion (Anthropology department, University of Florida) Summer 2011 Modes of Inquiry (pre-freshman composition, AIM Program, University of Florida) Teaching assistant, Summer 2011, Summer 2010, Summer 2009 Ethics in the Social Sciences (Honors department, University of Florida) co-instructor with L. Angelina Howell Student Athlete Tutor (Teaching Center, University of Florida) Teaching assistant, Fall 2006 Fall 2010 Freshman Composition (English department, Penn State University, Berks campus) Adjunct instructor, Fall 2005 Publications: Submitted (with Jessica Taylor)
I Am an American, Also: How Civil Rights Protest Rhetoric Destroyed Klan Ideology in Florida, 1950-1970. FIRE!!!: The Multimedia Journal of Black Studies. In preparation Constructing 'Constructive Dialogue': Western Shoshones and Corporate Social Responsibility in the Mining Industry. In Mining History: Corporate Strategies, Heritage and Development. Gewald, Jan-Bart, Jan Jensen, and Sabine Luning, eds. Routledge. In preparation Heritage Cosmopolitics on the Western Shoshone Walk-and-Run. Manuscript, working title. Conference Presentations: Dec 6, 2014 Im Telling You This Because I Trust You Not to Misuse It: Heritage and Pain in the Oral History Encounter Paper delivered at American Anthropological Association annual meeting, Washington, D.C. Chair of session: Sovereignty, Representation, & Research: Depicting "Indigeneity" May 9, 2014 Western Shoshones, Barrick Gold, and CSR Dialogues in Nevada Invited paper for conference: From Corporate Paternalism to Corporate Social Responsibility (CSR): Mining, History and Heritage. Leiden, Netherlands. Nov 20, 2013 Colonial Spaces and the Horizons of Heritage: A Massacre Site in Eastern Nevada. Paper delivered at American Anthropological Association annual meeting, Chicago Oct 11, 2013 Beyond Nostalgia and the Romance of Jim Crow: The Complex Social Memories of Historic Black High Schools in North Florida On invited panel presentation at Oral History Assocation annual meeting, Oklahoma City Oct 5, 2013 Oral History Methodologies and the Problematics of Nostalgia Paper delivered at Association for the Study of African American Life and History annual meeting, Jacksonville Nov 20, 2011 A Stone, A Mountain, and A Multinational Mining Firm: Theorizing the Relationship Between Heritage and Indigenous "Descendant Communities" Paper delivered at American Anthropological Association annual meeting, Montreal Grants: Tedder Family Fellowship, University of Florida 2013 Southwestern Oral History Association Mini-Grant 2013
PAUL ANDREW ORTIZ Director, Samuel Proctor Oral History Program Associate Professor, Department of History University of Florida P.O. Box 117320 University of Florida Gainesville, Florida, 32611 3523927168 http://www.history.ufl.edu/oral/ firstname.lastname@example.org Affiliated Faculty Member: Latin American Studies, African American Studies, Womens Studies, Art & Art History EDUCATION: Doctor of Philosophy (History) Duke University, May 2000. Bachelor of Arts, The Evergreen State College, Olympia, Washington, June 1990. Emphases: History, Political Economy, and the Sociology of Science FORMER ACADEMIC POSITIONS/AFFILIATIONS Founding CoDirector, UCSC Center for Labor Studies, 20072008. Founding Faculty Member, UCSC Social Documentation Graduate Program, 20052008 Associate Professor of Community Studies, University of California, Santa Cruz, 20052008 Participating Faculty Member, Latin American and Latino Studies; Affiliated Faculty Member, Department of History. Assistant Professor of Community Studies, University of California, Santa Cruz, 20012005. Visiting Assistant Professor in History and Documentary Studies, Duke University, 20002001. Research Coordinator, "Behind the Veil: Documenting African American Life in the Jim Crow South," NEHFunded Oral History Project, Center for Documentary Studies at Duke University, 1996 2001. Visiting Instructor, African American Political Struggles and the Emergence of Segregation in the U.S. South, Grinnell College, Spring, 1999. (Short Course.) Research Assistant, Behind the Veil, Duke University, 19931996. SELECTED G RANTS, FELLOWSHIPS, AWARDS University of Florida Office of the Provost renewal grant to Samuel Proctor Oral History Program. $50,000 to conduct oral history project of African American life during segregation and civil rights eras. Primary investigator. (20132014). University of Florida Center for the Humanities and the Public Sphere, $5,000 to organize a public history speakers series on historical memory and social change. P.I. (20132014) University of Florida Office of the Provost renewal grant to Samuel Proctor Oral History Program. $50,000 to conduct oral history project of African American life during segregation and civil rights eras. P.I. (20122013). University of Florida Office of Research. $3,000 to conduct oral history interviews in the Mississippi Delta. P.I. (2012). United States District Court for the Middle District of Florida. $15,000 to conduct oral history interviews with U.S. Judges. P.I. (20132015). The National Park Service, National Underground Railroad Conference, St. Augustine Florida, July, 2012. $20,000 to conduct oral history interviews with descendents of Black Seminoles & Gullah/Geechee peoples. P.I. (20122013). The Poarch Band of Creek Indians grant to the Samuel Proctor Oral History Program. $53,000 to digitize, transcribe, and process Native American oral histories. P.I. (20122013).
! University of Florida Historic St. Augustine, Inc. $10,800 to conduct oral history interviews on historical architecture and archeology in St. Augustine. P.I. (20122013). Panama Canal Society Foundation, $15,000 to conduct oral history interviews on the history of the Panama Canal. P.I. (20092013) United States District Court for the Middle District of Florida. $15,000 to conduct oral history interviews with U.S. Federal Judges. P.I. (20102012) University of Florida Office of the Provost grant to Samuel Proctor Oral History Program. $150,000 to conduct oral history project of African American life during segregation and civil rights eras. Primary investigator. (20102013). St. Johns Water Management District grant to Samuel Proctor Oral History Program. $25,000 to conduct research on the history of water and the environment in Florida. P.I. (2010). St. Johns Water Management District grant to Samuel Proctor Oral History Program. $50,000 to conduct historical research project on water management in Florida. P.I. (20082009). University of Florida Office of the Provost grant to Samuel Proctor Oral History Program. $6,000 to conduct oral histories with retired UF administrators. P.I. (20092012). Miguel Contreras Labor Studies Development Fund Award, University of California. $85,000 grant to establish a Labor Studies program at UCSC. Coprimary investigator with Dana Frank. (2006). Renewed, 2007. PUBLICATIONS: Books: Remembering Jim Crow: African Americans Tell About Life In The Segregated South. Coeditor with: William H. Chafe, Raymond Gavins, Robert Korstad, et. al. (New York: New Press, 2001). (Paperback edition published 2003.) (Third edition published in 2008.) Emancipation Betrayed: The Hidden History of Black Organizing and White Violence in Florida from Reconstruction to the Bloody Election of 1920, American Crossroads Series (Berkeley: University of California Press, The George F. Gund Foundation Imprint in African American Studies, 2005). (Paperback edition published 2006) Books in Progress: Behind the Veil: African Americans in the Age of Segregation, 18951965 with William H. Chafe, Raymond Gavins, Robert Korstad, and Thavolia Glymph (Manuscript in Progress) Our Separate Struggles Are Really One: African American and Latina/o Histories (Boston: Beacon Press, manuscript under contract ) Dissident at Large: The Memoirs of Stetson Kennedy (With Sandra Parks) University Courses Taught: African Amer ican History (Graduate Seminar) Oral History (Graduate Seminar); Theories of Social Documentary (Graduate Seminar). African American and Latino Histories and Communities; African Diaspora in the Americas; African American History From the Civil War to the Great Depression; C.L.R. James; Documentary a nd Social Change; Oral History; Preparation for Field Study; Theory and Practice of Resistance and Social Movements; United States History Since 1865; Culture and Work; African American History Since 1865; African American History to 1865; Farm Workers in North Carolina: Roots of Poverty, Roots of Change; African American Political Struggles and the Emergence o f Segregation in the U.S. South
Ronan 1 Vita Date: March 2 014 Vita of: Jana Smith Ronan Associate Chair Library West University Librarian Work Experience: University of Florida, Gainesville July 2008 present Library West Reference Librarian, Coordinator for Research Services African American Studies Librarian. Associate Chair, Library West. Provide reference services to users in person, and online via e mail and chat Coordinates reference services, including the research assistance desk, the information desk and online services. Assists in management of Library West servic es and operations, supervises 7 librarians and 2 support staff. University of Florida, Gainesville November 1994 2009 Humanities & Social Sciences Reference Department, Reference Librarian, In teractive Reference Coordinator. Provide d reference services to users in person, and online via e mail and chat Managed services for undergraduates, including instructional opportunities. Manage d library wide chat reference services including scheduling, staffing, training. Coordinat ed departmental Web site. Supervise d three librarians. Indiana University Libraries Bloomington, IN June 1992October 1994 Electronic Systems Coordinator, Undergraduate Library Services Manage electronic information services and computers. Provide reference services and instruction. Novell workgroup manager. Rend Lake College Ina, IL August 1985 August 1990 Reference & Technical Services Librarian, Learning Resource Center Managed and provided reference, ins tructional services, interlibrary loan, acquisitions, cataloging and other technical services. Education: BS in Education, Southern Illinois University, Carbondale, May 1983 MS in Curriculum & Instruction, Southern Illinois University, Carbondale, Ma y 1987 MLS in Library and Information Science, Indiana University, Bloomington, December 1991 Selected Publications: Books Bejune, Matthew and Jana Ronan. SPEC Kit 304. Social Software in Libraries. Washington, D.C.: Association of Research Libraries, Office of Leadership and Management Services, July 2008. Chat Reference: A Guide to Setting Up a Real Time Reference Service. Westport, CT: Libraries Unlimited, 2003. Ronan, Jana and Carol Turner. SPEC Kit 273: Chat Reference. Washington, D.C.: Ass ociation of Research Libraries, Office of Leadership and Management Services, December 2002. Refereed
Ronan 2 Victor, Paul and Jana Ronan. Using Electronic Course Reserves to Promote Information Literacy of First Year Students in a University Writing Program . Journal of Web Librarianship. 1.3 (2007): 25 46. Ronan, Jana, Patrick Reakes and Marilyn Ochoa. Application of the Behavioral Guidelines: A Study of Online Reference Skills. College and Undergraduate Libraries 13. 4 : (2006) : 3 30. Staffing a Real Time Reference Service. Internet Reference Services Quarterly 8.1/2 (2003): 33 47. Ronan, Jana, Patrick Reakes and Gary Cornwell. Evaluating Online Real Time Reference in an Academic Library: Obstacles and Recommendations. The Reference L ibrarian 79/80 (2002/2003) : p. 225 40 Ronan, Jana and Mimi Pappas. Library Instruction is a Two Way Street: Students Receiving Course Credit for Peer Teaching. Education Libraries 25.1 (Summer 2001): 19 24. (Invited article for refereed journal.) Brown, M. Suzanne, Jana S. Edwards and Jeneen LaSee Willemssen, Jeneen. A New Comparison of the Current Index to Journals in Education" and the "Education Index: A Deep Analysis of Indexing. Journal of Academic Librarianship 25.3 (May 1999): 216 22. Other articles: Chat Reference: An Exciting New Facet of Digital Reference Services. ARL: A Bimonthly Report on Research Library Issues and Actions from ARL, CNI, and SPARC. December 2001: 46. The Reference Interview Online. Reference & User Services Quarterly 43.1 (Fall 2003): 43 47. Ronan, Jana, Marilyn Ochoa and Patrick Reakes. Application of the Behavioral Guidelines: A Study of Online Reference Skills. College and Undergraduate Libraries. 13.4 (2006): 3 23. Exhibits and Creative Works Mississippi Delta Freedom Project Digital Collection. 2013 present. Curator. Chestnut Family and Chestnut Funeral Home Centennial, 1914 2014. Special Collections Reading Room, February March 2014. Curator. Values in Action: 75 Years of the Visionaires. Special Collections Reading Room, February 2013. Curator. Blackface: Representation or Degradation? Library West, February 2013. Curator. Regional/ State Organizations Florida Digital Reference Subcommittee, chair ( Appointed 2000 2009). Information Literacy Subcommittee, member (Appointed 2006 2009 ). State of Florida, Florida Electronic Library. A sk A Lib rarian Advisory Committee, member (2007 present). George A. Smathers Libraries, University of Florida Tenure and Promotion Committee, member (2013 2016 ). Library West Assessment Team, member. (August 2012 present) Reference Collection Review Task Force (November 2012 present).
S hort Curriculum Vitae, February 2014 : 1 LAURIE N. TAYLOR Digital Humanities Librarian, Scholarly Resources & Research Services George A. Smathers Libraries, University of Florida ADDRESS: George A. Smathers Libraries TEL: 352.273.2902 P.O. Box 117000 EMAIL: Laurien@ufl.edu University of Florida Gainesville, FL 32611-7000 EDUCATION: Ph.D. 2006 University of Florida, English/Digital Humanities RECENT POSITIONS HELD 2011 Digital Humanities Librarian, Scholarly Resources & Research Services (Digital Library Center, 2011-2012), George A. Smathers Libraries, University of Florida 2008 2011 Interim Director, Digital Library Center, George A. Smathers Libraries, University of Florida 2007 2008 Digital Projects Librarian, Digital Library Center, George A. Smathers Libraries, University of Florida PROFESSIONAL AFFILIATIONS Technical Director, Digital Library of the Caribbean & Caribbean Newspaper Digital Library Technical Director, Florida Digital Newspaper Library Contributing Editor, Archive Journal (http://archivejournal.net/ ) Member, Modern Language Association Executive Board Member, Global Outlooks :: Digital Humanities (GO::DH) RECENT AWARDS, FELLOWSHIPS, AND GRANTS Florida and Puerto Rico Newspaper Project (National Digital Newspaper Program; 2013) Pioneer Days in Florida (National Historic Publications and Records Commissions; 2013) Archive of Haitian Religion and Culture (National Endowment for the Humanities; 2012) Unearthing St. Augustine (National Endowment for the Humanities; 2012) Digital Humanities Collaboration (UF Faculty Enhancement Opportunity Grant; 2012) Association of Research Libraries (ARL) Position Description Bank (ARL; 2012) Digital Library of the Caribbean, Digital Scholarship and Scholar Support from Florida International University (FIU) Libraries (FIU Technology Fee Grant; 2011-2013) Caribbean Newspaper Digital Library (Department of Education; 2009-2014) America's Swamp: the Historical Everglades (NHPRC; 2009-2011) PUBLICATIONS Selected Refereed Publications Digital Library of the Caribbean (dLOC): Creating a Shared Research Foundation, coauthored with Margarita Vargas-Betancourt and Brooke Wooldridge. Scholarly and Research Communication (2013):
S hort Curriculum Vitae, February 2014 : 2 Library, SUNY Geneseo, Monroe County. 2013:
The Foundation for The Gator Nation An Equal Opportunity Institution College of Liberal Arts & Sciences 103 Walker Hall African American Studies Program PO Box 118120 Director: Sharon D. Austin PhD Gainesville, FL 32611 -8120 email@example.com 352-273-2360 www.clas/ufl.edu/afam 352-294-0007 Fax July 15, 2014 Dear Paul: My name is Dr. Sharon Austin. I am the Director of the African American Studies Program at the University of Florida. In this letter, I would like to express my support for the Samuel C. Proctor Oral History Programs Race, Community and Memory: Digitizing African American Oral History in Florida grant. Because I have worked with this program for several years and have been very impressed with their oral history collection, I support the grant for the following reasons. First, several African American Studies students have interned for the program and I have also used oral histories in my research. Second, this grant would be useful for the program because several of our undergraduate and graduate students have used them in their research. Third and most importantly, the digitization of these histories is necessary so that scholars can continue to learn from the interviewees in years to come. The African American Studies Program is willing to contribute to cost sharing, assign students to transcribe the interviews, and lend other necessary support to the Oral History Program. We are also willing to develop panel discussions on the subject matter that is covered in the interviews. Please contact me at (352) 273-3060 or firstname.lastname@example.org if you have any questions. Sincerely, Dr. Sharon D. Austin Director of the African American Studies Program and Associate Professor of Political Science
SUB TOTAL VISITSMAINBROWSESSEARCH TITLE CODE VIEWSPAGES RESULTSVIEWS !"#$%&'()*+,*)'-)"&'./0,*)1'()*2)"# 334567878694:;4988549<65;876;;3<558;6 =>??@-A A/00/00/BB/'@%&,"'=)%%C*#'()*D%+, 979:7;3847:94<;993749;8 AA-. A",E%0*F'-)"&'./0,*)/%0 836<7444<459786:<85:8<768:<:: -.8-.GH G&"+E$"'I*$F,1'J%F%)"&'-)"&'./0,*)1'I*&&%+,/*F 95;5:4563494<487;8:89<<;:5939 -.8-.=GK =/L,E'GM%F$%'GL)/+"F'G#%)/+"F'NG&"+E$"'I*$F,1O' -)"&'./0,*)1'I*&&%+,/*F 46:4:49644:;:4868893965:888:7 -.4-.I>J I/M/&'>/2E,0P'J)*M%&"FC'I"0%'-)"&'./0,*)1'I*&&%+,/*F 93;44:9<489985;3::85574< -.4-.=K =&*)/C"'GL)/+"F'G#%)/+"F0'-)"&'./0,*)1'I*&&%+,/*F 838834;7;4:694638887:7<986878 -.:-.I>!G I/M/&'>/2E,0'N!,Q'G$2$0,/F%O'-)"&'./0,*)1'I*&&%+,/*F 848<34:;644;68<:6;74477;:;; -.:-.-RST -M%),*UF'-)"&'./0,*)1'I*&&%+,/*F 488444;8349;<44;:86;9:44889:7 -.:-.!>I !*$,E%)F'>%2/*F"&'I*$F+/&'-)"&'./0,*)1'I*&&%+,/*F 8<35<4:9648<:87;<:8:9943354 -.;-.V= VF/M%)0/,1'*L'=&*)/C"'I"#B$0'NJ%F%)"&O'-)"&'./0,*)1' I*&&%+,/*F 389;44<5749394879;43593:<3485 CODE NAME ITEM GBB%FC/W'.X'SU*Y1%")'V=@I'$0"2%'0,",/0,/+0'NA")+E'4684YA")+E'4689O'L*)'+*&&%+,/*F0')%&",%C',*'2)"F,
Florida Voices: Florida Voices: African American History African American History In the Sunshine State In the Sunshine State To The Civil Rights Era To The Civil Rights Era Professor Paul Ortiz Director, Samuel Proctor Oral History Program University of Florida Marna Weston AAHP Coordinator Supplement to the Alachua County African American History Project To accompany CD containing selected audio mp3 clips From the Samuel Proctor Oral History Collection By Ryan Morini, Jessica Lancia, and Marna Weston Samuel Proctor Oral History Program University of Florida http://oral.history.ufl.edu Copyright 2011 Samuel Proctor Oral History Program University of Florida printed December 2012 Cat. No. AAHP 191B
(b. 1945) (AAHP 046 Jun 4, 2009) Interviewer: Jason Horton, student, undergraduate oral history seminar taught by Paul Ortiz, Summer 2009 Evelyn Moore Mickle was the first black student to graduate from UF s nursing program. Rather than widely celebrating that achievement, for years she was reluctant to admit to people that she had graduated from UF. In this clip, she explains why. In light of the fact that Mrs. Mickle has b een celebrated by UF as one of the firsts i.e. one of the first black graduates we must seriously consider the contradictions that inhere in popular narratives of success and vindication associated with pioneers of integration. While Mrs. Mickle s travai ls decidedly do not detract from her achievements, they are also an integral part of those achievements, and must not be overlooked in telling her story. This clip has often left particularly strong impressions on UF undergraduates for the very reason that it disrupts the expected narrative of success. Track 20 Joseph McCloud Cleaning up the dorms (b. 1950s) (AAHP 125 Sep 3, 2010) Interviewer: Andre Everett, AAHP undergraduate volunteer In this clip, Joe McCloud describes an incident whereby he and s ome other black students in the early 1970s organized to help the custodial staff. There is inherently a power differential between college students who are not responsible for cleaning up the messes in their dorms, and the custodial staff who are responsi ble for the students messes. At UF, the custodial staff has historically been predominantly black, while the administration and student body have been predominantly white; thus, many people have seen a racial dynamic to this relationship at UF, in additio n to the more obvious class dynamic. Earlier in the interview, Mr. McCloud describes remodeling the Black Student Union to mirror the organization of the Black Panthers. The clip itself discusses student led organizing on campus, as well as the positive ef fect that it had for the service staff, and then transitions to Mr. McCloud! s experiences with racism in Gainesville. It is hard today to imagine such powerful and effective student organizing arising spontaneously to defend the custodial staff; this clip, too, has often resonated with undergraduate audiences for that very reason. Page 12 Introduction Ryan Morini PhD candidate Department of Anthropology This CD has been compiled as an introduction to the Samuel Proctor Oral History Program s Alachua County African American History Project (AAHP). Each clip has been extracted and/or redacted to offer a concise na rrative, or series of narratives, which are particularly interesting or poignant. These clips are not intended as summaries of each overall interview, as some AAHP interviews run over 3 hours in length; rather, they are examples of some of the powerful mom ents that we have experienced in compiling the ever growing AAHP archives. We at SPOHP have already begun to use these clips and other clips in classroom presentations and intern training seminars, and we hope to streamline their use in courses throughout UF, and perhaps schools throughout the country. Moreover, we have often been contacted by area high school teachers who lack substantive materials for teaching local history to their students, and some SPOHP interns have been developing teaching modules fo r grade school classes to meet this need. The CD has been loosely organized around three basic themes. The first, Racial Discrimination and Violence: Jim Crow and its Legacy in Florida, includes clips that discuss clear instances of racial discriminatio n in various parts of north Florida. Some of these episodes take place before the Civil Rights Movement; others exemplify unspoken or de facto discrimination after the demise of the separate but equal doctrine. Examples also range from stark and outright violence to mundane examples of pressure and neglect. Although it is the second section that focuses on the role of black high schools in community affairs, schools are a consistent theme in this section as well, as black high schools under segregation we re particularly potent hubs of community activity and solidarity. Two of the clips offer white perspectives on the racism of Alachua County; it is important not to restrict AAHP interviews to African Americans alone, as the experiences of whites with the c olor divide can reveal aspects of the operations of racism that might not have been readily visible to the black community. The second section, Lincoln as a Metaphor for Community: The Integrating Role of Segregated Schooling, includes clips that discus s Page 1
In this clip, Dr. Lockhart relates that most UF faculty were disconnected from the Civil Rights Movement in Gainesville, and moreover that while some few attended symbolic marches and sit ins, no faculty took interest in substantively improving the social and economic situation of members of the black community. (For instance, she relates that black schools had no playgrounds.) Dr. Lockhart explains that UF professors did not want to work closely or personally with the black community, and that she herself was reprimand ed by neighbors for letting blacks visit her at her home. This clip reminds us that to understand racism, we must understand it as a system which controlled the actions of whites as well as blacks seeing the limits of the privilege of being white and econo mically well off illuminates the contingencies and contradictions of that privilege. Track 18 Cranford Ronald Coleman Death threats, adversity, and fellow athletes support (b. 1950) (AAHP 138 Sep 4, 2010) Interviewer: Ryan Morini, AAHP graduate assi stant C. Ron Coleman was the first black athlete on a scholarship at UF. In this clip, he begins by discussing the many death threats that he received for merely being offered a scholarship for track, and then explains that at the time he was aware of the threats from locals, but later became aware that even members of the Florida state legislature were attempting to oppose the scholarship. Thus, scale is sometimes deceiving; Mr. Coleman s face to face experiences did not reveal the further reaching legal and political scrutiny that he was subjected to. In the next part of the clip, he relates a story in which famous UF football star Jack Youngblood singlehandedly ended the racism in the locker room by sitting down next to him at lunch. This story is exempl ary in demonstrating the structural politics of everyday actions; merely sitting next to another athlete one day seems to have been enough to issue a paradigm shift that eased the racial tensions which Mr. Coleman had thus far experienced. Track 19 Evely n Marie Moore Mickle The same people who invited me, invited me to leave. Page 11 the role of high schools in black communities under Jim Crow. Most of these clips discuss Lincoln High, the highly respected black high school in Gainesville that was shut down during the move to integrate in 1970. Alumni associations from many of these area high schools e.g. Lincoln in Gainesville, Mebane in Alachua, R.J.E. in Starke, Fessenden Academy in Ocala continue to be very powerful organizing forces. Mebane High, for instance, holds an annual reunion on the weekend after Thanksgiving which is att ended by hundreds of alumni, and includes a parade, sporting events, speakers and ceremonies, and so on. These well attended events carry on the legacy of schools closed over 40 years ago, which speaks volumes about the importance of these institutions to a sense of community and of identity. There is an inherent ambivalence in that significance, of course, and that ambivalence emerges in many of the clips in this section: the same institution that bound the community together was also a constant symbolic a nd structural reminder of the political forces that kept it apart and in thrall of white society. The discussion of what was lost in integration is not merely a nave or nostalgic longing for the era of segregation, but rather, a complex and difficult rumi nation on community achievements that have not been built upon, but rather lost to younger generations. The third section, People in the Limelight of the University of Florida, and People in its Shadow, showcases some clips that discuss the role or lack thereof of UF in the affairs of the black community. It sometimes startles undergraduates to realize that UF was not a bastion of equality in the past, but was an active force in maintaining racial segregation (though this role was doubtless complex and m erits deeper understanding in its own right). Some of these clips come from interviews conducted at the annual Association of Black Alumni (ABA) meetings, and many of the interviewees were among the first black students to graduate from the University of F lorida. Each unique story speaks to broader truths and challenges some accepted truths about the race relations at UF during and after integration. These stories also speak to the disconnect between UF as an institution and community life despite that many faculty would have maintained that they were opposed to racial discrimination, most members of the black community were largely isolated from UF affairs. Please enjoy the brief stories contained here, but please also Page 2
remember that they are just that: bri ef stories. This CD demonstrates the power of the growing AAHP collection, but no CD can fully convey the depth and richness of the archive that we are generating. AAHP is quickly producing a library of voices, and offering perspectives, experiences, and k nowledge of the history of north Florida that would otherwise be unavailable to future generations. We hope that this CD gives some sense of the profound depth of the AAHP endeavor. Racial Discrimination and Violence: Jim Crow and its Legacy in Florida Track 1 Leitha Nichols Pearline (b. 1919) (AAHP 183 Jan 19, 2009) Interviewer: Marna Weston, AAHP graduate coordinator In this clip, Leitha Nichols relates an incident she recalls from her youth in Putnam County when a young girl named Pearline disa ppeared. The incident occurred near the railroad tracks, which had ostensibly been a common pathway for black children; afterward, Ms. Nichols suggests that they took alternate routes. Of particular interest in this clip are the importance of safe means of travel, and the quotidian nature of violence (or the threat of it) under Jim Crow laws. In this sense, in addition to the historical reality of the narrative, the railroad tracks are an important trope that speak to issues of segregated space and place. Track 2 Laura Scott Reaves Boy shot in the back (b. 1919) (AAHP 017A Mar 6, 2010) Interviewer: Marna Weston, AAHP graduate coordinator In her interview, Laura Reaves recalls the brutality of racism in Perry, Florida continuing with cross burnings in quite recent years. At the beginning of this clip, Ms. Reaves discusses the difficulty that blacks had in keeping their land, and the frequent burning of buildings that terrorized the community. She then describes an event in which a boy was shot in the ba ck by a member of a white landowning family simply because he disliked the look on the boy s face. She attributes the Page 3 denied, Mr. Taylor saw it as the throwing down of a gauntlet that led him to achieve considerable success in his own life. Track 16 Bernard Hicks Selling cokes to the Gators (AAHP 031 Jun 8, 2010) Interviewer: Scott Wood, student, undergraduate oral history seminar taught by Paul Ortiz, Summer 2010 Here, Bernard Hicks discusses the ways in which the segregated community of Gainesville, FL fun ctioned while he was growing up. In part, he discusses the self sufficient and non consumer oriented culture as allowing harmonious exchanges, and yet also describes a feeling of injustice when thinking about the material possessions that were unavailable to him because of his race. Mr. Hicks also ruminates on the segregation of a local park when he was a child and it is notable that he relates that it was the white adults, and not white children, who enforced the segregation. His memories of selling cokes at UF football games for money as a high schooler, and of the discrimination and outright violence he experienced, are poignant unto themselves, but all the more so when one realizes the deeper economic disparity at play: Mr. Hicks is selling sodas, a luxu ry drink, at a football game, an entertainment event attended by many affluent Florida alumni; yet he sells them not for spending money for himself, but rather to afford his Lincoln High yearbook, his cap and gown for graduation, and other necessary bits a nd pieces of community life. It is thus perhaps not surprising that his memories soon move him to recollect Flossie B. McLendon leading the Lincoln band in UF s Homecoming parade despite not having been invited once again, we see the strength of leadership and community affirmation that Lincoln High is still remembered for. Track 17 Madelyn Lockhart UF faculty and the black community in the 1960s (UF 325 Dec 3, 2008) Interviewer: Paul Ortiz, director, Samuel Proctor Oral History Program Page 10
were summarily, and paradoxically, shut down in the name of raci al equality. Track 14 Albert White Not taught, but educated (b. 1944) (AAHP 022 May 25, 2010) Interviewer: Marna Weston, AAHP graduate coordinator Mr. White, who is the current president of the Lincoln alumni association, again relates an understand ing of the values and capacities which were lost with the closing of Lincoln. This clip is a fitting summary and closing for this subsection of the CD, as Mr. White touches upon and builds upon the themes raised in the other clips. While conceding a need f or progress and change, Mr. White articulates a common sentiment heard in the AAHP collection that something intangible, but invaluable to the community, was lost after integration. Lincoln instilled not merely a sense of community, but of identity, and it would appear that nothing in Gainesville has risen to take its place. People in the Limelight of the University of Florida, and People in its Shadow Track 15 Sam Taylor UF, the community, and the symbol of Virgil Hawkins (b. ) (AAHP 077 Sep 5, 20 09) Interviewer: Paul Ortiz, director, Samuel Proctor Oral History Program In this clip, Sam Taylor relates the very limited and symbolic contact which UF had with the black communities in Gainesville when he was growing up. Although some community member s worked janitorial jobs at UF, he most particularly recalls going to the football games. Memories of the football stadium, where blacks had segregated seating in the south end zone, feature prominently in many other interviews in the collection. However, the University itself seems to have largely constituted a separate world from that of the black community. Mr. Taylor also relates a second, memorable symbol from UF that he recalls from his childhood Virgil Hawkins. Virgil Hawkins tireless efforts to int egrate UF never succeeded in enabling Mr. Hawkins himself to matriculate, but every time he tried, and was Page 9 impetus for the killing to her belief that the boy! s face communicated defiance he was probably thinking, when I get to be a man, I m go ing to get you! As a narrative trope, of course, being shot in the back speaks to cowardice and condescension; that Ms. Reaves recalls such lethal cowardice being unleashed on a mere boy is a truly profound statement on historic race relations in Perry. Track 3 Mamie Lee Leath Picking potatoes (b. 1927) (AAHP 202B Nov 8, 2011) Interviewer: Ryan Morini, AAHP graduate assistant Mamie Lee Leath was born and raised in the Porter s neighborhood of Gainesville; she can even point out the lot she was born on from the house she lives in today. In this clip, she recalls picking potatoes, and other crops, on fields that used to be near Lake Alice before the University expanded. Embedded in this discussion of labor and the greater value of every penny before in flation, one also finds the insinuation of 1940s racial politics. In particular, when the war broke out, Ms. Leath recalls the institutionalization of vagrancy laws which amounted to the need for blacks to prove to the police that they had a job, and if they had none, they had to stay off the streets after certain hours. However, Ms. Leath also recalls agentive maneuvering on the part of black workers; they agreed to work the fields, but they demanded more reasonable payment. In this process, the money th at she could earn by picking potatoes more than tripled. Track 4 Thomas Holland Fay John (b. 1926) (AAHP 166A Mar 23, 2011) Interviewer: Ryan Morini, AAHP graduate assistant The Pleasant Street Historic District is recognized as a historically bla ck neighborhood of northwest Gainesville; however, some neighborhoods on the south end of it were historically white. Tom Fay grew up and still lives in his family home in that south end; his family is one of the old families of Gainesville, and he grew up as a member of Gainesville s white elite. However, Arredondo Street, the street in front of his house, was a main thoroughfare for black pedestrians to get to and from work. In this clip, he relates the story of one such black man who he knew only as Joh n. It is telling that even as a member of the white elite, as a child he felt utterly helpless in the face Page 4
of John s predicament. In other parts of the interview, Mr. Fay discusses the enduring effect of John! s story on his life. Track 5 Gladys Thompson Schools and segregation in Gainesville (b. 1927) (AAHP 211 Nov 8, 2011) Interviewer: Darrius Woods (student in AAS 3930, African American History in the Jim Crow South, taught by Paul Ortiz, Fall 2011) Gladys Thompson speaks here about severa l different issues related to schooling in Alachua County; one of the consistent themes is that of the continued segregation. Foreshadowing the ambivalence about Lincoln High that will become clearer in the next section (below), she relates that Lincoln wa s the good old days, but that schools in the county were only ever created for black children so as to keep white students from having to share space with blacks including after integration. Likewise, she relates an ambivalence whereby maybe it took sl avery to build America, but now that it is built, it is beautiful. Ms. Thompson also recalls a courageous moment during a parents meeting just after integration in which she suggested publicly that it was time for the Klan to take their hoods off. Thi s clip thus profoundly demonstrates the quotidian heroism of Gainesville residents, Ms. Thompson quite notably amongst them. Track 6 Monica Smith (with Donna Drake) Garbage collection (b. 1941) (AAHP 165 Mar 12, 2011) Interviewer: Ryan Morini, AAHP graduate assistant Monica Smith is a white woman who moved to Gainesville when her husband was hired by UF in the 1970s. She and Donna Drake are founding members of the Pleasant Street Historical Society, which was instrumental in getting the Pleasant Str eet neighborhood, a historic black neighborhood east of campus, onto the National Historic Register. Earlier in the interview, they explain that the national recognition came at a time when the city of Gainesville was attempting to drive out the Pleasant S treet residents and gentrify and redevelop their lands. This particular clip demonstrates some of the mundane ways that racial discrimination recursively shaped structural Page 5 relates the diverse array of educational and vocational opportunities that were afforded by Lincoln, and goes so far as to desc ribe Lincoln as a community institution like a church. This clip is representative of the contradictions at play when a bastion of racial intolerance is also a bastion of community strength. Track 12 John C. Rawls Going to, then teaching at, Lincoln High (b. 1923) (AAHP 171 Apr 13, 2011) Interviewer: Matletha Fuller, AAHP undergraduate intern John C. Rawls is another former teacher at Lincoln who is widely respected in Gainesville. In this clip, he describes going to Lincoln before he taught there, stressing the powerful impression that it left upon him. As a faculty member, Mr. Rawls felt that the distinguishing characteristic of Lincoln was the willingness to go to the n th degree to help students out. When students had issues, be they disciplina ry, developmental, or otherwise, Mr. Rawls relates that teachers at Lincoln would work closely with both the student and his or her parents. At the end of the clip, Mr. Rawls refers to the efforts of the Lincoln High Alumni Association to reinstate Lincoln as a high school, and suggests that teachers going to the n th degree is one of the qualities which the alumni association hopes to bring back. Thus, Lincoln! s legacy is not merely nostalgic or historical, but future oriented. Track 13 Patricia Burnett What was lost with Lincoln (b. 1940s) (AAHP 029 Jun 2, 2010) Interviewer: Irene Cardozo, student, undergraduate oral history seminar taught by Paul Ortiz, Summer 2010 (Irene also served as an AAHP intern in Spring 2011) In this clip, Patricia Burnett discusses the sense of injury and loss that was incurred when Lincoln High was closed down during integration. As with Charles Demps (above), she speaks of pride in some of the architectural elements, but she also consciously draws connections to other bl ack high schools in the area. She thus speaks to the symbolic and ideological elements of both the community significance of Lincoln and other high schools, but also to the ways in which they Page 8
(AAHP 174A May 12, 2011) Interviewer: Marna Weston, AAHP graduate coordinator Gainesville City Commissioner Scherwin Henry discusse s his experience attending Lincoln High School, a segregated school in Alachua county, and Gainesville High School, an integrated school that used to be all white. It is notable that Gainesville high schools did not integrate until the 1970s, despite that the decision in Brown v. Board of Education was handed down in the mid 1950s. While segregated schooling is now looked upon disparagingly as a symbol of racial injustice, Commissioner Henry talks about Lincoln teachers instilling intellectual confidence in him, and describes a positive educational climate that fostered personal growth and development. Track 10 Thomas Coward Teaching real history under segregation (b. 1922) (AAHP 049 Jun 5, 2009) Interviewer: Douglas Malenfant, AAHP undergraduate volu nteer Thomas Coward is widely respected in the Gainesville community for his role as a teacher at Lincoln High; in this clip, he describes the challenges of teaching black students at a time when the role of African Americans in American history was entir ely excluded from the history book. Mr. Coward s attempts to develop an ethical and inclusive curriculum met with resistance and suspicion from white supervisors and it is worth taking note of the fact that although Lincoln High was an all black school, wh ites were present as teachers and supervisors. This clip offers a glimpse into the expression of agency by a black teacher during segregation. Track 11 Charles Demps Next to the dump, but the heart of the community (b. 1945) (AAHP 193 Oct 4, 2011) In terviewer: Ryan Morini, AAHP graduate assistant Mr. Demps s discussion of Lincoln High is a particularly powerful example of the ambivalence with which Lincoln was experienced by the black community in Gainesville. On the one hand, he explains that Lincol n was situated next to the city dump, and so student s nostrils were assaulted daily with the scent of garbage. However, he also Page 7 violence in this case, the point of contention was the collection of the garbage. Track 7 Patricia Stevens Due Daughter becoming white (b. 1939) ( An Evening with the Dues [public program] Feb 16, 2011) Patricia Stevens Due, a prominent civil rights activist, was raised in segregated Florida. She joined the movement in 1960, as a student at Florida A&M University. In this clip, part of a public program held at UF, Due recounts her and her husband s move from Quincy, FL to Miami, FL in search for a better school system for her child. This resulted in what she describes as the worst thing that happened to her after becoming a mother. Her daughter s youthful misunderstanding of the nature of racial discrimination itself constitutes a profound critique of that same system. Lincoln as a Metaphor for Community: The Integrating Role of S egregated Schooling Track 8 Portia Taylor A sense of community (b. 1950) (AAHP 168 Mar 30, 2011) Interviewer: Ayana Flewellen, AAHP undergraduate volunteer An outsider to Gainesville, Portia Taylor grew up in North Carolina. She is the current vice president of student affairs at Santa Fe College. Her outsider s perspective in some ways adds valuable perspective on the history of Gainesville; however, in this clip she describes the role of the high school in many black communities, her own merely be ing an example of a larger trend. Dr. Taylor! s description of her own experiences with high school and its role in her community are strikingly similar to the experiences of the black communities in Gainesville regarding Lincoln High. The discussion then m oves into the daily and weekly rhythms that shaped community life. Track 9 Scherwin Henry The meaning of Lincoln High Page 6
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\ " Descriptions of Clips on the mp3 Disc Track 1 Oliver Jones School Bus AAHP 009 Date of Interview: January 28, 2010 Oliver Jones was born in Pensacola, Florida but raise d in Gainesville wh ere in 1921 his father, A. Quinn Jones, accept ed a job offer as the principal of Union Academy, the first black school established in Gainesville. Mr. Jones worked as an educator throughout his life much like the rest of his family memb ers. He worked as a teacher at Lincoln High School, where his father served as the principal and was involved in the religious community, working as an associate superintendent to a Sunday school. Mr. Jones talks about his life as the son of a principal an d well respected man in his community and of his own accomplishments. This portio n of the interview also focuses on Mr. Joness perceptions of the changes in white Gainesville s attitudes towards African Americans over time ] " Track 2 Joseph W. Welch Microscopes AAHP 303 Interviewed by: Ryan Morini Date of Interview: April 29, 2013 Joseph W. Welch was born in Gainesville, FL a nd grew up in Porters, a historically black neighborhood in East Gainesville where blacks were confined during segregati on. Mr. Welch grew up deal ing with segregation and prejudice, despite some good experiences interacting with other people of different races. He attended Lincoln High School in his youth and eventually went on to work with the National Association for the Adva ncement of Colored People, the Congress of Racial Equality, and as a teacher at Mebane and Newberry high schools. In this inter view he discusses Gainesvilles past as a segregated city in the context of his personal history and l ife experiences. H e explain s how the separ ate but equal ruling of the U.S. Supreme Court was a myth when it came to providing educational and career opportunities for African Americans in Florida.
^ " Track 3 Albert White Closing of Lincoln High AAHP 022 Interviewed b y: Marna Weston Date of Interview: May 25, 2010 Albert White is an educator, entrepreneur, and a community leader. He was born and raised in Gainesville, FL in the Porters neighborhood in East Gainesville, which is a n historically b lack neighborhood He a ttende d all black Lincoln High School in the early 1960s and attended the historically black North Carolina Agricultural and Technical State University in Greensboro, North Carolina. In the early 1970s, he returned to Gainesville with his wife to attend gr aduate school at the University of Florida at a time when racial tension was at one of its many peaks. H is interview generally consists of his recollections of his and his familys life in Gainesville, and in this excerpt Mr. White discusses the negative effects integration had on the legacy and future of Lincoln High School. He also delves into the consequences of fighting institutionalized racism at UF and A&T. " Track 4 Mary Hall Daniels Wa lking to S chool AAHP 248B Date of Interview: February 21 2012 The Rosewood Massacre occurred in Levy Count y, Florida i n January 1923. The massacre began when unsubstantiated rumors spread that a black man had assaulted a white woman. These rumors outra ged groups of whites who initiated a campaign of mass mur der and destruction of black businesses and residences in the area. African American survivors hid in the swamps the remaining days and left town. Some of the Rosewood refugees moved their families to Gainesville. One of these survivors was Mary Hall Dani els. In this clip, Mrs. Daniels tells of the segregation she faced in Gainesville. She describ es her everyday experiences as she walked with her brothers to school. Track 5 Charles Demps Lincoln High School AAHP 193 Date of Interview: October 4, 2011 Lincoln High School was viewed with great pride in Gainesvilles African American community. However, as this remembrance from Mr. Demps attests, the school faced enormous obstacles in educating students. H e explains that white officials placed Lincoln ne xt to the city trash dump. Thus, the students nostrils were assaulted daily with the scent of garbage. However, he rel a ted that Lincoln its parents, teachers and administrators -provided a diverse array of educational and vocational oppo rtunities. Mr. De mps describe s Lincoln as a community institution, like a church.
` " Track 6 Evelyn Marie Moore Mickle Challenges of Integration AAHP 046 Date of Interview: June 4 th 2009 Mrs. Evelyn Moore Mickle was the first black student to graduate from UF s nurs ing program. Her narrative challenges our ideas of on the success of educational integration because she faced racism while at UF and was not accepted as a legitimately qualified student by some of her peers and professors. In the wake of her successful professional career it is important to remember that Mrs. Mickles courageous educational experiences of suffe ring and triumph were shared by countless African Americans who had the courage to be firsts in their respective high school, college, and vocat ional school cohorts. In a sense, Integration in the wake of Brown v. Board did not signal a clear victory. R ather, it opened new possibilities and pathways of struggle for African Americans. !a " Track 7 Mamie Leath Vagrancy Laws and P otatoes AAHP 2 02B Date of Interview: November 8 th 2011 Vagrancy laws were designed to keep wages low and job opportunities limited for black workers during segregation. Mami Lee Leath was born and raised in Porters neighborhood of Gainesville; she can point out the residential lot she was born on from the house she lives today. In this clip, she recalls picking potat oes and other crops in the fields near Lake Alice before the University expanded. As well as a discussion of labor and the value of money one also finds the import of 1940s r acial politics. W hen the war broke out, Ms. Leath and African Americans in Gainesville were targeted by vagrancy laws which gave area police tremendous power over black workers. Track 8 Track 8 Urban Renewal AAHP 165 March 12, 2011 Mo nica Smith was born in Germany. She survi ved World War II in Europe and later experienced the Watts Rebellion in 1965 in Los Angeles, be fore moving to Florida. S he discusses a common enemy that African Americans faced across the country in the 1960s an d 70s: urban renewal, a discriminatory public policy that African Americans wryly referred to as Negro Removal. Gainesville s black community has waged its own struggle with the forces of urban renewal as well as gentrification In response to the city s planned demolition of primarily bla ck housing in West Gainesville, African Americans and their re latives from across the country organized in a n effort to save their neighborhoods from destruction.
!! " Track 9 Isaac Chandler Jr. Segregation and Life in J asper, Florida AAHP 004A In this clip Isaac Chandler Jr, a native from Jasper, Florida talks about his life experiences during and afte r segregation. He explains how he never thought he would see desegregation in Jasper. Additionally, Mr. Chandler explain s that during desegregation, white building owners refused to install bathrooms in the black part of town out of pride and principle Track 10 Oliver Jones Segregations Dirt Roads AAHP 009 In this clip, Oliver Jones talks about the long walks he had to take on dirt roads in back neighborhoods. This made even simple tasks more complicated. Track 11 Judge Sam uel Stafford Roads and S egregation AAHP 050 Date of Interview: June 11, 2009 !# " Samuel Stafford was born and raised in Tallahassee during the tail end of the Jim Crow Era. In this clip Professor Stafford recalls the long walks he took with his father during his childhood in Tallahassee as black people were not allowed to be on Florida State University campus. He describ es the long walks and deto urs he and his family were forced to take, due to the gauntlet intolerance in Tallahassee, just to avoid crossing through campus. These racial experiences eventually lead his path to becoming a lawyer. Professor Stafford became a State Supreme Court Certif ied Arbitrator and professor in the Political Sciences department at University of Florida. Track 12 Reuben Brigety Colored L aundry AAHP 040 Date of Interview: February 7, 2009 Reuben Brigety was among the first African Americans to enroll in the Un iversity of Florida at a time when racial tension created a climate conducive to violent prejudice and struggle in Gainesville, FL. He attended Morehouse College for medical school and came to the University of Florida in 1965 for graduate studies. In the interview he talks about his experiences as a Gator and what inspired him to want to attend the university. I n this specific clip, he describes his lowest point as a resident of Gainesville, Florida whic h reminded him that he still faced obstacles despite his great accomplishments. Track 13 Ronald Colman Tuscaloosa Alabama Away G ame AAHP 138 Date of Interview: September 4 th 2009
!U " Ronald Colman was born in Ocala, Florida. He was the first African American athlete of the University of Florida in 1968. In this clip, he recalls one of numerous racist threats he received during his college career as member of the track and field team. This story took place at a restaurant in Tuscaloosa, Alabama after a competition. Track 14 Mary Ola Gaines Tallahass ee B us Boycott BTV 052 Date of Interview: August 1, 1994 During the J im Crow era of American History Florida cities including Tallahassee were segregated and wrought with racial ten sion. Mary Ola Gaines fought white supremacy during the entire half cent ury she lived in Tallahassee. Originally from Georgia, Ms. Gaines came to Tallahassee in the late 1930s when she was around th e age of twenty. S he was an organizer in the historic 1955 Tallahassee Bus Boycott and a close ally of legendary civil rights move ment leader, Rev. C.K. Steele of Bethel Baptist church. In this excerpt she explains the time she refused to give up her seat on a bus while she rode with some white children she was caring for at tha t time Some African American women in Tallahassee were refusing to move to the back of the bus even before Rosa Parks more famous refusal occurred in 1955. ![ " Track 15 Margaret Block Student Nonviolent Coordinating Committee MFP 006B Date of Interview: March 20, 2011 Margaret Block has been an organizer in the Black Freedom Struggle since her youth coming of age in the Mississippi Delta. She is the younger sister of Sam Block, a civil rights icon, and a notable veteran of the Student Nonviolent Coordinating Committee (SNCC) alongside Fannie Lou Hamer. Ms Block worked as a field secretary for SNCC in the early 1960s and was recently honored with the Freedom Spirit of the Flame Award by the Freedom Foundation in Selma, Alabama. Civil Rights Movement is recognized as a Hall of Fame activist because she spe nt the majori ty of her life fighting for social just ice. In this interview, she talks about her time as an activist and her involvement in SNCC While non violent direct action was a philosophy espoused by the movement, black southerners often had to resor t to armed self defense in order to protect civil rights activists as well as their own families from white supremacist violence
!\ " Track 16 Reverend T.A. Wright Civil Rights in St. Augustine & Gainesville FAB 040 Date of Interview: January 23 rd 19 86 Reverend T.A. Wright talks about the path that led him to become a leader in Gainesvilles Civil Rights movement in the 1960s. Rev. Wright lived with his wife, Affie Wright, in Saint Augustine and was pastor at Saint Marys Bap tist Church. However, d ue to his leading role in the St. Augustine Movement, white supremacists threatened to kill Rev. Wright. He was later offered a position at Mount Carmel Baptist Church and led the Gainesville National Association for the Advancement of Colored People (NAAC P) where he was president for seventeen years. Track 17 Dennis Flannigan Mississippi Race R elations and Ms. Fannie Lou Hamer MFP 008 Dennis Flannigan Date of Interview: September 12, 2008 Originally from Tacoma, Washington, Dennis Flannigan traveled down to Mississippi in 1964 to become involved in the Civil Rights movement. He joined the Student Nonviolent Coordinating Committee and participated in the Freedom Summer initiative to !] " help African Americans become registered voters. He also worked with F annie Lou Hamer, a leader in the Mississippi Freedom Democratic Party who provided him a place to stay in her home when he first arrived in Mississippi. In this interview, Mr. Flannigan discusses his involvement and experiences as a participant in the Civi l Rights Movement. He discusses the challenges in the Mississippi in rega rd to race relations as well as the legacy of Ms. Hamer as a Civil Rights icon Track 18 Laura Scott Reaves Perry, Florida: Shot in the B ack AAHP 170 Date of Interview: March 6 th 2010 In her interview, Laura Reaves recalls racism in Perry, Florida continuing with cross burnings in recent years. Ms. Reaves discusses the region wide phenomenon of black land loss, and the terrorist burni ng of buildings designed to strike fear into the black community. She then describes an event in which a boy is shot in the back by a member of a white landowning family because he disliked the look on the boys face. Track 19 Laura Dixie B ack D oor AAHP 066 Date of Interview: July 22, 2009 Lau ra Dixie founding president of the American Federation State County of Municipal Employees in Tallahassee and an organizer of the Tallahassee Bus Boycott tells an anecdote of her childhood. A white lady asked Mrs. Dixie s mother if she could hire Laura t o work for her. Laura Dixies mother agr eed upon the condition that her daughter be allowed to enter her employers house through the front door. Additionally, Mrs. Dixie tells that
!^ " during her work time at the whit e womans house, she survived domestic abu se and fled the house and never went back to work. Track 20 Sher ry Du P ree Blacks and Education. A S hooting at Fernandina AAHP 060A Date of Interview: June 17, 2009 Sherry Du P ree began researching the Rosewood massacre in the 1970s while she worked as a librarian at the Universi ty of Florida. Gainesville is approximately sixty mile s away from the town of Rosewood. S tudying the massacre helped Ms. Du P ree to become further involved in African American history in the state of Florida. As a Smith sonian fellow, she set up an exhibit about the Rosewood massacre to further educate people about this gruesome occurrence of injustice and violence. In h er interview, she talks about her family history and her involvement with Floridas education system an d the problem of segregation in the South in contrast with the North. This particular clip features Ms. Du P ree discussing a case where a young, unarmed black was shot in Fe rnandina Beach, Florida about forty times while in his car. The details of this case are p oignant and relevant today. !_ " Track 21 Geo rge W. Allen -Virgil Hawkins & Protesting Segregation at UF AAHP 290 Date of Interview: November 29 th 2012. George Allen was born in Sanford, Florida. He was the first African American to attend the Fredric G. Levin College of Law (then the University of Florida College of Law). Mr. Allen felt it w as his duty to integrate the University of Florida and make a change in th e education system of Florida. Therefore he declined the possibility of attending law school out of state (he had been accepted at Harvard Law and the University of California at Berkley ) George Allen not only integrate d the Levin School of Law in 1960, he also integrated the Ben Hill Griffin football stadium by organizing a gr oup of black students and people from the community to attend the games. In this clip, George Allen talks about the events he was part of during the Civil Rights movement
!` " in Tallahassee such as tilting a bus and attending the Virgil Hawkins case at the Supreme Court. Marna Weston (right) shakes George Allens hand after an interview. Photo: Marna Weston
Append ix K Job Descriptions Appendix K Job Descriptions Transcribing Assistant Transcriptionist duties will focus on transcribing interviews housed in the SPOHP collections with adjustments made accordingly for priority and time dated interviews. Additional tasks include composing an abstract of each interview, managing the work flow of interviews ready for transcription and aiding in audit-edit completion to present a finalized deliverable. Three to four years of typing experience is preferred. A greater understanding and respect of issues and debates will be gained by making sense of topics in its native context. This position will be offered at a pay rate of $12 per hour for 10 hours per week.!
SAMUEL PROCTOR ORAL HISTORY PROGRAM Dr. Paul Ortz, Director Tamarra Jenkins, Office Manager _______________________(Project #) DEED OF GIFT Samuel Proctor Oral History Program University of Florida I__________________________________________________________(Interviewee/Interviewer) herein permanently give, convey, and assign my oral history interview to the Samuel Proctor Oral History Program (hereafter SPOHP), which is currently in possession of my interview. In so doing, I understand that my interview (or oral memoir) will be made available to researchers and may be quoted from, published, or broadcast in any medium that the SPOHP shall deem appropriate. In making this gift I fully understand that I am conveying all legal title and literary property rights which I have or may be deemed to have in my interview as well as all my rights, title, and interest in any copyright which may be secured under the laws now or late in force and effect in the United States of America. My conveyance of copyright encompasses the exclusive rights of: reproduction, distribution, preparation, and derivative works, public performance, public display as well as all renewals and extensions. __________________________________________ ________________________ Interviewee Date __________________________________________ ________________________ Interviewer Date __________________________________________ ________________________ SPOHP Director, Prof. Paul Ortz Date Interviewee: Address, City, State, Zip Code Interviewee: Email and Telephone Equal Opportunity/Affirmative Action Institution 241 Pugh Hall P.O. BOX 115215 Gainesville, FL 32611-5215 Phone: (352) 392-7168 Fax: (352) 846-1983 http://oral.history.ufl.edu
Current AAHP Interview Guide Demographic Information and Growing Up When and where were you born? Were you born in a hospital, or at home? Was there a midwife present? If so, who was she? Who were your parents (/grandparents, /great-grandparents, etc.)? Where were they born? Where did they grow up? What did they do for a living? [specify parents/grandparents/etc.] Who are your siblings? Where did you grow up? (note that the neighborhood may have its own name and be worth several followup questionse.g. 5th Ave., Porters Quarters, Spring Hill, etc.) How were chores/responsibilities divided up in the household? Who did the cooking? What kinds of foods did you eat? Did the family keep its own garden? If not, where did you get your food and other supplies? Where did your parents do their shopping? How did segregation affect where you could and couldnt shop? Did you ever go downtown? Were there areas that you could not go? Were you aware of racism or segregation as a child? How often did you interact with whites, and what were those interactions like? Where did the kids play in your neighborhood? What sorts of games did they play? Where did you go to school? How did you get to school every day? What was the route you took? Who were your teachers? What subjects did you learn? What was the role of the school in your community? Did you hope or expect to go to college? Did you go to church? [or any other religious/spiritual meetings, as appropriate] What was the name of your church, and where was it located? Who was the pastor? [or as appropriate] What was the role of that church in your community and your family life? Local History & Civil Rights [Presumes Gainesville; substitute other places/institutions as appropriate] Did you ever go to 5th Avenue? [Or other landmark areas as appropriate] What do you remember about the Cotton Club? What was the role of the University of Florida in your community? What do you remember about the University? What do you remember about its students? Did you ever run into them? What do you remember about the Civil Rights Movement here in Gainesville? Who do you remember as leaders in Civil Rights? Who do you remember as community leaders in general? Did they play a role in promoting civil rights, before, during, or after the movement? What was segregation like in Gainesville? When did you first become aware of segregation and issues of civil rights?
Did you participate in any protests, sit-ins, etc.? Do you remember any personal experiences with racism? Did your family talk much about racism or segregation? Do you remember any informal ways that people fought discrimination or exploitation? Were you or anyone in your family active in Masonic or other organizations? Did anyone in your family talk to you about slavery? How was it discussed? Do you know of any ancestors who were enslaved? [If appropriate] Was Africa discussed by your family? Did anyone from your family ever travel to Africa? [or the Caribbean] What do you remember about the desegregation of the schools in 1970? [Or the earlier efforts to desegregate Gainesville High School] What was the community reaction like? What were the impacts on the community? What do you think was gained/lost in the process? When did you first vote? What can you tell us about the experience? When did your parents first vote? Did they talk about what it meant to them? What kinds of changes have you seen in Gainesville [or more local neighborhood/area] over the course of your life? How has desegregation changed things? What are some of the most positive/negative changes youve seen? Has anything about Gainesville [or neighborhood/area] remained the same? Education Did you go to college? If so, where? What was the experience like? Were you one of the first black students at the school? Had anyone else in your family gone to college before you? What did higher education mean to your family? If UF: What were race relations like when you went to UF? What sorts of interactions do you remember between students and the wider Gainesville community? Did you go to many of the sporting events? Did you participate in any clubs or other activities? Were you a member of a fraternity/sorority? Did you have a mentor while you were here? Who was that person? What were your relationships like with the faculty and staff here? What were your relationships like with the service and janitorial staff? What events do you remember taking place on campus or in Gainesville while you went to UF? Black History in the Age of Obama What do you remember about the 2008 election? What did Obamas election mean to you? Do you agree with the idea that it represents a post-racial era? Did you or members of your community organize for the 2008 election?
Question List for UF Association of Black Alumni (ABA) BACKGROUND What is your birth date? Where were you born? Where did you grow up? Who was in your family? How many siblings did you have? What did your parents do for a living? Where did you go to school? Tell me about your early education (elementary, middle, high school) Did you always plan to go on to college? COMING TO UF What years did you attend UF? What did you know about UF? What had you heard? What were your first impressions? How did you end up at UF? What were your feelings? What other colleges were you interested in? What schools did your friends go to? What were your first impressions of Gainesville? What did you expect? NECESSITIES Where did you live? With whom? How did you find it? How much did it cost? How did you pay for school and your living expenses? What did you do when you got sick ? (i.e. go home, home remedies or infirmary) Where did you go to get food? (i.e. dining halls or off campus) Where did you go/what did you do for fun? (on campus and off campus activities) Where did you get your hair cut? Where did you get your news? CAMPUS LIFE Who was your mentor? Who did you feel most comfortable talking to? Were you in any organizations (i.e. Greek or leadership organizations, sports) What was your major? Did you ever change majors? Why? How many other black people were in your department or major? Who were your friends? How did you meet each other? Where did you go/what did you do for fun? (on campus and off campus activities) Did you go to Gator Growl? Homecoming? Football games or other sporting events? Were you involved with any protests on campus? (i.e. Vietnam War, Womens Rights) Who was UF president when you were here? What did you know about him? Had you heard much about other presidents? OFF-CAMPUS LIFE Where did you go to church? Did you engage with the local black community or feel welcome in areas like 5th Avenue and Porters Quarters? (mention Moms Kitchen, for one) Did you go home on weekends? Did you watch TV? What programs?
TODAY What is it like to come back now to UF? How has campus changed? What is it like to meet different alumni from different years? Being here now, do you feel a sense of community or a sense of achievement? Overall, do you have good or bad memories of your time here? Do you have any regrets? Are you proud to be a Florida Gator? SOME EVENTS TO QUICKLY RUN THROUGH: April 1971 Storming the Presidents office 1976 The television series Roots came out 1980s Protests about naming the OConnell Center 1991 Black Awareness Movement (BAM) DO YOU KNOW THESE PEOPLE OR ORGANIZATIONS? James Scott Dean of Students in the (Mid-90s to 2000s) Pam Bingham First black female student body president (mid eighties) John Boatwright Admissions director Jackie Hart Discrimination Officer on campus, family owns Phil-Nicks Willie Robinson Assistant dean of Students (Mid-90s to 2000s) Black Student Union Run by Betty Stewart Fulwood for about 20 years Northstar Leadership Council African-American Studies Program Black Student Assembly
STYLE GUIDE: Guidelines for T ranscribing and Editing Oral Histories Updated Spring 2014 Adapted from Style Guide: A Quick Reference for Editing Oral Memoirs. 2007 Baylor University Institute for Oral History
!" TABLE OF CONTENTS Transcripts and Transcript Summary ................................................................................ 2 Formatting Guidelines ....................................................................................................... 3 Completing a Transcript !!!!!!!!!!!!!!!!!!!!!!!!!!!..4 Sample Transcript ......................................................................................................... 5-6 Transcripts 101!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!.7 Inaudible Spots ................................................................................................................. 7 Brackets ............................................................................................................................ 7 Common Questions .......................................................................................................... 7 Improper Grammar ........................................................................................................... 8 Dashes .............................................................................................................................. 8 Ellipses ............................................................................................................................. 8 False Starts ....................................................................................................................... 9 Feedback Words ............................................................................................................... 9 Fil ler Words ....................................................................................................................... 9 Dates .............................................................................................................................. 10 Spelling Guidelines ......................................................................................................... 10 Proofreading ................................................................................................................... 11 Abbreviations .................................................................................................................. 11 Capitalization .................................................................................................................. 12 Commas ......................................................................................................................... 14 Grades (Scholastic) ........................................................................................................ 14 Hyphens .......................................................................................................................... 14 Italics ............................................................................................................................... 15 Numbers ......................................................................................................................... 16 Paragraphs ..................................................................................................................... 17 Plurals ............................................................................................................................. 17 Punctuation ..................................................................................................................... 18 Audit-Editing ................................................................................................................... 19 Work log and Project log ................................................................................................ 20
#" TRANSCRIPTS Completing a transcript requires two documents: 1. The draft transcript o Accessing audio : Share Projects XYZ Project XYZ Audio o Saving a document: Share Projects XYZ Project XYZ Transcripts XYZ 001 Name Date dr/ae/final Dr: draft, ae: audit edit, final: final copy 2. The transcript summary detailing significant themes of the interview and including 4 5 keyword for quick searches o Saving a document : Share Projects XYZ Project XYZ Transcripts XYZ # Name Date summary o Example: Dr. Richard Lee Bucciarelli talks about his work in neonatology and his experience working in the Pediatrics Department at Shands Hospital. He saw the creation of the Childrens Medical Services program which provided care to children in low income families. Bucciarelli also was heavily involved in advocacy in Washington DC and the Tallahassee. Bucciarelli worked as Chair of the Department of Pediatrics and pushed for a creation of a childrens hospital at Shands, and finally saw the building of the Shands Hospital for Children. Key Terms: Advocacy, Pediatrics, Shands Hospital for Children, Pedicare
$" FORMATTING A TRANSCRIPT The first pages header: Should be on the top left of only the first page and should contain the project code number, the name of the interviewee, the interviewer, and the date of the interview. It should look like this: UF-999 Interviewee: Roberta Peacock Interviewer: Paul Ortiz Date: July 11, 2006 How to add a header in Microsoft Word 1. on the top left of the toolbar click the Insert tab 2. then click Headers 3. Select the first item in the drop-down box with the text on the left-hand side. 4. **Make sure you select different first page so that when you start adding page numbers on the second page it will not delete your first-page header.** 5. T he headers should be in Arial 12 pt. font When you are finished adding the header, click close header on the top righthand side of the paper so you can begin typing in the body of the document. The header on every subsequent page should follow this format: The header on every subsequent page should be on the top right hand side in this format: Project Code Number; Interviewees Last Name; Page Number. It should look like this: UF-999; Peacock; Page 2 To insert the header and page number on the second page, 1. go back under insert, tab 2. then click Page Number. 3. Click on Top of Page, and select the third item in the drop-down box that displays a number on the right-hand side. 4. within the header, type the project code number; persons last name; page (the number will automatically be added)
%" The body of the document The body should be double-spaced and in Arial 12 pt. font. The paragraph format should be a hanging indent. To select a hanging indent 1. Click the Home tab 2. Click the small arrow to the right of the paragraph section. A dialog box should pop up. 3. In the indentation section, click the drop-down box under special 4. Change from none to hanging Initials Use the first letter of the speakers last name to denote who is talking. Follow the letter with a colon, and press tab to create a large space for the interview text. If we apply this format to Roberta Peacock and Paul Ortiz, it would look like this: O: When were you born? P: I was born November 12, 1921. If both peoples last names start with the same letter, use the first letter of the first name also. SE: When were you born? FE: I was born January 31, 1953. If someone has a hyphenated last name, use the first letter of the first word. For example, Jane Tomlinson-Smith would be: T: I grew up in Athens, Ohio. Completing a transcript Complete a transcript by marking [End of interview] and signing the document for the stage that you worked on it. It should look like this: [End of interview] Transcribed by: Scott Kraff, August 1, 2012 Audit edited by: Diana Dombrowski, August 2, 2012 Final edited by: Isht Vatsa, August 3, 2012
&" Here is a sample of what the formatted pages should look like.
(" TRANSCRIBING : FORMAT TING and GUIDELINES INAUDIBLE SPOTS IN RECORDING When speech on a recording is inaudible, try playing it at higher volume and/or slower or faster speed. If the interviewer works for SPOHP, ask her or him for help! If you can make an educated guess, type the closest possible approximation of what you hear and bold it the first time it appears. If you can, Google your approximation to try to verify your guess (usually for names or place names). I went to school in Maryville. Jane Krackow used to be the department head in English If you cannot make a guess as to what is said, note inaudible and the time elapsed in brackets. Wed take our cotton to Mr. [inaudible 33:07] gin in Cameron. BRACKETS Use brackets to around anything the transcriber adds to the document. a pause in recording, when recording is turned off and then on again, when sound fades out, et cetera: [Break in recording] the end of the interview: [End of interview] Descriptive terms: [Laughter] [Crying] [Telephone R ings] COMMON QUESTIONS DO DONT okay OK, O.K. a lot alot et cetera etc. yeah ya, yea World War II WWII, World War Two, for a while for awhile awhile ago a while ago all right alright until, till til nowadays now-a-days apiece a piece
)" inasmuch as in as much as insofar as in so far as IMPROPER GRAMMAR Do not change improper grammar said by the speaker. It is okay to leave the following as is: Kinda Gonna Wanna Fella Double negatives I ain t never been in that kinda situation before. DASHES Instances to use the dash () an interruption by another speaker P: I am from a small town near O: What is the name of the town? P: Gainesville. before and after someone interrupts himself D: That was back in Julyno, wait, it was Augustof 1960. ELLIPSES Use the ellipses ( . ) when the speaker trails off resulting in a long pause. The ellipses consists of three periods, each separated by a space, and separated from the word it follows by a space. Correct: B: That was a long time ago, but . A: What were you going to say? B: I cant really remember that well because it was so long ago. FALSE STARTS In general, do not include false starts or repeated phrases. The only exception is if the false start enhances the statement. Use your judgment to determine if this rule applies. Incorrect with false start:
*" R: We wentwe were going south to the warmer climates. Corrected: R: We were going south to the warmer climates. Incorrect repeated phrase: J: I went to the University of Florida. I went to the University of Florida to study mathematics. Corrected: J: I went to the University of Florida to study mathematics. FEEDBACK WORDS AND SOUNDS Too many interruptions in the flow of a speakers remarks with feedback (such as umhm and yeah) is not necessary unless those words are used to answer a direct question. Incorrect: S: That was the craziest thing I ever heard! D: Uh-huh. (Ds response is NOT necessary in the final transcript, so it should be omitted). Correct: S: That was the craziest thing I ever heard! Dont you think so? D: Uh-huh. (In this care Ds response is necessary in the final transcript, so it should be left in.) How to spell common feedback or crutch words uh uh-huh = agreement um-hm unh-uh = disagreement FILLER WORDS If the speaker is constantly using filler words like you know, or uh, in speech, these can be omitted. Incorrect: K: You know, I never thought about it that way, but, you know, I can see how, you know, some people might do that. Correct: K: I never thought about it that way, but I can see how some people might do that.
!+" DATES Write full dates as follows: January 1, 2003 If the speaker omits the century and just says the decade, write out the full year with the omitted numbers in brackets. 67 not The 50s, not the fifties *note no apostrophe before the s The mid -50s, not the mid-fifties Always use numerals for years, even at the beginning of a sentence. 1962 was an important year for me. Use numerals for days when they include the month and the year; follow this form even when the speaker says, August the fifth, nineteen eighty-seven. Instead write August 5, 1987. Spell out the words for the day when the year is not expressed and the speaker uses the ordinal number: My birthday is August fifth. My birthday is August the fifth. Spell out the word for the day when the day precedes the month: the fifth of August SPELLING Use the spell-checking function in Microsoft Word. However, it does not catch every error, so it is important to proofread. Use the dictionary (or go online to www.merriamwebster.com), or Google terms to verify proper spelling. COMMON MISTAKES all right (alright is not a word) all together The children were all together again for Mollys birthday. altogether (adverb: wholly, entirely, completely) That is altogether unfair. here I like it here. hear I cant hear what they said on the tape. every day I eat lunch every day. everyday (adjective: common) I think Ill use my everyday dishes for the dinner party. its (possessive) The cat was chasing its tail. its (contraction of it is ) Its cold outside. onto (preposition: to a place or position on; upon; on) Paste the label onto the top. on to Lets go on to Dallas since weve come this far already. theyre (contraction of they are) Theyre going to play rugby in the fall. there (indicates location) Could you sit over there, please? their (possessive) The children took off their coats. to Are you going to school today? too Did you graduate from UF, too? (Note the comma.) web site (Web site is not a word, capitalized or not. Updated AP 2009 style guide) whenever (conjunction: at whatever time; at any time when) Visit us whenever you like. whichever Do whichever is easiest. Whichever task you do, do it well.
!!" whos (contraction of who is or who has ) Whos that girl sitting over there? whose (pronoun, possessive of who or which) Whose umbrella is that? yeah Note this preferred spelling. ABBREVIATIONS In general, avoid abbreviation in oral history transcripts. Do not abbreviate: A civil or military title unless appearing immediately before a persons full name: Governor Perry, but Gov. Rick Perry names of countries, territories, provinces, states, or counties doctor when used without an accompanying name (The doctor said, but Dr. Smith said) Senator, Judge, Bishop, General, Professor or any other political, academic, civic, judicial, religious, or military title when it is used alone or when it precedes a surname alone, i.e., Judge McCall the Reverend or the Honorable, when the is part of the title preceding the name books of the Bible names of the months and days terms of dimension, measurement, weight, degree, depth, et cetera: inch, foot, mile part of a book: Chapter 3, Section A, Table 7 word elements of addresses: Avenue, Building, North, South except NW, NE, SE, and SW portions of company names, unless the actual company name uses an abbreviation: Brother, Brothers, Company, Corporation, Incorporated Limited, Railroad Senior or Junior when following partial names: Mr. Miller, Junior Mr. Toland, Senior Do abbreviate the following when they precede a given name and/or initial(s) plus surname: Ms. Rev. Mr. Mrs. Dr. Jr. or Sr. after given name and/or initial(s) plus surname: John H. Smith Jr. (note that the comma is no longer required around Jr. and Sr.) NE, NW, SE, SW in addresses given in text (note no periods) points of the compass: N, E, S, W, NE, SE, NNW, WSW, et cetera era designations: AD 70, 753 BC time designations a.m., p.m. Agencies and various types of organizations are referred to by acronyms or using an abbreviation from an organizations initials: SPOHP, NATO, UN, SEC, AFL-CIO, or AF of LCIO, SMU, Texas A&M
!#" CAPITALIZATION As a rule of thumb, when in doubt, do not capitalize. Check with Chicago Manual of Style or the dictionary to check if it should be capitalized. Proper names of institutions, organizations, persons, places, and things follow standard English practice. Partial names of institutions, organizations, or places are usually written in lower case. Do capitalize: names of particular persons, places, organizations, historical time periods, historical events, biblical events and concepts, movements, calendar terms referring to specific days, and months. titles of creative works references to athletic, national, political, regional, religious, and social groups: Florida Gators, Congress, Democrats, Daughters of the American Revolution, the Masons Capitalize Internet and Web always: She suggested that he search the Internet for more information. He found a Web site that answered many of his questions. Note that website is not a word; use Web site. Capitalize Lowercase Board of Trustees of Baylor board of trustees, the board, the trustees the University of Florida the university Department of History the history department School of Nursing The nursing school Course titles: History 1301 Courses: economics, history, philosophy, but History of Texas Proper nouns like French, Spanish Microeconomics and English are capitalized Alachua County, City of Gainesville, the state bird of Florida the New York Times; the Times the newspaper regional designations: the West, the Southwest directional terms: to travel west, to face southwest Central Florida the central region of Florida an Easterner, Western American a western university West Coast, Gulf Coast the coast Interstate 35, IH35 or I-35 the interstate, the highway Eighth Street the street Bible, Scripture(s) biblical work, scriptural passage Veterans Administration the university administration Veterans Administration Hospital a veterans hospital
!$" the Institute for Oral History the institute the Texas Collection the collection the Word of God the words of the song the Fall (of Man) the fall of 1992 the Gospel of Luke the gospel the Book of Daniel a book of poetry McLennan County Court county court Washington Street Bridge the bridge American Revolution the revolution of the colonies World War I, First World War the war General of the Army Douglas MacArthur MacArthur, a general, U.S. Army President Harry Truman the president of the USA, presidency the Bronze Age the third of the four ages of man the Democratic Party the party that won in that precinct; a democratic form of government the Democrats (party members) democracy Great Depression (referring to 1930s), the Depression depression Sherman Antitrust Act an act of Congress Grandmother, Grandpa Smith, Dad (when substituted for a given name) my grandmother, Elizabeth; my mother U.S. Senate Florida senate Capitol (referring to a building) the capital of Florida (referring to a city) COMMAS No, sir. Yes, sir. Oh, yes. Oh, no. Thanks, Mrs. Pool. Yeah, thats right. (Note correct spelling of yeah) Well, Im from California originally. I was born in Dallas, Texas, in 1904. I mean, what are you going to do about it? So we, you know, went back home. *note that you know is set off by commas And, of course, we were pretty angry. She was, like, my best friend. Direct addresses are set off by commas Pam, I know you will enjoy this. SCHOLASTIC GRADES Type letter grades in capital letters with no period following, no italics, and no
!%" quotation marks. Show number grade in Arabic numerals with no quotation marks. Plural should be formed only by adding s, (no apostrophe) except where confusion with another word is possible. I made all As by earning 100s on all my exams, but my roommate made only Bs. HYPHENS For guidance on use of hyphens to form compound words and phrases, please refer first to The Chicago Manual of Style, and then to the dictionary. Hyphenate to indicate division or separation in the following: spelling out a name or words, as in H-o-r-a-c-e. Capitalize only where appropriate. a fraction expressed in words one-fifth Hyphenate to indicate combination as follows: nouns made up of two or more nouns which imply the combination of two or more linked things or characteristics astronaut-scientist, AFL-CIO when two essential adjectives describe a noun He is a small-business owner. (both words describe the business) modifiers and adjectival compounds when used before the noun being modified, including those formed with numbers: a one -of-a-kind student a 56 -year -old woman Do not hyphenate a compound modifier that follows the noun it modifies unless hyphenated in dictionary: Her argument was well balanced. She was good-natured. a compound modifier that includes an adverb ending in ly: wholly fictitious a proper noun except when absolutely unavoidable contractions, such as: cant, wouldnt, dont, didnt, wasnt, hell, theyre, shed chemical terms, as in sodium nitrate, sodium silicate, bismuth oxychloride ITALICS Italics should be used sparingly, and they are typically only used when referring to a title of a work. Italicize: titles of whole published works, such as Plain Speaking
!&" titles of books, bulletins, periodicals, pamphlets newspaper names and the city names that accompany them: New York Times Note: do not italicize any articles preceding a newspaper name. Example: the Times titles of long poems titl es of plays and motion pictures/movies/films titles of long musical compositions: operas, musical comedies, oratorios, ballets, tone poems, concertos, sonatas, symphonies, and suites titles of paintings, sculptures, drawings, mobiles: You may know that da Vincis Mona Lisa is actually La Gioconda. Italicize titles of legal cases, with v. for versus: Brown v. Board of Education of Topeka, Kansas ; the Miranda case names of spacecraft, aircraft, and ships, except for abbreviations preceding the names, such as designations of class or manufacture, as follows: SS Olympic HMS Queen Elizabeth USS Lexington Friendship VII Consult the dictionary; do not italicize a quotation in a foreign language. a foreign word or phrase when followed by a translation; enclose translation in quotation marks and precede translation by a comma: Jai mal la tte, I have a headache. NUMBERS In general, spell out whole numbers, whether cardinal or ordinal, from one to ninety-nine, and any of those numbers followed by hundred, thousand, hundred thousand, million, and so on, hyphenated or not. sixty-nine seventy-fifth twenty -two hundred, but 2,367. Note: When there are several numbers in a sentence or a group of numbers includes numbers over one hundred, you may use numerals for brevity and consistency. Always spell out the number if it is the first word in a sentence. A: How old are you? B: Fifty years old. Exception: If the year is the first word in a sentence, do not spell it out. A: When were you born? B: 1906. Spell out the number if it is the name of a street and under one hundred. 454 Fourth Street For percentages, use numerals and spell out percent. Only 45 percent of board members approved of the measure. Do not spell out: street address numbers, highway numbers
!'" 10 Downing Street 304 Carroll Library IH35 telephone numbers fractional sums of money above one dollar: $2.98 (not 2.98 dollars) dates: 735 BC; mid-1950s; AD 1066 1990s February 24, 1997 July 1997 (no comma) time of day use numerals when a.m. or p.m. follow or when typing a whole plus a fraction of an hour: 8:20 p.m. but eight oclock 7:30 but seven in the morning number elements in names of government bodies and subdivisions of 100th and higher, all union locals and lodges Thirty-sixth Infantry 139th Tactical Wing parts of a book, such as chapter numbers, verse numbers For consistency any sentence which contains numerals pertaining to the same category should have all numerals. The report stated that 7 [instead of seven] out of 265 students voted in the campus elections. Exceptions: The sentence begins with a number: Seven out of 265 students voted. Numbers representing different categories: In the past ten years five new buildings of over 125 stories have been erected in the city. Plurals of numbers: Numerals form plurals by adding s alone, with no apostrophe: 1920s and 1930s When connecting figures with a prefix or suffix, add the hyphen in the appropriate place if the compound word is adjectival. Connect numbers expressed in words to a prefix or suffix with a hyphen: twenty -odd The suffix fold is an exception threefold PARAGRAPHS The Samuel Proctor Oral History Program does not break up its transcriptions into paragraphs. Everything said should be one block of text, even if topics change or new dialogue is introduced. The only time one should press the enter key is if someone new is speaking, and it is never indented. See formatting and page setup for more guidelines. PLURALS Compound words formed with prepositions are pluralized by forming the plurals of
!(" the first nouns in the compounds: fathers-in-law Capital letters of the alphabet are pluralized by adding s or s: Zs Use the apostrophe only where confusion is possible: As, not As Lowercase letters form the plural by adding s: ps and qs Acronym abbreviations are pluralized by adding s GREs When periods are used, add an apostrophe: B. K.s Proper nouns: Add s to the singular if the addition does not make an extra syllable: six King Georges Add es to the singular form if the addition creates an extra syllable: six King Charleses Nounsincluding names of personsthat end in s take addition of es to form the plural: The three Loises are friends with the three Marys. The hall was full of Joneses and Martins. Note that the apostrophe is never used to denote the plural of a personal name. QUOTATION MARKS Generally speaking, the Samuel Proctor Oral History Program does not use quotation marks. Quotation marks are only used in speech that can be verified, such as presidential speeches, famous speeches or quotes, and direct quotes from books or publications. Martin Luther King Jr. said, I have a dream. If the speech is NOT verifiable, then do not use quotation marks, even when a direct expression is used by one of the speakers. Instead of using quotes, set the expression apart with commas. When I was little my mom used to say, if you study hard in school I will take you to get ice cream. He said, youre fired, and I said, well just see about that. DO use quotes for the names of articles, essays, radio programs, television shows, book chapter titles, et cetera. Have you seen the article Sharks in National Geographic ? The television show, Dr. Who, ran for several seasons. Interviewees occasionally coin words, either humorously or to convey a meaning for which they cannot find an existing word. If you cannot find a word in any dictionary but can hear it clearly and can devise a reasonable spelling for it, transcribe it and place it in quotation marks the first time it occurs. Do not use quotation marks for every occurrence of the coined word, however, as it makes for tedious reading.
!)" PROOFREAD! Proofread your transcript. Look for words that the spell checker may have misse d: form instead of from though instead of thought, you instead of your, et cetera. If you make a decision on a matter of style in cases where the rules provide no clear guidance or allow for discretion, make sure you follow that decision throughout the transcript. If you verify and correct the spelling of a name, be sure to correct every occurrence.
!*" GUIDE TO AUDIT EDITING The purpose of audit editing is to make the transcript as accurate as possible and to add in ext ra information to contextualize both historically and socially topics the speaker is referencing. Steps in Audit Editing: Read the document as you listen to the audio and correct any typos or mistakes where the original transcriber may have not understood what the interviewer was really saying. If there are blanks or bolded words in the document and you still cannot tell what the person says, listen to the audio several times on faster and slower speeds for those moments. Also try Googling what you think the words might be to see if you can deduce the true meaning. When trying to the correct spelling of someones name and that person works for a company or institution, try a Google search. Ex: Paul Ortiz UF If you still cannot determine the word, keep it bolded. If you cannot make a determination after research and re-listening, note inaudible and the time elapsed on the audio in brackets. We went to [inaudible 33:05] yesterday. Remember, do not change improper grammar that was said by the speaker. I dont never want to go there again. NOTE: SPOHP is no longer contextualizing in its transcripts.
#+" WORK LOG AND PROJECT LOG WORK LOGS When you finish your work each day, you must fill out a work log. Accessing the Work Log 1. Click My computer on the desktop 2. Click Share (S:) 3. Click Oral History 4. Click Oral History New May 2006 5. Scroll down and click on the Work Log folder 6. Click on the excel document Work Logs for your group: staff, intern, or volunteer. 7. Click on the tab at the bottom with your name on it 8. Fill in the date, your time in, time out, what project you worked on, and how many hours you worked. 9. Save the document and close the file when you are finished. Be sure to fill out the work log every day that you work. PROJECT LOG When you complete a project, be sure to e-mail the Graduate Coordinators or Volunteer Coordinator to let them know you are finished. They will assign you a new task and update the project log.
Appendix M: Work Flow Charts Appendix M: Work Flow Charts BornDigital Workflow Digitzation Workflow