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Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Transcription Any written text transcribed from a sound See attached Word document. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 30 minutes. Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 131kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Audio Guide for Tuskegee Airmen: The Segregated Skies of World War II Subject The topic of the resource Veterans Description An account of the resource This audio guide includes descriptions of each of the exhibit's ten panels. Creator An entity primarily responsible for making the resource Katherine Mclendon Tabb Source A related resource from which the described resource is derived Kennesaw State University Publisher An entity responsible for making the resource available Museum of History and Holocaust Education Date A point or period of time associated with an event in the lifecycle of the resource March 12, 2024 Contributor An entity responsible for making contributions to the resource Katherine Mclendon Tabb Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource Tuskegee Airmen Exhibit. Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Type The nature or genre of the resource Audio Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant During the War African Americans Soldiers https://meethistory.kennesaw.edu/files/original/514e0f78a5253367d6e09ff6b5979e85.mp3 6190d81ef794cb271846668941fb0cd0 https://meethistory.kennesaw.edu/files/original/133a844658aafe2552598053d17dd825.mp3 e641fe350b6aac0e408a79f26e3143f6 https://meethistory.kennesaw.edu/files/original/994cd37ad816cb38b52a521c52085cd0.mp3 830a7df4c45684e1e257a555ad92cdd7 https://meethistory.kennesaw.edu/files/original/ed5a51d2af2e7384132f225c52e21125.mp3 122865d93814795396178d1f1c53ab0a https://meethistory.kennesaw.edu/files/original/25da30ffd1f4271c8a5a1ef021a0a94b.mp3 6581773d48755ed5043955b772f62372 https://meethistory.kennesaw.edu/files/original/5ad14f6d15e44aaa0545e9613a171ff1.mp3 f8971988902a168a24a6af315f625dd6 https://meethistory.kennesaw.edu/files/original/e23a67636ad87fa39f63c6b8623ba684.mp3 eee50daadc4ed63e659a9cb92d19e3eb https://meethistory.kennesaw.edu/files/original/60cb3f468135bc287bd843621f1e41f3.mp3 4f64de8c2353e3ca4e5ec22d51d800f9 https://meethistory.kennesaw.edu/files/original/fca08cf9dc3c6a89678e1981804d8346.mp3 098a29f043a10d82c26c3092b21f0ae9 https://meethistory.kennesaw.edu/files/original/e552dd9afc9778669a0c489da5990269.mp3 28ab0a52552213c79bb4017b5ede1339 https://meethistory.kennesaw.edu/files/original/c19386ba1c971fca6ef938279751d3b2.mp3 69dc3d6ad449c642a34f553ee752ae36 https://meethistory.kennesaw.edu/files/original/d1d41b132bc8f59b5e175c5be062e8de.mp3 adac3021ff68b105ec79c0c6d5465832 https://meethistory.kennesaw.edu/files/original/f1b53835bc672a0ddf52479232302b8b.docx 3305ec575e4eb7b9fccb4b0fc2e5ccc7 Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Transcription Any written text transcribed from a sound See attached Word document. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1 hour Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 177 kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Audio Guide for Parallel Journeys: The Holocaust Through the Eyes of Teens Subject The topic of the resource Home Front Workers Description An account of the resource This audio guide includes descriptions of each of the exhibit's twelve panels. Creator An entity primarily responsible for making the resource Katherine Mclendon Tabb Source A related resource from which the described resource is derived Kennesaw State University Publisher An entity responsible for making the resource available Museum of History and Holocaust Education Date A point or period of time associated with an event in the lifecycle of the resource March 12, 2024 Contributor An entity responsible for making contributions to the resource Katherine Mclendon Tabb Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource Parallel Journeys Exhibit. Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Type The nature or genre of the resource Audio Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant During the War children Holocaust https://meethistory.kennesaw.edu/files/original/1071a80db7627f682d11f1d8754e96f5.docx d012c52f975f8d6b1fc49ed9ff0db96a https://meethistory.kennesaw.edu/files/original/3139d963413e27b4a88cd9a0003c6d55.docx 172df0d41c5341424dbd24b5bc99b5ea https://meethistory.kennesaw.edu/files/original/d504d75d89126afa46aaca0ac3fbf1d4.docx 2441c2859400ad346fc071bb8086ce83 https://meethistory.kennesaw.edu/files/original/1a96bdca1c3a1840856ea2392a5648ff.docx 15db6efadc79cbc0c63af82b7b9abdc7 https://meethistory.kennesaw.edu/files/original/45bd3769f304009fd572d6a8fbe61e25.docx 686f4f5562a08fcd28c4a199a3df98e5 https://meethistory.kennesaw.edu/files/original/ba54087fce12ba5204a85960197713e7.docx 90c290f645fa901f31567e376120c319 https://meethistory.kennesaw.edu/files/original/3a182c08c3511f589499b08479e376c9.docx 1d06dc2d68d280eb651841751bae7f1d https://meethistory.kennesaw.edu/files/original/107ffa6a27add6737053e801f4ed66ba.docx 4b008d353771916dc644a72e29d8ff6e Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Stimmen des „Großen Krieges“ „Alle Schrecken aller Zeiten wurden zusammengeführt, und nicht nur Armeen, sondern ganze Bevölkerungen wurden mitten unter ihnen zusammengepfercht.“ ~Winston Churchill, Die Weltkrise, 1911-1918; 1923 veröffentlicht Stimmen des großen Krieges Der Erste Weltkrieg endete November 1918 und schaffte eine neue Realität. Viele Leute sahen ihre Häuser, Dörfer und Städte zerstört. Einige von ihnen waren Bürger von neuen Nationalstaaten geworden. Soldaten kehrten mit Narben von Giftgas und Maschinengewehrfeuer zurück. Ingenieure kommentierten die zerstörerische Macht der Technologie, die im Krieg entwickelt worden war. Ärzte und Krankenschwestern mühten sich mit der Grippeepidemie ab, die durch den Krieg verschlimmert war. Überall hinterfragten die Leute ihre Identität, ihre Nation und die Welt. Die Zukunft war ungewiss. Es war der Beginn einer neuen Ära. Die Erlebnisse vom Krieg hingen vom Standort der Menschen sowie ihrer Rolle in der Gesellschaft ab. Um den „Großen Krieg“, wie sie ihn nannten, zu verstehen, müssen wir ihre Stimmen hören. H. G. Wells war ein britischer Science-Fiction Autor, am bekanntesten für seine Geschichte The War of the Worlds, von 1897. Im Jahr 1914 veröffentlichte er The War That Will End War, zusammengestellt aus einer Reihe von Londoner Zeitungsartikeln, die die Spannungen reflekierten, die zum Ausbruch des Ersten Weltkriegs führten. Er glaubte, dass, wenn die Briten den Krieg gewinnen, sie die menschliche Zivilisation für all Zeiten retten würden. Untertext Bilder unten links: Obwohl der Phonograph 1877 auf den Markt gekommen war, blieben Notenbücher zur Verbereitung populärer Musik während des Ersten Weltkriegshinter der Nachfrage zurück. Charles Keating schrieb das wehmütige Lied: „After the War is Over I’m Coming Back to You“ im Jahr 1918, etwa ein Jahr nach dem Kriegseintritt der USA.. Mit freundlicher Genehmigung der Library of Congress. Ära, Epoche, Zeitalter: Bezeichnung für eine bestimmte historische Periode. Die Ära, die mit dem Ersten Weltkrieg begann, war durch rasanten sozialen, kulturellen und technologischen Wandel gekennzeichnet.Nationalstaat: Ein souveräner Staat, dessen Bürger oder Untertanen sich durch Faktoren wie Sprache oder gemeinsame Abstammung einander ähnlich sind.Technologie: The application of science for practical purposes; a tool or method used to complete a task. At the turn of the 20th century, new technologies included radio communications, electricity, and industrial chemical fertilizersDie Anwendung der Wissenschaft zu praktischen Zwecken; ein Werkzeug oder eine Methode um eine Aufgabe zu erledigen. An der Wende zum 20. Jahrhundert gehörte zu den neuen Technologien auch der Funkverkehr, die Elektrizität und der Kunstdünger. KREDITE FÜR DIE AUSSTELLUNG: Museum für Geschichte und Holocaust Education Personal: Gestalterin Zoila Torres, Kuratorin Adina Langer, Bildungs Manager James Newberry, Bildungskoordinator Tyler Crafton-Karnes. Kennesaw State University Public History Studenten: Seth Boles, James Friedrich, Morgan Haddock, Elyse Watson The War To End Wars:The War That Will End War von H. G. Wells, veröffentlicht von F. & C. Palmer im Jahr 1914 T2 Europa vor dem ersten Weltkrieg Erzherzog Franz Ferdinand 1863 - 1914 “Wozu dienen Ihre Reden? Ich komme zu freundlichem Besuch nach Sarajevo und werde mit Bomben beworfen. Es ist nicht zu fassen!” Erzherzog Franz Ferdinand unterbricht die Rede des Bürgermeisters im Rathaus von Sarajevo am 28. Juni 1914 Foto links Untertitel: ca. 1914. Mit freundlicher Genehmigung der österreichischen Nationalbibliothek, Bildarchiv Austria, Inventarnr Obwohl Erzherzog Franz Ferdinand ein Reformerr, der die Habsburger Monarchie durch die Gewährung gleichberechtigter Stimmen der verschiedenen Gruppen im österreichisch-ungarischen Reich zu bewahren hoffte, widersetzte er sich dem wachsenden Nationalismus in Staaten wie Serbien. Während seines Besuchs in der tadt Sarajevo im Jahr 1914 wurde Ferdinand von Gavrilo Princip, einem serbischen Nationalisten, erschossen. Nach Ferdinands Ermordung erklärten das österreichisch-ungarische Reich und sein enger Verbündeter Deutschland Serbien den Krieg. Die zwei Nationen militarisiertennd wurden zusammen mit dem osmanischen Reich als Zentrumsmächte bekannt. Serbiens Bündnis mit Russland zog Frankreich und Großbritannien in den Konflikt, der die alliierten Mächte hervorbrachte. Landkarte links Untertitel: Mit freundlicher Genehmigung der Delaware Division of Historical & Cultural Affairs Foto rechts Untertitel: Zar Nikolaus (links) und Kaiser Wilhelm (rechts) fahren zusammen in einer Kutsche, ca. 1910–1914. Mit freundlicher Genehmigung der Library of Congress. Europas Monarchen des 19. Jahrhunderts waren aufgrund Jahren von Mischehen miteinander verwandt. Der deutsche Kaiser Wilhelm II. und der russische Zar Nikolaus II. waren Vettern. Im Juli 1914 schickte Nikolaus seinem Cousin Wilhelm ein Telegramm, in dem stand: „Es wäre richtig, das österreichisch-serbische Problem der Haager Konferenz zu überlassen. Vertraue auf deine Weisheit und Freundschaft. Dein dich liebender Nicky.“ Die Korrespondenz zwischen den beiden Kaisern wurde nach dem Ersten Weltkrieg als „Willy-Nicky-Korrespondenz“ veröffentlicht. Allianz: Eine diplomatische Vereinigung zu gegenseitigem Nutzen. Habsburger: Königsfamilie, die von 1526 bis 1918 ein großes Gebiet in Mitteleuropa kontrollierte. Militarisiert: Versorgung durch Soldaten und andere militärische Ressourcen; fähig, die nationalen Interessen aggressiv zu fördern oder zu verteidigen. Nationalismus: Befürwortung oder Unterstützung der politischen Unabhängigkeit einer bestimmten Nation oder Bevölkerung. Tafel 3: Leben in den Schuetzengräben Siegfried Sassoon (1886-1967) Foto Untertitel: Siegfried Sassoon, Mai 1915. Mit freundlichen Genehmigung des Harry Ransom Center der Universität von Texas Austin „Männer drängeln und klettern auf das lodernde Feuer zu. Reihen von grauen, murmelnden Gesichtern, maskiert mit Angst, sie verlassen ihre Schützengräben und gehen über den Rand. Während die Zeit leer und geschäftig an ihren Handgelenken tickt, und die Hoffnung, mit verstohlenen Augen und ringenden Fäusten, im Schlamm zappelt." Aus Siegfried Sassoons Gedicht von 1918, Angriff. Der Dichter Siegfried Sassoon trat nach Kriegsbeginn im Juli 1914 in die britische Armee ein. Sassoon erhielt ein Militär-Kreuz für Tapferkeit im Kampf, aber er war gegen den Krieg und schrieb einen öffentlichen Brief an die Regierung, in dem er zum Frieden aufrief. Während er sich 1917 in einem Lazarett von seinen Verletzungen erholte, schrieb Sassoon Gedichte, die die Realität des Lebens in den Schützengräben widergaben. Während des Krieges gruben Soldaten Hunderte von Meilen an Schützengräben auf dem Schlachtfeld, um dem Maschinengewehrfeuer und dem schweren Beschuss an der Front zu entgehen. Sie nannten das Land zwischen den Schützengräben „Niemandsland". Die Krankenschwestern, die sich um Sassoon und seine Kameraden kümmerten, behandelten nicht nur körperliche Verletzungen wie Fußbrand und Gasinhalation, sondern auch psychische Störungen, die als Granatenschock bekannt sind. Foto links unten Untertitel: Französische Soldaten mit Gasmasken in einem Schützengraben, 1917. Während des ersten Weltkriegs waren die Gasmasken sehr unterschiedlich. Schließlich wurden sie eine wirksame Verteidigung und schränkten die Bedeutung der Gasangriffe in späteren Jahren ein. Mit freundlicher Genehmigung der französischen Nationalbibliothek. Foto rechts Untertitel: Britische und deutsche Soldaten treffen sich auf dem Schlachtfeld in Belgien, Weihnachtstag 1914. Mit freundlicher Genehmigung des Imperial War Museum. Der Weihnachtsfrieden von 1914 fand zu Beginn des Krieges statt, als britische und deutsche Soldaten die feindlichen Linien überschritten, um Geschenke auszutauschen und Fußball zu spielen. Nicht vom befehlhabenden Beamten genehmigt, gab der kurzlebige Frieden den Soldaten, die auf ein schnelles Ende des Krieges hofften, einen Grund zum Feiern. Der Gefreite Frederick Heath schrieb: „Wie könnten wir es uns verkneifen, uns gegenseitig frohe Weihnachten zu wünschen, auch wenn wir uns gleich danach an die Gurgel gehen könnten?" Granatenschock: Ein Begriff, der von Soldaten im ersten Weltkrieg geprägt wurde, um psychische Störungen zu beschreiben, die durch die längere Teilnahme an aktiver Kriegsführung und Bombardierung verursacht wurden. Schützengräben: In den Boden gegrabene tiefe Löcher. Während des ersten Weltkriegs benutzten die feindlichen Armeen ein relativ dauerhaftes System von Schützengräben, um anzugreifen, Gegenangriffe zu starten und ihre Stellungen zu verteidigen. Grabenfuß: Ein schmerzhafter Zustand der Füße, der durch längeres Ausgesetztsein in kaltem Wasser oder Schlamm verursacht wird und durch Schwärzung und Absterben des Oberflächengewebes gekennzeichnet ist. Tafel 4: Menschenführung zu Kriegszeiten Führung während des Krieges Woodrow Wilson 1856-1924 Untertitel Foto links oben: Woodrow Wilson, ca. 1912, mit freundlicher Genehmigung der National Portrait Gallery. "Die Welt muss für die Demokratie gesichert werden. Ihr Frieden muss auf den erprobten Fundamenten von politischer Freiheit gepflanzt werden" - Woodrow Wilson, 1917. Im Mai 1915 versenkte ein deutsches Untersee-Boot oder U-Boot, die RMS Lusitania, einen britischen Ozeandampfer mit 128 Amerikanern an Bord. Diese Tragödie war der Grund, dass einige Leute auf den Kriegseintritt der USA in Europa drängten. Dennoch favorisierten die meisten Amerikaner Neutralität. In der Tat gewann Präsident Woodrow Wilson 1916 eine zweite Amtszeit mit dem Slogan: "Er hat uns vor dem Krieg bewahrt." Die Entdeckung vom Zimmerman-Telegramm und eine Zunahme der deutschen Angriffe über die alliierte Schifffahrt brachten Wilson dazu vom Kongress die Kriegserklärung zu fordern. Im Verlauf der folgenden anderthalb Jahre halfen die Amerikaner den alliierten Mächten den Sieg zu sichern. Die Deutschen stimmten im November 1918 dem Waffenstillstand zu. Foto links Untertitel: Propagandaplakat, das für den USA-Beitritt in den ersten Weltkrieg wirbt; mit dargestelltem Versenken der Lusitania, 1915. Mit freundlicher Genehmigung der Library of Congress. Die Pariser Friedenskonferenz von 1919 legte den Grundstein für einen Völkerbund und schaffte den Versailler Vertrag. Der Vertrag blieb hinter Woodrow Wilsons Vierzehn Punkte Programm zurück indem er Deutschland die Schuld am Krieg gab. Darüberhinaus zwang er Deutschland, Land, Geld und militärische Macht aufzugeben. Adolf Hitler, ein Veteran des Ersten Weltkriegs, gewann in den 1920er Jahren an Popularität, indem er Außenstehende für den Krieg verantwortlich machte und eine Rückkehr zum deutschen Ruhm versprach. Aus diesem Grund haben Historiker den Vertrag von Versailles mit dem Anfang des Zweiten Weltkriegs in Verbindung gebracht. Foto rechts unten: Untertitel: Delegierte im Spiegelsaal unterzeichnen am 28. Juni 1919 den Versailler Vertrag. Foto von Helen Johns Kirtland und Lucian Swift Kirtland, mit freundlicher Genehmigung der Library of Congress. Waffenstillstand: Übereinkunft, den Kampf einzustellen, Waffenruhe. Vierzehn Punkte: Entwurf einer Grundsatzerklärung, die in Woodrow Wilsons Rede vom 8. Januar 1918 dargelegt wurde, in der ein Plan für den Weltfrieden vorgeschlagen wurde, der freien Handel, offene Vereinbarungen, Demokratie und Selbstbestimmung beinhaltete. Völkerbund: Vereinigung souveräner Nationen, die gegründet wurde, "um großen und kleinen Staaten politische Unabhängigkeit und territoriale Integrität gleichermaßen zu garantieren". Neutralität: Der Zustand, in dem keine Seite eine andere in einem Konflikt unterstützt. Zimmerman-Telegramm: Geheime, möglicherweise erfundene Nachricht, die ein deutsch-mexikanisches Bündnis im Krieg vorschlug. Tafel 5: Der amerikanische Kriegseintritt Die Doughboys gehen in den Krieg Henry Johnson – 1891-1929 “Daran war nichts so fein. Kämpfte nur um mein Leben. Ein Hase hätte das gemacht.” Zitat von Henry Johnson in der New York World, 1918 Foto links Untertitel: Henry Johnson, 1919, in Kelly Millers History of the World War for Human Rights. Mit freundlicher Genehmigung des Schomburg Center for Research in Black Culture, Jean Blackwell Hutson Research and Reference Division, The New York Public Library. Nachdem die USA 1917 in den Krieg eingetreten waren, trat der Gefreite Henry Johnson der Armee bei. Seine afroamerikanische Einheit, die ”Höllenkämpfer von Harlem”, kämpfte erst nachdem sie von amerikanischen Kommandanten “an die Franzosen ausgeliehen” worden waren. Während Johnson im Mai 1817 im Argonner Wald im Wachdienst war, hielt er 36 deutsche Soldaten mit Granaten und seinem Gewehrkolben auf. Mit dem Spitznamen “Der Schwarze Tod” gewann Johnson mehr Amerikaner dafür sich zum Wehrdienst zu melden, und er bekam 1918 das französische Croix de Guerre. Als Johnson nach dem Krieg nach Hause ging, sah er, dass sich sein Land veränderte. Frauen erhielten 1920 das Wahlrecht, doch der Kampf der Afroamerikaner für soziale Gerechtigkeit dauerte noch Jahrzehnte lang an. Obwohl Johnson 1929 starb, wurde er von Präsident Barack Obama im Jahr 2015 mit der Ehrenmedaille ausgezeichnet. Foto unten links Untertitel: Die Granate war eine der effektivsten Waffen der Welt im ersten Weltkrieg. Nach dem Ziehen des Stifts hatten die Soldaten etwa fünf Sekunden Zeit, um die Granate zu werfen bevor sie explodierte. Mit freundlicher Genehmigung des kanadischen Kriegsmuseum. In den Jahrzehnten vor dem ersten Weltkrieg waren viele Menschen aus anderen Ländern in die USA eingewandert. Camp Gordon in Georgia bot den eingewanderten Soldaten, die sich auf den Krieg vorbereiteten, eine Grundausbildung in vielen verschiedenen Sprachen an. In Camp Gordon war auch die 82. Infanteriedivision stationiert, die als "All-American" bekannt war, weil dort weiße Soldaten aus allen Bundesstaaten waren. Croix de Guerre: Frankreichs höchste Auszeichnung für militärische Tapferkeit. Doughboy: Umgangssprachlicher Name für ein Mitglied der amerikanischen Expeditionsstreitkräfte im ersten Weltkrieg. “Höllenkämpfer von Harlem”: 369. Afro-Amerikanische Infanterie Einheit, die mehr im Einsatz war als jede andere amerikanische Einheit im ersten Weltkrieg. Veteranen der Höllenkämpfer sind zur Führungselite der Harlem Renaissance in den 1920gern geworden. Wahlrecht: Die Ur-Version der amerikanischen Verfassung garantierte das Wahlrecht nur weißen Männern mit Landbesitz. Der 15. Verfassungszusatz gewährte das Wahlrecht männlichen Staatsbürgern jeglicher Hautfarbe, und der 19. Verfassungszusatz erweiterte das Recht auf Frauen. Tafel 6: Krieg am Himmel F R A N K O ’ D R I S C O L L H U N T E R 1894-1982 ,,[Feindliche Flugzeuge] stürzen sich ohne Vorwarnung auf dich herab, wie ein Haufen Falken auf ein paar ahnungslose Tauben, und dann, na ja, es liegt an jedem Einzelnen, nach Hause zu kommen, wenn er kann..” - BRIEF von Frank O’Driscoll Hunter (1894-1982) an seinen Vater. Frankreich, 16. September 1918. Foto links Unterschrift: Frank O’Driscoll Hunter wurde in den 1940er Brigadegeneral der US Armee. Mit freundlicher Genehmigung der Georgia Historical Society. Der aus Georgia stammende Frank O’Driscoll Hunter trat in die Armee ein, nachdem die USA Deutschland den Krieg erklärt hatten. Nach Abschluss des Flugtrainings wurde Hunter nach Europa verschifft. Er meldete sich zur 103. Flugstaffel, einer der berühmtesten amerikanischen Freiwilligen-Luftwaffenstaffeln des ersten Weltkriegs. Während er über feindliches Gebiet flog, zerstörte Hunter deutsche Artillerie und Infrastruktur wie z.B. Straßen und Brücken. Bis zum Ende des Krieges schoss er acht feindliche Flugzeuge ab und erhielt den Titel ,,Fliegerass.“ Er wurde auch mit Medaillen für herausragende Tapferkeit und für im Kampf erlittene Verwundungen ausgezeichnet. Foto unten links - Untertitel: United States of America, Federation Aeronoautique Internationale, Jahreslizenz, Lt. Frank O’D. Hunter, Nr. 185, unterzeichnet von Orville Wright, 1925. Mit freundlicher Genehmigung von Frank O’Driscoll Hunter Papers, MS 1342, Georgia Historical Society. Orville und Wilbur Wright sind am besten für die Erfindung und das Fliegen des ersten Flugzeugs bekannt. Sie dachten, dass Flugzeuge Krieg für alle Ewigkeit beenden würden, aber zu Beginn des ersten Weltkriegs wurden Flugzeuge nützlich, um Informationen über den Krieg zu sammeln. Orville Wright arbeitete für das Signal Officers Reserve Corps der USA Armee, wo er half Flugzeugmechanik zu erneuern und zukünftige Kampfpiloten auszubilden. Bald wurden Flugzeuge sowohl für Aufklärung als auch für die totale Zerstörung nützlich. Foto rechts Untertitel: Ein französischer SPAD S.XVI zweisitziger Aufklärungs-Doppeldecker fliegt über den Compeign-Sektor, Frankreich ca. 1918. Man beachte das Zick-Zack-Muster der Verteidigungsgräben auf den Feldern darunter. Mit freundlicher Genehmigung des San Diego Air and Space Museum Archive. Artillerie: Großkalibrige Geschütze, die in der Kriegsführung am Boden verwendet werden. erneuern: Veränderungen an etwas Etabliertem vornehmen, insbesondere durch die Einführung neuer Methoden, Ideen oder Produkte. Aufklärung: Militärische Beobachtung einer Region, um einen Feind oder strategische Angriffspunkte zu verorten. Tafel 7: Zeuge des Genozids „Ich weiß nicht wie, aber eine unerklärliche Besessenheit quälte meine Gedanken und meine Seele, eine Stimme sagte mir: 'Geh nicht; du wirst getötet werden.'“ Grigoris Balakian - Armenian Golgotha: A Memoir of the Armenian Genocide, 1915-1918, 1922 Grigoris Balakian wuchs in einer blühenden armenischen Gemeinde in Konstantinopel auf, der Hauptstadt des osmanischen Reiches. Als der erste Weltkrieg begann, studierte er Theologie in Deutschland um die christliche Priesterweihe zu erhalten. Er kehrte nach Hause zurück um in einer überwiegend muslimischen Gesellschaft zu dienen. Kurz nach Balakians Rückkehr im Jahr 1915 verhaftete die osmanische Regierung ihn und 250 andere armenische Führer. In den folgenden drei Jahren ermordeten die Osmanen über 1,5 Millionen Armenier in einem Genozid. Balakian entkam den Osmanen im Jahr 1916, und er überlebte den Genozid zunächst als deutscher Eisenbahnarbeiter verkleidet und später als Soldat. Nach dem Krieg schrieb Balakian sein Memoir des Überlebens mit dem Titel „Armenisches Golgotha“. Plakat für das armenische Committee for Relief in the Near East, das um Spenden zur finanziellen Unterstützung von Flüchtlingen, einschließlich Armeniern, bittet. Mit freundlicher Genehmigung der Library of Congress Foto rechts, Untertitel: Dieses Foto aus 2016 zeigt das Gebäude, in dem Raphael Lemkin während seines Studiums in Lemberg, Polen (heute Ukraine), lebte. Als Nazi-Deutschland in Polen einmarschierte, wurde Lemkin fast gefangen genommen und entging selbst nur knapp dem Genozid. Foto von Adam Jones Nach dem zweiten Weltkrieg prägte ein jüdischer Anwalt namens Raphael Lemkin den Begriff “Genozid”, um den Holocaust zu beschreiben, der von den Nazis gesteuerten Ermordung von europäischen Juden zwischen 1933 und 1945. Lemkin stellte 1948 bei den Vereinten Nationen auch einen Antrag zur Kriminalisierung von Genozid. Er benutzte dokumentierte Belege vom Holocaust und vom Genozid an den Armeniern während des ersten Weltkriegs, um seinen Antrag zu unterstützen. Armenier: Eine überwiegend christliche ethnische Gruppe mit langer Geschichte in der Region der Welt, die jetzt die östliche Türkei und die Republik Armenien ist. Genozid: Die Tötung von Personen aufgrund ihrer vermeintlich ethnischen oder nationalen Herkunft mit der Absicht ihre Lebensweise auszurotten. Holocaust: Der systematische Mord an sechs Millionen Juden in Nazi-Deutschland und mithilfe seiner Kollaborateure während des zweiten Weltkriegs. Millionen Andere wurden auch vom Nazi-Regime verfolgt und getötet. Ostmanisches Reich: Ein Staat, der von Muslimen aus der Türkei kontrolliert wurde; sie regierten zwischen dem 14. und frühen 20. Jahrhunderten einen Großteil von Südosteuropa, Westasien und Nordafrika. Tafel 8: Den großen Krieg erinnern Moina Belle Michael 1869-1944 „Ich habe geschworen, den GLAUBEN ZU BEWAHREN und immer eine rote Mohnblume von Flanderns Feldern als Zeichen der Erinnerung und als Emblem zu tragen, um 'Den Glauben an alle Verstorbenen zu bewahren'." Moina Belle Michael, 1918 Foto Untertitel: Moina Belle Michael hat mit einer Poppy Lady-Puppe, einem Replikat von sich selbst, 1932 einen Puppenwettbewerb gewonnen. Foto von David Earnest. Mit freundlicher Genehmigung der Hargrett Library, University of Georgia Special Collections. Moina Belle Michael wurde einige Jahre nach dem amerikanischen Bürgerkrieg geboren und wuchs auf der Baumwollplantage ihrer Familie in Walton County, Georgia auf. Als Erwachsene unterrichtete Michael zukünftige Lehrer an der State Normal School in Athens. Als die USA in den Ersten Weltkrieg eintraten, wurde Michael Kriegsarbeiterin bei der YWCA, der Young Women’s Christian Association. Gegen Ende des Krieges las Michael die Worte von John McCrae: „Wenn ihr den Glauben an uns die wir sterben, verliert, werden wir nicht schlafen, obwohl Mohnblumen wachsen/ In Flandern’s Feldern.” Inspiriert von der Wortmalerei des Gedichts propagierte Michael die rote Mohnblume als Gedenksymbol des großen Kriegs und führte Spendenaktionen zugunsten der Veteranen durch. Foto rechts Untertitel: Propagandaplakat, das die Amerikaner ermutigte, Geld für das Rote Kreuz zu spenden, 1918. Druck des Künstlers Harrison Fisher für das amerikanische Rote Kreuz. Mit freundlicher Genehmigung der Library of Congress. Während des Ersten Weltkriegs nahmen amerikanische Frauen viele Jobs an der Heimatfront an, die frei geworden waren, weil die Männer im Ausland an der Front waren. In Europa führten Organisationen wie die YWCA, die Heilsarmee und das amerikanische Rote Kreuz Hilfsmaßnahmen für die Truppen durch. Die British Expeditionary Force beaufsichtigte Frauen, die im US Army Nurse Corps und im Navy Nurse Corps dienten. Bis Juni 1918 dienten mehr als 3.000 amerikanische Krankenschwestern in über 750 von Briten geführten Krankenhäusern in Europa. Moina Belle Michael (Mitte unten) mit ihren YWCA-Kollegen während des Ersten Weltkriegs. Mit freundlicher Genehmigung der Hargrett Library, University of Georgia Special Collections. Heimatfront: Die Zivilbevölkerung und Aktivitäten einer Nation, deren Streitkräfte im Krieg im Ausland eingesetzt sind. Denkmal: Eine Struktur oder ein Symbol, das geschaffen wurde, um Menschen an eine Person oder ein Ereignis zu erinnern. YWCA: Young Women’s Christian Association, eine im Jahr 1858 in den USA gegründete gemeinnützige Wohlfahrtsorganisation. Eine ähnliche Organisation, die Young Men’s Christian Association (YMCA), war 1844 in London gegründet worden. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Microsoft Word Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource German Translations for Voices from the Great War Subject The topic of the resource Veterans Description An account of the resource This resources includes translations of each of the eight exhibit panels into German. Creator An entity primarily responsible for making the resource Spring 2023 GRMN 3200 Class Source A related resource from which the described resource is derived Kennesaw State University Publisher An entity responsible for making the resource available Museum of History and Holocaust Education Date A point or period of time associated with an event in the lifecycle of the resource Spring 2023 Contributor An entity responsible for making contributions to the resource Sabine Smith Allen Brackett Sean Dunn Lily Kostka William Marks Patrick Richter Santiago Romero Stefan Saboura Jack Staunton Brianna Thomas Josh Webb Lukas Weltlich Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/great-war.php" target="_blank" rel="noreferrer noopener">Voices from the Great War</a> Format The file format, physical medium, or dimensions of the resource 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Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Transcription Any written text transcribed from a sound See attached scripts in Microsoft Word format. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data WAV files Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1.5 hours Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 3072 kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Audio Guide for The Sky's the Limit: Women Pilots of World War II Subject The topic of the resource Veterans Home Front Workers Description An account of the resource This audio guide includes descriptions of each of the exhibit's 20 affordances. Creator An entity primarily responsible for making the resource Brittany Sealey Source A related resource from which the described resource is derived Kennesaw State University Publisher An entity responsible for making the resource available Museum of History and Holocaust Education Date A point or period of time associated with an event in the lifecycle of the resource March 22, 2023 Contributor An entity responsible for making contributions to the resource Adina Langer Amber Smith Andrea Miskewicz Ashlee Grenard Brittany Sealey Camille Coe Diana Matson JoyEllen Williams Katy Matello Kelly Hoomes Maddie Davis Stephanie Green Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/women-pilots.php" target="_blank" rel="noreferrer noopener">The Sky's the Limit: Women Pilots of World War II</a> Format The file format, physical medium, or dimensions of the resource WAV Language A language of the resource English Type The nature or genre of the resource Sound Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant During the War https://meethistory.kennesaw.edu/files/original/1570657fb78a66cf6f6ce340f3aa3221.docx ef2e8cd6ad9a1b49ef72619be7c8bb62 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Tafel 1: Frauenstimmen für Frauenrechte “Wenn ich noch ein weiteres Jahrhundert leben könnte! Ich möchte so gerne die Entwicklung der Arbeit für Frauen im vergangenen Jahrhundert sehen.” - Susan B. Anthony, Die Demokratin und die Chronik, 28. August 1902 Denkmal für die Pionierinnen der Frauenrechte, Central Park, New York City, 2020. Von der Bildhauerin Meredith Berman entworfen und von der Gruppe Monumental Women gesponsert, erinnert das Denkmal an die Hundertjahrfeier zum 19. Zusatzartikel der US-Verfassung, mit dem das Wahlrecht für weibliche Bürger eingeführt wurde. Es zeigt die Frauenrechtlerinnen Sojourner Truth, Susan B. Anthony und Elizabeth Cady Stanton. Mit freundlicher Genehmigung von Axel Tschentscher WAS SIND BÜRGERRECHTE? Rechte sind Dinge, die du tun kannst, egal wer du bist. Die Bürgerrechte werden durch landesweite Gesetze geschützt. Diese Gesetze werden von der Regierung durchgesetzt. Aber manchmal werden Menschen nicht gleich behandelt, sogar wenn Gesetze es vorschreiben. Wenn das passiert, nennt man es Ungerechtigkeit. In einer Demokratie entscheiden die Menschen was die Gesetze sein sollen. Sie sind sich nicht immer einig. Es gibt viele Geschichten von Menschen, die dafür kämpfen Gesetze zu ändern, die sie für schlecht halten und Gesetze durchzusetzen, die sie gut finden. Wir feiern diese Geschichten. Alle möglichen Menschen haben sich für die Bürgerrechte in den USA eingesetzt. Aber lange redeten Menschen mehr über Männer und Jungen als über Frauen und Mädchen. Diese Ausstellung erzählt Geschichten von Mädchen und Frauen, die sich für Frauenrechte eingesetzt haben. Wir hoffen, dass ihre Stimmen dich inspirieren. WORTSCHATZ Gesetze: Regeln, die die Handlungen der Mitglieder:innen einer bestimmten Gemeinschaft oder eines Landes regeln. durchgesetzt: Zur Einhaltung oder Befolgung gemacht durch Verhängung von Strafen. Ungerechtigkeit: Eine Situation, die als ungerecht oder unverdient verstanden wird. Demokratie: Eine Regierungsform, in der die Bevölkerung über Gesetze entscheidet oder Vertreter wählt, die für sie entscheiden. befürwortet: Öffentlich empfohlen oder unterstützt Tafel 2: Das Recht zu Lernen - Ruby Bridges "Es gab überall Barrikaden. Überall waren Kameras. Ich dachte, ich wäre in eine Parade gestolpert. Ich dachte wirklich, es war Mardi Gras.” Ruby Bridges, CBN, 2014 Es war nicht Mardi Gras. Die Menschen draußen vor der William Frantz Grundschule protestierten gegen ein sechsjähriges, schwarzes Mädchen. Ihr Name war Ruby Bridges, und sie war dort, um die erste Schule in New Orleans zu integrieren. Ruby mochte es nicht, allein in einem Klassenzimmer nur mit ihrer Lehrerin lernen zu müssen. Aber jemand musste der/die Erste sein. Ruby war dort, um eine wichtige Idee zu testen: Wenn gute staatliche Schulen für einige da sind, dann müssen sie auch für alle da sein. Im Jahr 1960 musste sie mutig sein, um der Welt zu zeigen, dass Kinder gemeinsam lernen können. Im Jahr 2011 nannte der erste schwarze Präsident der USA, Barack Obama, Ruby eine Heldin. Präsident Barack Obama, Ruby Bridges und Vertreter:innen des Norman Rockwell Museums betrachten Rockwells "The Problem We All Live With," das in einem Flur des Westflügels in der Nähe des Oval Office hängt (15. Juli 2011). Bridges ist das Mädchen, das auf dem Gemälde porträtiert ist. Offizielles Foto des Weißen Hauses von Pete Souza. Yehimi Cambrón ist eine Wandmalerin, die in Atlanta, Georgia, lebt. Ihre Eltern brachten sie aus Mexiko in die USA, als sie sieben Jahre alt war, und sie sieht die USA als ihre Heimat. Dennoch haben Yehimi und andere wie sie nicht die gleichen Rechte wie Menschen, die in den USA geboren wurden; darunter das Recht, einige öffentliche Schulen zu besuchen. Yehimi arbeitet daran, dies durch ihre Kunst zu ändern. WORTSCHATZ integrieren: Teile zu einem Ganzen zusammenfügen. In den 1960er Jahren bedeutete dies, schwarze und weiße Menschen zusammenzubringen. protestieren: Sich öffentlich versammeln, um Anderen zu zeigen, dass sie gegen eine Idee oder eine Aktion sind. Menschen können auch öffentlich zusammenkommen, um Unterstützung für eine Sache zu zeigen. Mardi Gras: Ein traditionelles Fest, das hauptsächlich in New Orleans und anderen Teilen der Südstaaten der USA gefeiert wird. Es beinhaltet Paraden, Kostüme, Musik und Essen vor der Fastenzeit. Tafel 3: Wahlrecht - Fannie Lou Hamer „Ich habe es schon lange satt; jetzt habe ich es satt, krank und müde zu sein, und wir wollen eine Veränderung.“ – Fannie Lou Hamer, Rede in Harlem, Dezember 1964 Fannie Lou Hamer in einer Illustration von Julia Guevara Warum hatte Fannie Lou Hamer es satt? Was wollte sie verändern? Fannie war in Mississippi Sharecropper. Als sie sechs Jahre alt war, hat sie mit der Arbeit angefangen, und als sie 12 Jahre alt war, verließ sie die Schule. Ihre Großeltern waren versklavt worden. Nach dem US-Bürgerkrieg hat die Regierung die Verfassung geändert, damit schwarze Amerikaner wählen konnten, aber als Fannie versuchte, sich für die Wahlen zu registrieren, schikanierte die Polizei Fannie und ihre Freunde, und ihr Chef feuerte sie aus ihrem Job. Als die Polizei mit Gewalt versuchte, sie aufzuhalten, hat Fannie von ihrer Erfahrung erzählt. Schwarze und weiße Student:innen kamen nach Mississippi, um Wähler:innen zu registrieren. Freedom Summer hatte geholfen, neue Wahlgesetze zu verabschieden. Jedes Jahr helfen Menschen bei der Registrierung neuer Wähler:innen, um sicherzustellen, dass die Stimmen aller zählen. Cassandra Wilson startete eine Wählerregistrierungskampagne, die im Juli 2020 auch in Clarksdale, Mississippi, Halt machte. Mit freundlicher Genehmigung von The Press Register Shirley Chisholm unterzeichnete am 21. Januar 1969 ihren Amtseid. 1972 kandidierte sie als erste Frau für das Präsidentschaftsamt. Obwohl ihre Präsidentschaftskandidatur nicht erfolgreich war, blieb sie bis zu ihrem Rücktritt 1982 in der Regierung. Mit freundlicher Genehmigung der National Archives and Records Administration. Vier Jahre nach dem Freedom Summer schickten Wähler*innen in New York City die erste schwarze Frau in den Congress. Shirley Chisholm schuf Koalitionen mit anderen Frauen und Minderheitsvertreter:innen. Sie hat der Nation gezeigt, dass Menschen, die zusammenarbeiten, Macht erlangen können, selbst wenn sie in der Vergangenheit außen vor gelassen wurden. WORTSCHATZ Sharecropper: Eine Person, die Land bewirtschaftet, das jemand anderem gehört, und oft beim Grundbesitzer verschuldet bleibt. versklavt: Als Besitz behandelt. Sie sind gezwungen, ohne Bezahlung zu arbeiten. Verfassung: Oberstes Gesetz des Landes, an dem alle anderen Gesetze gemessen werden. Freedom Summer: Initiative von 1964 in Mississippi, bei der vom Student Nonviolent Coordinating Committee (SNCC) organisierte Freiwillige dabei halfen, schwarze Bürger:innen für das Wahlrecht zu registrieren. Koalitionen: Politische Bündnisse, die darauf abzielen, eine gemeinsame Basis zu finden und auf gemeinsame Ziele hinzuarbeiten. Tafel 4: Das Recht auf Sicherheit - Ida B. Wells “Der Weg, um Ungerechtigeiten zu korrigieren, besteht darin, das Licht der Wahrheit auf sie zu richten.” Ida B. Wells, The Washington Bee, 1892 Ida B. Wells war Journalistin. Sie erzählte die Wahrheit, sogar wenn die Leute sie nicht hören wollten. Ida B. Wells wurde im Jahr 1862 als Tochter versklavter Eltern geboren und wurde Lehrerin. Sie begann darüber zu schreiben, was sie im Süden nach der Reconstruction sah. Was sie sah, war, dass Schwarze von Weißen für Verbrechen bestraft wurden, die sie nicht begangen hatten. Oft wurden sie verletzt oder sogar getötet. Ida reiste um die Welt und erzählte den Menschen von Lynching. Zusammen mit anderen Schwarzen und Weißen half Ida bei der Gründung der NAACP. Ihre Worte inspirierten andere, sich für Bürgerrechte einzusetzen. Im Jahr 2021 drehte Sophia Nahli Allison den Dokumentarfilm "A Love Song for Latasha" zu Ehren der fünfzehnjährigen Latasha Harlins, die 1991 von einem Ladenbesitzer getötet wurde, der sie des Ladendiebstahls verdächtigte. Dieses Wandgemälde von Victoria Cassinova wurde von Netflix gesponsert und im Algin Sutton Park im Süden von Los Angeles gemalt. Mit freundlicher Genehmigung von Victoria Cassinova Schüler:innen in Minneapolis, Minnesota, verließen am 1. Mai 2015 die Schule, um im Rahmen der aufkommenden Black Lives Matter-Bewegung gegen die Tötungen von Schwarzen durch die Polizei zu protestieren. Mit freundlicher Genehmigung von Fibonacci Blue Im Jahr 2013 trugen Alicia Garza, Opel Tometti und Patrisse Khan-Cullors dazu bei, dass #BlackLivesMatter zu einer Bewegung wurde. Als Reaktion auf unfaire Gesetze und ungerechte Behandlung von Schwarzen durch die Polizei setzt sich die Bewegung weiterhin für die Bürgerrechte ein, die von Ida B. Wells und anderen wie ihr begründet wurden. WORTSCHATZ Journalist:in: Eine Person, die über das schreibt, was in der Welt passiert, während es passiert. Reconstruction: Der Zeitraum von 1865 bis 1877, in dem die US-Bundesregierung die ehemalige Konföderation im Süden besetzte, um nach dem Bürgerkrieg neue Staatsangehörigkeitsgesetze durchzusetzen. Lynching: Tötung einer Person, die eines Verbrechens beschuldigt wird, ohne ein ordentliches Gerichtsverfahren, in der Regel durch eine Gruppe. NAACP: National Association for the Advancement of Colored People (Nationale Vereinigung zur Förderung der Farbigen), eine 1909 gegründete Bürgerrechtsorganisation, die sich für Gerechtigkeit für schwarze Amerikaner einsetzt. Tafel 5: Das Recht auf Liebe - Mildred Jeter Loving "Wir haben uns geliebt und geheiratet. Wir heiraten nicht den Staat. Das Gesetz sollte einer Person erlauben zu heiraten wen sie will. Mildred Loving, Washington Evening Star 1965 Am 11. Juli 1958 waren Mildred und Richard Loving zu Hause, als die Polizei in ihr Zimmer platzte und ihnen mit Taschenlampen in die Augen leuchtete. Sie sagten ihnen, dass ihre Ehe in Virginia nicht legal war. Die Lovings waren in Virginia geboren und aufgewachsen, und sie wollten dort als Ehemann und Ehefrau leben. Aber Virginia hatte wie 23 andere Bundesstaaten ein Gesetz, das besagte, dass Menschen verschiedener Rassen einander nicht heiraten dürfen. Die Lovings fochten das Gesetz vor Gericht an. Ihr Fall gelangte bis vor den Obersten Gerichtshof der USA. Am 12. Juni 1967 entschieden alle Richter zu ihren Gunsten. Sie erklärten, dass diese Gesetze gegen die Verfassung verstoßen. Heute wird der 12. Juni als Loving-Tag gefeiert. Mildred Jeter Loving in einer Illustration von Scarlett Green Ein Poster von Edith Windsor, Klägerin im Fall USA gegen Windsor, und ihrer Ehefrau Thea Spyer wird über einer Menschenmenge gehalten, die sich am 26. Juni 2013 versammelt hat, um das Urteil des Obersten Gerichtshofs zum Defense of Marriage Act zu feiern. Mit freundlicher Genehmigung von Don Emmert/AFP/Getty Images Nach mehr als vierzig gemeinsamen Jahren heirateten Edith Windsor und Thea Spyer 2007 in Kanada. Als Thea starb, musste Edith eine Menge Steuern zahlen, weil die USA ihre Ehe nicht anerkannte. Edith hat das Gesetz angefochten, und der Oberste Gerichtshof entschied 2012 zu ihren Gunsten. Ihr Fall trug zur Legalisierung der gleichgeschlechtlichen Ehe in den USA bei. Selina Alko und Sean Qualls, die Autoren von The Case for Loving, feiern den Loving Day mit ihrem Sohn und seinem Freund in New York City, 12. Juni 2016. Mit freundlicher Genehmigung von Loving Day. Bildnachweis: Willie Davis WORTSCHATZ: Oberster Gerichtshof: Oberstes Gericht in den USA, dessen Hauptaufgabe darin besteht, festzustellen, ob Gesetze den Normen der Verfassung übereinstimmen. Loving Day: Nationaler Tag zur Feier von gemischtrassigen und anderen Partnerschaften Tafel 6: Das Recht zur Mitfahrt - Rosa Parks "Hätte ich mir erlaubt, zu sehr darüber nachzudenken, was mit mir passieren könnte, wäre ich vielleicht aus dem Bus gestiegen." - Rosa Parks, Rosa Parks: Meine Geschichte, 1999 Rosa Parks war nicht die erste Frau, die sich weigerte auf einen Sitzplatz im hinteren Teil eines Stadtbusses in Montgomery, Alabama, zu wechseln. Sie wusste, dass das Leben gefährlich sein konnte für schwarze Menschen, die sich dem Gesetz widersetzten oder Weiße verärgerten. Um es trotzdem zu tun, brauchte sie zusätzlichen Mut. Rosa war eine freundliche und fleißige Frau, und die Menschen respektierten sie. Als sie das Gesetz brach, unterstützten sie Menschen in ganz Amerika. Schwarze Menschen in Montgomery stimmten einem 381 Tage langen Busboykott zu. Und Rosa stimmte zu, dass die NAACP ihren Fall zu einem Testfall machte, den sie bis vor den Obersten Gerichtshof brachte. Sie gewannen ihren Fall im Jahr 1956 und machten die Rassentrennungsgesetze im Verkehrswesen rechtswidrig. Selbst nachdem integrierte Busse landesweit Gesetz waren, waren die Fahrgäste nicht sicher bis das Gesetz durchgesetzt wurde. Diane Nash war eine College-Studentin, die die Freedom Rides organisieren half. Menschen aller Rassen fuhren zusammen in Bussen vom Norden in den Süden. Sie versuchten, gemeinsam zu essen und gemeinsam an Busbahnhöfen zu warten. Ihre gewaltfreie Aktion zeigte die Notwendigkeit für stärkeren Schutz der Bürgerrechte. WORTSCHATZ: Boykott: Protest, indem man keine Geschäfte mit einer Person oder Sache macht. Testfall: Ein Fall, der dazu dienen kann um zu prüfen, ob ein Gesetz verfassungsgemäß ist. Segregation: Vorgeschriebene Trennung von Menschen aufgrund einer inhärenten Gruppen-Identität (wie Rasse oder Geschlecht). Freedom Rides: Aktion des Student Nonviolent Coordinating Committee (SNCC) und des Congress of Racial Equity (CORE), bei der die Mitfahrer:innen im zwischenstaatlichen Bussystem reisten um gegen die anhaltende Rassentrennungs-Politik im Süden zu protestieren. gewaltfrei: Sorgfältig geplant, um Aufmerksamkeit zu erregen, ohne gewaltsam vorzugehen. Tafel 7: Das Recht zum Aufstieg - Mae Jemison “Wenn du ein Ziel hast, dass sehr, sehr weit weg scheint und du es in kleinen Schritten angehst, dann wirst du schneller ans Ziel kommen. Dein Geist öffnet sich den Möglichkeiten.” – Mae Jemison, Finding Where the Wind Goes: Moments From My Life, 2001 Mae Jemison ist mit Star Trek aufgewachsen und wollte Astronautin werden. Wie Nichelle Nichols, die Leutnant Uhura im Fernsehen spielte, war Mae schwarz. Manchmal haben Menschen ihre Träume wegen ihrer Hautfarbe und ihres Geschlechts auf die Probe gestellt. Neben Medizin hat Mae auch Tanz und afroamerikanische Kultur studiert. Sie hat im Peace Corps gedient und hat sich danach beworben, um Astronautin zu werden. Im Jahr 1992 flog sie im Raumschiff Endeavor und wurde die erste schwarze Frau im All. Sie war überdies die erste echte Astronautin, die in Star Trek aufgetreten ist. Maes Leben in der Wissenschaft und den Künsten inspiriert andere immer noch. Mae Jemison in einer Illustration von Scarlett Green Im Jahr 2016 veröffentlichte 20th Century Fox eine Filmversion des Buchs Unbekannte Heldinnen von Margot Lee Shetterly. Die Geschichte folgt drei schwarzen Frauen, die in den 1960er Jahren bei NASA gearbeitet haben. Während sie mit Segregation und Diskriminierung zu kämpfen hatten, halfen sie der USA, das Wettrennen im All zu gewinnen. Die Schauspielerinnen Janelle Monàe, Taraji Henson und Octavia Spencer sind neben Mary Jackson, Katherine Johnson und Dorothy Vaughan abgebildet. Kurz nach dem Bürgerkrieg wurde Madam C.J. Walker im Jahr 1867 geboren und wurde die erste dokumentierte self-made Millionärin. Sie wurde mit dem Verkauf von Haut- und Haarprodukten für schwarze Frauen reich. Sie unterstütze weiter ihre Gemeinschaft und förderte die Künste. Zwei Jahre vor ihrem Tod war sie bei der Gründung der NAACP beteiligt. Madam C.J. Walker (am Steuer) mit (von links nach rechts) ihrer Nichte Anjetta Breedlove, der Managerin von Madame C.J. Walker Manufacturing Company Alice Kelly und der Walker Company Buchhalterin Lucy Flint ca. im Jahr 1911. Mit freundlicher Genehmigung von Schomburg Center for Research in Black Culture, Photographs and Prints Division, The New York Public Library WORTSCHATZ Star Trek: Eine im Jahr 1966 ins Leben gerufene Fernsehserie mit einer ethnisch-kulturell diversen Besetzung, die durchs All reist. Astronaut:in: Eine Person, die ausgebildet ist in einem Raumschiff zu fliegen. Peace Corps: Ein Freiwilligen-Programm der amerikanischen Regierung, um weltweit Hilfe zu leisten. Self-made Millionär:in: Eine Person, die mehr als eine Million Dollar in Vermögenswerten hat, ohne sie von jemanden geerbt zu haben. Tafel 8: Das Recht auf ein Zuhause - Grace Thorpe "Das Hauptproblem ist nicht Souveränität. Es ist die Erhaltung und das Überleben von Mutter Erde. " - Grace Thorpe, Unsere Häuser sind keine Müllhalden: Die Schaffung von nuklearfreien Zonen, 1996 Grace Thorpe wusste um die Macht der Atombomben und die Auswirkungen von Atommüll. Sie diente als Anwerberin für das WAAC während des Zweiten Weltkriegs und verbrachte nach dem Krieg Zeit in Japan. Grace wurde in Oklahoma geboren, und sie war eine indigene Amerikanerin der Sac and Fox Nation. Unter ihren Potawatomi, Kickapoo, und Menominee Vorfahren waren Menschen, die die Kontrolle der USA über amerikanisches indigenes Land nicht akzeptiert hatten. Nach ihrer Zeit in der Armee wurde Grace eine Aktivistin für die Rechte indigener Amerikaner:innen. Sie setzte sich auch für saubere und sichere Lebensräume für ihr Volk ein. Sie ermutigte Stammesführer dazu, die Lagerung von Atommüll abzulehnen. Sie wusste, dass die Menschen eine saubere Umwelt brauchen, um gut leben zu können. Karte mit den Standorten der Internierungslager, in die japanisch-amerikanische Kinder, Frauen und Männer gezwungen wurden, nachdem sie ihre Häuser und ihren Besitz im Westen der USA aufgeben mussten. Mit freundlicher Genehmigung des National Parks Service Während des Zweiten Weltkriegs war Japan ein Feind der USA. Ängstliche und rassistische Menschen überzeugten den Präsidenten, dass japanische Amerikaner gefährlich seien. Sie wurden dazu gezwungen, ihre Häuser zu verlassen und lebten in bewachten Lagern. Im Jahr 1977 schrieb Michi Nishiura Weglyn ein Buch, das dazu beitrug, die Regierung davon zu überzeugen, dass sie falsch gehandelt hatte. Die USA zahlte ab 1988 Reparationen an japanische Amerikaner. WORTSCHATZ Atommüll: Radioaktives (instabiles und gefährliches) Material, das übrig bleibt, wenn Uran oder Plutonium explodiert oder verwendet wird, um Energie freizusetzen. WAAC: Women's Army Auxiliary Korps, in dem Frauen zwischen 1942 und 1978 dienten. amerikanische Indigene: Ein Begriff für Menschen mit indigenem Hintergrund, die in der USA leben. Die meisten ziehen es vor, mit ihrer Stammeszugehörigkeit anerkannt zu werden. Reparationen: Die Wiedergutmachung für ein Unrecht, das man begangen hat, durch Zahlung oder anderweitige Hilfe für diejenigen, die Unrecht erlitten haben. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Microsoft Word Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource German Translations for Women's Voices for Civil Rights Subject The topic of the resource Legacies of Slavery Description An account of the resource This resource includes translations of each of the eight exhibit panels into German. Creator An entity primarily responsible for making the resource Spring 2024 GRMN 3200 Class Source A related resource from which the described resource is derived Kennesaw State University Publisher An entity responsible for making the resource available Museum of History and Holocaust Education Date A point or period of time associated with an event in the lifecycle of the resource Spring 2023 Contributor An entity responsible for making contributions to the resource Sabine Smith Amanda Buchanan Grace Holt-Hernandez Lara Jecnik Noah McDaniel Cameron Neilson Caitlin O'Kelley Autumn Peurala John Raines Jaelyn Schumacher Bee Weller Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/womens-voices-for-civil-rights.php" target="_blank" rel="noreferrer noopener">Women's Voices for Civil Rights</a> Format The file format, physical medium, or 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Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Transcription Any written text transcribed from a sound Audio Tour Script: Georgia Goes to War Introduction The Georgia Goes to War Exhibit features six sections that each have colored banners that connect and correspond with the other panels in the section. Each section additionally consists of a main panel that includes a Before, During, and After section and a timeline, and two secondary panels. One that features an infographic and the other with a “Consider This” panel where features a question and two pictures to consider. Bell Bomber Banner: The Bell Bomber section features a sage green banner with Bell Bomber written in large, yellow font at the top. Below the title is a yellow image of the state of Georgia within a circle. Bell Bomber is labeled prominently with a red star beside the label “Marietta” as well, just north of Atlanta. Below the map is a section labeled “Meet History Face-to-Face” with “Geraldine Anthony” written underneath it. The image below shows a black and white photo of Geraldine Anthony looking off to the side of the camera, sitting in a large chair, with a sage green filter over the photo. The caption of the photo reads “Geraldine Anthony in her Rome, Georgia, home, 2018. Courtesy Geraldine Anthony.” The text below the photo reads, “Born in Bartow County, Georgia, in 1927, Geraldine Anthony worked as a janitor at the Bell Bomber plant in Marietta during World War II. She swept the factory floor of metal shavings and debris that fell from B-29 planes during construction. After the war, she worked on a cotton farm before taking a job with Goodyear Tire in Rome, Georgia.” In an oral history interview with KSU, Geraladine Anothony said of the people she worked with at Bell Bomber: “All kinds of people. They were good. They were nice people. I have to say they were really nice. I know one of them there run up to the machine he said, ‘If I don’t get to see you no more,’ he said, ‘I’ll see you in heaven.’” (11:33-11:47) <a href="https://soar.kennesaw.edu/handle/11360/2415">https://soar.kennesaw.edu/handle/11360/2415</a> Before, During, After: To the right of the section banner is the main section panel with text that reads “War Time Industry Changes Cobb County” on top of the same sage green background as the section banner. The main section image, covering the right side of the panel, is a black and white photo with a sage green filter over it. It shows employees sitting atop and surrounding different parts of a B-29 Superfortress in a warehouse factory with multiple similar planes being worked on by various employees. The caption of the photo reads: Employees working on a B-29 Superfortress in the B-1 Building of the Marietta Assembly Plant of Bell Aircraft, ca. 1942-1945. Courtesy Kennesaw State University Archives. The section text below reads: Before: - When Franklin Delano Roosevelt became president in 1933, he promised a “New Deal” for America. Cobb County was largely land-rich and cash-poor, and many of its residents were enthusiastic about the potential for federal dollars pouring into the region. Decades of frugal fiscal policy had stifled broad economic growth, just as cotton had overtaxed the land. With tensions mounting in Europe and Asia, FDR also saw the potential of the interior South to house airplane manufacturing, far from the vulnerabilities of the West Coast and the Northeast. To jump-start production after the attack on Pearl Harbor, the War Department required airplane manufacturers to share secrets and work together to produce planes quickly, and it awarded contracts accordingly. During: - Lured by local advocates, Bell Aircraft opened a plant to build B-29 bombers in Marietta, which was home to Rickenbacker Airfield that ran along two major highways connected to Atlanta. The Cobb County Times called it "the greatest single industrial enterprise ever established south of the Ohio River." Bell Bomber, as the plant was known locally, produced 668 airplanes for the war effort and it paid more than twice the average wage rates in the area. After: - Less than a month after two B-29s dropped atomic bombs on Hiroshima and Nagasaki, Bell Bomber closed its doors. Marietta residents feared abandonment by the new industry, but the established infrastructure proved attractive to the burgeoning military-industrial complex. With the onset of the Korean War, the federal government awarded a factory contract to Lockheed in 1950 to build Boeing B-47 aircraft in the former Bell plant. Lockheed has remained an anchor industry in the region ever since, and Cobb County has become an affluent suburb of Atlanta. In fact, the postwar baby boom in Atlanta's northern suburbs during the 1950s led to the 1963 decision by the Georgia board of regents to establish a junior college in Kennesaw. Fifty years later, Kennesaw State is Georgia's third largest public university. Beneath the During section is a yellow, highlight portion of text that reads: Family Matters: - Many Bell workers had young children, but the Bell plant did not provide onsite daycare. In partnership with the federal government, the Marietta Housing Authority built housing projects for Bell employees with 24-hour childcare facilities in 1943. Bell workers established themselves in the community with the help of these facilities, and many chose to stay even after the war ended. Timeline: The timeline runs along the bottom of the main panel. It is the same sage green of the main panel background. It has white vertical dashes that form a horizontal line across the middle. Above the line are slightly longer dashes with years written above them. 1943 is the first year, then 1943, 1944, 1945, then a larger space before 1946, and 1951 are labeled. There are yellow dots on dashes throughout the timeline that correspond to events that occurred within the years above the dashed line and text written below the timeline. The first two dots are between 1943 and 1944. The first one reads “March 15, 1943: Bell plant opens for business in Marietta.” The next reads “November 1943: First b-29 rolls off the assembly line.” Then, between 1944 and 1945, “Fall of 1944: Bell plant produces b-29s at a rate of one per day.” Between 1945 and 1946 there are four events marked. The first reads “February 1945: Bell plant reaches its peak employment of 28,158 workers.” Then “Summer 1945: Bell plant produces b-29s at a rate of two per day.” Then “August 17, 1945: Bell lays off 8,000 employees two weeks after the dropping of the atomic bombs.” Then “September 1945: Bell closes its doors after the U.S. government cancels its b-29 contract.” The last date marked is under 1951 and reads “January 1951: Lockhead takes over Bell plant.” Infographic: The graphic to the right of the Before, During, and After section is titled “Population Growth.” There are two horizontal bar charts with the vertical axis labeled with years and the horizontal axis labeled with population amount. The top bar chart is light blue and labeled “Cobb County Population.” The first year is 1942 and the corresponding bar has “38,000” written on it as it extends nearly to the 40,000 mark. The bar below, beside the year 1950, extends farther than the first going just past 60,000. The second bar is labeled 61,830. The bottom bar chart is brick red and is labeled “Georgia Population.” This graph has three years: 1942, 1945, and 1950. Beside 1942, the bar extends just past the 3 million mark and is labeled 3.245 million. The bar beside 1945 is slightly shorter than the previous one above it and is labeled 3.119 million. The last bar, beside the year 1950, is the longest by a slight amount and is labeled 3.458 million. The caption at the bottom reads “Source: United States Census Bureau.” Consider This: Below the Infographic is the “Consider This” panel. “Consider This” is written at the top of a sage green background and the text below reads “At its peak employment, 90 percent of Bell Bomber plant workers were southerners, and most came from North Georgia. How were conditions different for the employees shown in these images?” There are two black and white images with sage green filters over them side-by-side beneath the question. In the photo on the left there are five white employees working on the tail assembly of a B-29 Superfortress. An employee stands beside the tail, while others work throughout the interior. The caption reads: Men and women work the tail assembly of a B-29 Superfortress at Bell Bomber, ca. 1942-1945. At peak employment, 37 percent of Bell workers were women, and 6 percent had physical disabilities. Courtesy Kennesaw State University Archives. The image on the right is a black and white photo of two black employees in a wooden structure. There is a white officer that stands near the open door dressed in a police-type uniform watching as the employee on the right places objects into a machine. The other employee stands to the left and holds a long pole as he watches the shredded remnants of material come out of the machine and land on the ground where scraps are scattered. The caption reads: Two black employees shred scrap materials while a white officer watches, ca. 1942-1945. At the height of the war 8 percent of Bell employees were African American in a county where they made up 16 percent of the population. Courtesy Kennesaw State University Archives. Fort Benning Banner: The Fort Benning section features a forest green banner with Fort Benning written in large, yellow font at the top. Below the title is a yellow image of the state of Georgia within a circle. Fort Benning is boldly indicated with a red star just Northeast of Columbus located in West Georgia. Below the map is the “Meet History Face-to-Face” section with “Andre Kessler” written underneath it. The image below shows a black and white photo of Andre Kessler looking off to the side of the camera dressed in a suit and tie with a forest green filter over the photo. The caption of the photo reads “Andre Kessler portrait, ca. 1950s. Courtesy Kessler family.” The text of the section reads, “Born in 1940, Andre Kessler was a hidden child during the Holocaust in Romania. He came to the United States with his mother in 1951 and joined the Navy after high school. As a paratrooper medic, he trained at Fort Benning. After playing basketball in college, Kessler played in the NBA for two years before becoming a salesman and moving to Georgia in the late 1960s.” In an oral history interview with KSU, Andre Kessler said of how his mother kept him busy during their sixteen months in hiding when they lived in Romania: “She started to teach me to read and write and by the time we came out of hiding when I was almost five I could read and write in two languages, both Romanian and Hungarian. It was long, especially in the winter time because in Romania the winter gets dark very early and light very late, so did a lot of sleeping and a lot of studying and that is how we passed the days.” (13:05-13:34) <a href="https://soar.kennesaw.edu/handle/11360/2174">https://soar.kennesaw.edu/handle/11360/2174</a> Before, During, After: The main section panel to the right is the same forest green as the section banner and has “Georgia Trains the Troops” written in white on the left side of the panel. The right side of the panel has a black and white photo of two soldiers wearing uniforms, goggles and helmets, on top of a tank on a steep hill that has run into another tank in front of it on the right side of the image. The caption reads: Tank training at Fort Benning, 1939. Courtesy National Infantry Museum, Fort Benning, Georgia Beneath the title and main section image, the main text of the panel reads: Before: - General John J. Pershing, commander of the American Expeditionary Forces in Europe, felt that better training would have prevented tremendous losses of life and limb during World War I. At his recommendation, the Army chose Fort Benning as the home of a new Infantry School in 1918. The institution of the nation's first peacetime draft two decades later would test the school's methods as well as provoke controversy. One U.S. senator said that the Selective Service law would "slit the throat of the last great democracy still living." Nevertheless, more than 16 million men between the ages of 21 and 35 registered for the draft. Many would train at Fort Benning. During: - The number of soldiers stationed at Fort Benning increased dramatically with U.S. entry into World War II. Soldiers who began their training at the Infantry School received specialized training elsewhere before shipping out to the European, Pacific, and North African theaters of war. Fort Benning was best known for its parachute school where some of the "toughest of American soldiers" were trained to "touch the ground fighting." Paratroopers began their training at Camp Toccoa in Northeast Georgia and then finished parachute training at Benning. Benning's units, including auxiliary units for women, were racially segregated. Black and white soldiers lived separate lives from the barracks to the mess hall. After: - Racial and gender integration of the infantry proceeded slowly after World War II. The last segregated facilities closed at Fort Benning in the 1970s, and combat units welcomed women for the first time in 2017. After World War II ended, Fort Benning became a demonstration site for new tactics and weapons. It continued to train soldiers for the conflicts of the Cold War, including Vietnam, when the draft became much more controversial. Once the draft was abolished in 1973, military training continued with an all-volunteer Army. U.S. involvement in global conflicts has required a combat force ready to "Win in a Complex World," and Fort Benning has remained vital as a training facility for that force Timeline: The timeline along the bottom of the panel has white vertical dash marks going across the middle with years indicated above, yellow dots that correspond with dates and events written below. The years listed are 1920, 1930, 1940, 1950, and 1970. The first two dates indicated are placed before 1920. The first reads “October 1, 1918: Infantry School is moved to Camp Benning from Fort Sill, Oklahoma.” The next reads “November 1918: Eminent domain is used to acquire land for Benning from small farmers.” The next event, between 1930 and 1940, indicated reads, “1935: Site construction is completed with funds from the WPA and PWA.” Then, after 1940, “September 14, 1940: Peacetime draft begins with the passage of the Selective Service bill.” Then “April 15, 1943: President Roosevelt tours Fort Benning with Georgia governor Ellis Arnall.” Then “July 26, 1948: President Truman integrates the military.” The last event reads “January 27, 1973: The draft is abolished.” Infographic: The graphic to the right of the main section panel has the title “The American Soldier During World War II”. On the left side of the panel there is the silhouette of a soldier in uniform and helmet with a rifle resting over his shoulder. The bottom part of the soldier is colored in a forest green just over halfway with “61.2% were drafted” and the top part of the soldier is an army green with “38.8% volunteered” both written in white. To the right of the figure are two bullet points in forest green font. - He served for 33 months with a 73 percent chance of being sent overseas. - He had a 60 percent chance of being assigned to combat, with a 97 percent chance of surviving the war unharmed. At the bottom of the graphic it reads, “Statistics courtesy The National WWII Museum, New Orleans” Consider This: Below the infographic and to the right of the main section panel is the forest green “Consider This” panel for this section. Under “Consider This” there is text that reads “Paratroopers served in segregated units during World War II. How did the experiences of black and white soldiers differ during their training and their deployment?” Beneath the question are two black and white photos side-by-side. The photo on the left shows a group of six white paratroopers, each holding an opened parachute as they run in the direction of the camera through a field. The caption reads: “Responding to Germany’s effective use of parachute troops at the start of World War II, the United States Army established a centralized training facility at Fort Benning in May 1942. Soldiers like those pictured above were trained in this new form of combat and assigned to airborne units. Courtesy Atlanta History Center.” The image on the right shows several black paratroopers sitting in a line against the interior wall of a plane with helmets on and packs in their laps. The caption reads: “Paratroopers from Fort Benning ride in a C-47 transport plane, preparing to make one of the required five qualifying jumps to earn their wings. In December 1944, the all-black 555th parachute Infantry Company proved their skills at Fort Benning. The unit never saw combat overseas but instead was deployed to the Pacific Northwest of the United States, dropping in to fight forest fires caused by Japanese incendiary balloons. They became known as ‘smoke jumpers.’ Courtesy Atlanta History Center.” Fort Gordon Banner: The banner for the Fort Gordon section is a denim blue with “Fort Gordon” written in large, yellow font at the top. Below the title is a map of Georgia with Camp Gordon indicated with a red star just southwest of Augusta. Below the map is the “Meet History Face-to-Face” section with “Faye Edwards” written underneath it. The image of Faye Edwards below, is a black and white photo, where she is in a dress uniform, including a hat that sits on the side of her head with her short, styled hair around it. She is shown from the shoulders up and looks directly at the camera with a slight smile. There is a denim blue filter over the photo. The caption of the photo reads “Faye Edwards in her Women’s Army Corps Uniform, ca. 1940s. Courtesy Edwards family.” The text of the section reads, “Born in West Virginia in 1923, Faye Edwards joined the World War II workforce making piston rings for motors. In 1944, she enlisted in the Women’s Army Auxiliary Corps (WAAC). She trained at Fort Oglethorpe in Georgia, where she remembered seeing German POWs. After serving in Europe and Asia, Edwards settled in Columbus, Georgia.” In an oral history interview with KSU, Faye Edwards said of seeing POWs while at Fort Oglethorpe: “Oh yeah —well at Fort Oglethorpe they had the place where they had prisoners. And they had a fence you know a metal fence up high — where they kept them. And uh I was never inside of one of the buildings but you could see them you know. And too I have took stuff out of the mess hall in my hand [laughs] and when I passed by I would give it to some prisoner pressed up against the wall. [laughs]” (1:02:46-1:03:28) <a href="https://soar.kennesaw.edu/handle/11360/2206">Faye Edwards Interview</a> Before, During, After: The main section panel to the right of the banner is titled “Foreign Prisoners of War” which is written in white font on top of a denim blue background on the left side of the panel. A black and white image on the right side of the panel shows prisoners of war all wearing the same shirts that have PW in large letters on the back. There are seven people sitting at a table focusing on another person wearing the same PW shirt as they write on a chalkboard during an English lesson. “I have,” “you have,” and “he has” are written on the board with the a and s in “has” underlined. The caption reads: A German officer teaches English at a U.S. prisoner-of-war camp, April 1944. Courtesy National Archives and Records Administration and New Georgia Encyclopedia The text of the section below reads: Before: - Cruel and disorganized treatment marred past programs for managing prisoners of war in the United States and around the world. Negotiations among combatants during World War I began a process to codify protections for war prisoners that led to the establishment of the first Geneva Convention in 1929. In the First World War, Georgia housed two of the nation's five prisoner-of-war camps, one at Fort Oglethorpe and one at Fort McPherson. These sites tested programs that compelled prisoners to work in agriculture and industry and provided them with intellectual and leisure activities to stave off the dangers of boredom. During: - The United States embraced a policy of shipping prisoners of war stateside during World War II. Leaders recognized the economic potential of POWs to replace labor lost during the draft. They also understood that far from their homelands, prisoners would be less likely to escape. German, Austrian, and Italian POWs were held at military bases in Georgia as well as numerous satellite camps. Life for POWs was strictly regimented and included compulsory paid work in non-war-related industry for enlisted men. Officers were exempt. Prisoners in Georgia harvested cotton, tomatoes, and peanuts. Camp Gordon, now called Fort Gordon, was known for the quality of its educational programming. POWs could even pursue bachelor's degrees that were recognized by their home countries. After: - POWs were treated so well in the U.S. that some civilians and soldiers resented what they saw as "coddling." This was especially true for African American soldiers contending with Jim Crow laws, which did not apply to the white prisoners. Still, in 1945 when German atrocities in concentration camps were reported widely in the news, some U.S. guards cut rations and threatened to punish POWs, especially those they suspected of being Nazis. Yet, after the war, many POWs wrote fond letters to farmers and others who had given them work. German POW Radbert Kohlhaas, who had been interned at Camp Gordon, described "a life that was incomparably better than we had known as German soldiers." Timeline: The timeline has a denim blue background and white vertical dashes that form a horizontal line across the middle. Above the line are slightly longer dashes with years written above them. 1942 is the first year, then 1943, 1944, 1945, and 1946. There are yellow dots on dashes throughout the timeline that correspond to events that occurred within the years above and text written below the timeline. The first one marked is between 1942 and 1943. It reads “October 1942: U.S. Army Corps of Engineers builds POW facilities at Camp Gordon.” The next reads, written directly below 1943 reads “1943: First POW is buried at Camp Gordon cemetery, located near Gate 2.” Then, “January 8, 1943: Camp Gordon POW Camp opens.” Then, “May 11, 1943: German soldier Radbert Kohlhass is captured in Cape Bon, Tunisia.” Then, “August 1943: Three POW camps are located in Georgia.” Then, “September 25, 1943: Robert Kohlhass boards a liberty ship bound for the U.S.” Then, “November 1943: First English classes begin at Camp Gordon POW Camp.” Between 1944 and 1945 there are two events marked. The first reads “Spring 1944: Nazi POWs murder fellow prisoner at Camp Gordon branch camp.” The next one reads “June 1944: Ten POW camps are located in Georgia.” The final events marked are between 1945 and 1946. The first reads “May 1945: Population of POWs in the U.S. reaches peak of 425,871.” Finally “August 1945: 40 POW camps are located in Georgia.” Infographic: The infographic to the right of the main section panel is titled “Military Sites & POW Camps.” Below the title is a gray image of Georgia with locations labeled with different shapes. A key at the bottom of the graphic shows the symbols of a red circle, a green triangle, and the black stick figure out-line of a person. The red square indicates “Army Camps, Forts & Posts.” The green triangle indicates “Air Fields, Bases & Stations.” The black stick figure indicates “Prisoner-of-War Camps” with additional text below it that reads “These main camps also administered satellite camps where POWs stayed while on work details, sometimes as far afield as North Carolina and Florida. At its peak in May 1945, a total of 425, 871 POWs were held in the US at 700 camps across the country. This includes 371, 683 Germans, 50,273 Italians, and 3,915 Japanese.” Near the northwest corner of Georgia there is a black figure and red circle with “Fort Oglethorpe” written beside it. In the center, near the north border of the map of Georgia, is a green triangle with “2rd WAC TRNG Center” written below it. There is a red circle labeled “Camp Toccoa” slightly southeast of the previous triangle labeled. Somewhat southwest of Camp Toccoa, but still well within the interior of the map, is a red circle indicating “Fort McPhearson” with four green triangles around it. The first is north of where Fort McPherson is located and is labeled “Marietta Aircraft Assembly Plant.” The next is to just to the east of the Fort and is labeled “Atlanta Army Service Forces (ASF) Depot.” The next is to the southeast of Fort McPherson and is labeled “Atlanta Ord Depot.” The last one is directly below the Fort and is labeled “Atlanta Army Airfield (AAF–now Hartsfield-Jackson International Airport).” Further to the east of Fort McPherson is a green triangle labeled “Bush Field (now Augusta Regional Airport).” To the east and close to the border of the map is another green triangle, labeled “Daniel Army Airfield.” Between the previous two green triangles and slightly lower is a black figure and red circle labeled “Camp Gordon.” Closer to the center of the map is a black figure and red circle labeled “Camp Wheeler” with three green triangles surrounding it. The first is north of the camp and is labeled “Herbert Smart Airport.” The next is to the southwest and is labeled “Cochran Field BFS (Now Middle Georgia Regional Airport).” The last is to the south of the camp and is labeled “Warner Robins Field AAF Depot.” Below and to the west of Camp Wheeler, near the western border of the state, is a black figure and red circle indicating “Fort Benning.” Roughly parallel and to the east of Fort Benning and vertically below Fort Gordon is a black figure and red circle labeled “Fort Stewart.” To the east and very near the coast and edge of the map is a red circle labeled “Fort Screven.” There are ten green triangles that start near Fort Screven, go down the coast, and line the bottom of the state, curving back upwards slightly before reaching the west edge of the state. The first, slightly north of Fort Screven is labeled “Savannah Field AFB.” The next is located to the south of the previous and is labeled “Hunter Field AFB.” Further south, still along the coast, is one labeled “Harris Neck AFB.” The next, further south, is labeled “Brunswick Airfield.” To the west, close to the southern border of the map is one labeled “Waycross AFB.” Further to the west another is labeled “Moody Field AFB.” Further to the west again is one labeled “Spence Field AFS.” Slightly to the northwest is another labeled “Moultrie Mun. Airfield.” Farther north and slightly to the west is another labeled “Albany Mun Airfield.” The last one is slightly to the southeast of the previous and is labeled “Turner Field AFS.” Consider This: “Consider This” is written at the top of the panel beneath the infographic which is the same denim blue that is featured in this section. Text written below the title reads “During World War II, the German government treated American, British, and French soldiers well in comparison to Polish and Soviet soldiers, whom the Nazis considered subhuman. Why do you think the Germans followed the Geneva Convention in some circumstances and not in others?” Following the question are two black and white images side-by-side. The one on the left shows a group of German officers in uniform as they walk along the outside of a barbed wire fence where many prisoners look from behind the fence as they pass in the background. The officer in the foreground looks directly at a shirtless prisoner who is near the fence. The caption reads: “Reichsfuhrer-SS Heinrich Himmler, accompanied by an entourage of SS personnel, inspects a prison camp for Soviet prisoners of war in the fall of 1941. Courtesy National Archives and Records Administration” The image on the right shows two long rows of soldiers lined up with helmets on and their hands raised in a surrender on the side of a dirt road. The caption reads: “American prisoners captured in Ardennes, December 1944. Courtesy German Federal Archives, Bild183-J28589/ photo: Austellung” Athens Banner: “Athens” is written at the top of an army green section banner, and underneath the title is a map of Georgia with Agriculture indicated with a red star overlapping where Athens is marked. Below the map is the “Meet History Face-to-Face” section with “Jimmy Doi” written underneath it. The image of Jimmy Doi below, is a black and white photo, where he is wearing an Army uniform including a hat which sits at an angle on his head. He is smiling and looking slightly past the camera. There is an army green filter over the photo. The caption of the photo reads “Jimmy Doi in his U.S. Army Uniform, 1946. Courtesy Doi family.” The text of the section reads, “The American son of Japanese farmers in California, Jimmy Doi was sixteen when the bombing of Pearl Harbor brought the U.S. into World War II. He and his siblings were incarcerated at Gila River War Relocation Camp in Arizona. Drafted into the U.S. Army in 1944, Doi served in Europe. He came to Georgia after the war to work in the poultry industry.” In an oral history interview with KSU, Jimmy Doi said of reuniting with his parents after the war or getting drafted: “When I got there, I looked and my dad was raking the ground, dirt you know. He was facing the other way, so I went up to him and I said, ‘hi, pop.’ And he about died! Hugged me for the first time, and he called my mother and my mother was sick in bed but she came running out...and that’s how I met my mom and dad.” (1:05:06-1:05:35) <a href="https://soar.kennesaw.edu/handle/11360/2228">Jimmy Doi Interview</a> Before, During, After: The main section panel has an army green background on the left side with the title “The Farm Front in Georgia” in white font. The left side of the panel has a black and white image of a display of canned vegetables where the central cans are stacked in a pyramid display overtop one another with boxes stacked on either side. The sign on the wall above reads: “Marketing” in big letters, then “corn, okra, tomato vegetable mixture” below and again followed by “a source of supplementary income for the Georgia farm family developed by agricultural extension service.” There are cans on scales in front of the stacked boxes with a sign in the center reading, “A standard carton contains 24 no.2 cans.” The caption reads: Agriculture extension service soup can display, Athens, Clarke County, Georgia, 1940. Courtesy Georgia Archives, Vanishing Georgia Collections, Image #clr007 The main text of the section reads: Before: - After the Civil War, Georgia relied on a system of sharecropping, and "King Cotton" reigned supreme. Caught in a vicious cycle of falling prices and rising production, farmers overworked the land, leading to soil erosion and decreased crop quality. Hoping to reverse the trend, Congress authorized money for university extension services beginning in 1914. The University of Georgia became the center for a network of county agents who worked with farmers to teach scientific practices and share new crop varieties. During the Great Depression, these agents worked with federal agencies to explain New Deal policies and programs to farmers. The Agricultural Adjustment Act (AAA) of 1933 attempted to curtail overproduction by paying farmers not to grow cotton and other commodities, but it met with limited success. During: - World War II created new markets for American agricultural goods. To engage the "farm front" in the war effort, county extension agents recommended specific crops, such as peanuts. Despite labor shortages, farmers found themselves with cash for state-of-the-art machinery, and production increased along with demand. Sharecroppers, who had mostly missed the benefits of the New Deal, found military and industrial jobs in Georgia and elsewhere. After: - World War II modernized agriculture in the South and diversified the economy, ending the dominance of sharecropping forever. Many returning soldiers who made use of the GI Bill leveraged their education to move into new, more lucrative fields. The rise of new industries across the state attracted people to cities and suburbs and reduced the rural population. Those who remained in agriculture followed national trends. many invested in poultry during the 1950s and 1960s. The latter half of the 20th century saw a sharp decrease in the number of family farms but a steady increase in agricultural production. Today, agribusiness continues to thrive in Georgia, making up about 10 percent of the state's economy. A highlighted portion underneath the during section reads: Family Matters: - The image at the start of this section, featuring soup cans, is an example of a successful marketing campaign aimed at families. Extension agents worked directly with Georgia families to conserve food during the Great Depression, and to teach women and young children how to plant Victory Gardens. Fresh vegetables and canned goods produced at home would help families stay healthy during the war. Timeline: The timeline is the same army green that marks the section. It has white vertical dashes that form a horizontal line across the middle. Above the line are slightly longer dashes, evenly spaced, with years written above them. The years above the timeline are mostly written in 20 year intervals. The space above the first two longer lines, where 1800 and 1810 would be marked, are blank and the first date marked above the line is 1820. Then 1840 is written. The space where 1860 would be is blank, then 1880, 1900, 1920, 1940, and 1960 are marked. The next years are left blank until 2000. There are yellow dots on dashes throughout the timeline that correspond to events that occurred within the years above and text written below the timeline. The first date marked reads “1812: War with Britain cuts off access to British cotton and spurs the domestic cotton industry.” The next one reads “1840s-1850s: Slavery-fueled cotton farming spreads across the state.” Then “1865: Sharecropping replaces slavery as the dominant agriculture system in the South.” Then, “1900s: ‘New South’ boosters implore Georgia farmers to diversify crops, but many farmers resist.” Then, “1915: The boll weevil appears in Georgia; the cotton economy peaks two years later.” Then “1933: The Agricultural Adjustment Act passes reducing cotton acreage and labor needs.” Then, “1941-1945: World War II increases demand for agricultural products, especially peanuts.” The next reads “1950s: Farmers in Georgia diversify crops and rely more on mechanization.” The final date reads “1987: The boll weevil eradication program returns cotton production to Georgia.” Infographic: The infographic to the right of the main panel is titled “Georgia’s Agricultural Landscape 1930-1950”. The graphic has five pie charts: two on the top, one in the center, and two on the bottom. They each have the year labeled, a “corn acres planted” section in yellow with an image of corn, a brown section with a peanut image labeled “peanut acres planted,” a gray section with an image of cotton labeled “cotton acres planted”, and the total acreage listed below the circle. The first one is labeled 1930. The yellow and gray section take up nearly the same amount with the amount of corn acres planted 3,620,000 and the amount of cotton acres planted 3,464,000. The peanut section is the smallest with 600,000 acres planted. The total acreage planted was 7,684,000. The next chart is labeled 1935. The corn section takes up two thirds of the chart with 4,710,000 corn acres planted. Cotton is the next largest section with 2,172,000 acres planted. The peanut section is the smallest with 843,000 peanut acres planted. The total acreage planted was 7,725,000. The center chart is based on the year 1940. The corn section takes up nearly two thirds of the chart with 4,246,000 corn acres planted. Cotton is still the next largest section with 1,981,000 acres planted. The peanut section is the smallest, but growing with 1,135,000 peanut acres planted. The total acreage planted was 7,362,000. The next chart on the bottom is labeled 1945. The corn section takes up slightly over half the chart with 3,378,000 corn acres planted. The peanut section is now the next largest section with 1,455,000 acres planted. The cotton section is the smallest with 1,265,000 cotton acres planted. The total acreage planted was 6,098,000. The last chart is labeled with the year 1950. The corn section takes up nearly two thirds of the chart with 3,295,000 corn acres planted. Cotton, again, is the next largest section with 1,060,000 acres planted. The peanut section is the smallest with 909,000 peanut acres planted. The total acreage planted was 5,264,000. Source: USDA National Agricultural Statistics Service Consider This: Below the infographic is an army green panel titled “Consider This.” Beneath the title is text that reads “Georgia’s system of tenant farming, in place since the end of the Civil War, encouraged the cultivation of cash crops, especially cotton. How did the New Deal and World War II disrupt this system? What do you think this meant for sharecroppers?” Beneath the text are two black and white images side-by-side. The image on the left shows the front of a small wooden house with a small porch at the front. The porch is supported by stacked rocks and cinder blocks beneath the floor. The house has a tin roof that is coming up at the edges. The image caption reads: “Tenant house located on Rodgers-Buchanan Farm in Sumter County, Georgia, ca. 1933. Courtesy Library of Congress.” The image on the right shows a person driving a tractor through a field. The face of the driver is blocked partially by the attachment on the back of the tractor carrying a pile of plants. The image caption reads “Peanut farming in Early County, Georgia, 1947. Courtesy Georgia Archives, Vanishing Georgia Collection, Image # ear033-82.” Atlanta Banner: The Atlanta section features a cool gray banner with “Atlanta” written in large, yellow font at the top. Below the title is a yellow image of the state of Georgia within a circle. Atlanta is indicated on the map with a red star. It is located just southwest of Marietta and the Bell Bomber plant. Below the map is the “Meet History Face-to-Face” section with “Lorenzo Wallace” written underneath it. The image below shows a black and white photo of Lorenzo Wallace looking into the camera, smiling, dressed in a suit and tie and standing in front of a wall beside an American flag. The caption of the photo reads “Lorenzo Wallace as Sergeant-at-Arms for the Georgia State Senate, ca. 2010. Courtesy Lorenzo Wallace.” The text of the section reads, “Born in 1919, Lorenzo Wallace grew up in Southwest Atlanta, and attended Morehouse College. During World War II, he joined the Montford Point Marines, the division’s first African American unit. After the war, he worked for the United States Postal Service. In retirement, he served as the Sergeant-at-Arms for the Georgia State Senate.” In an oral history interview with KSU, Lorenzo Wallace said of his decision to join the Marine Corps: “And that time, President Franklin D. Roosevelt had just signed a proclamation that the Marines – that the U.S. Marine Corps had to desegregate. It was the last military facility to desegregate. So, I said ‘Well, I'll try the Marines.’ So when they drafted me and asked me where did I want to go, I said, ‘I want to go to the Marines.’ Well, that was in October of 1941. Well, they left me along until July of 1942, and then they called me in. But they were building a special camp for blacks to be trained in the Marines. We didn't go to Camp Lejeune, we went to Montford Point, which was a camp where they had just been built for blacks to train. And that's how I got into the Marine Corps.” (16:52-18:19) <a href="https://soar.kennesaw.edu/handle/11360/2233">Lorenzo Wallace Interview</a> Before, During, After: To the right of the section banner is the main section panel. The title “Capital of a Changing South” is written in white over a cool gray background on the right of the panel. The left of the panel features a black and white photo of Franklin D. Roosevelt in profile standing at a podium with microphones beside an American flag addressing a large crowd who blurred in the background. The caption reads: FDR at the dedication of Techwood Homes, November 29, 1935. Courtesy Franklin D. Roosevelt Presidential Library, National Archives and Records Administration The main section text below reads: Before: - As the capital of Georgia and a railroad hub for the Southeast, Atlanta grew rapidly in the late 19th and early 20th centuries. Considered a leading "New South" city, Atlanta turned its eyes to the future with city boosters and business people advocating a pragmatic approach to race relations. Although Atlanta would come to be called "the city too busy to hate," it still grew along strict racial boundaries. By the 1930s, two distinct business districts, Peachtree Street and Auburn Avenue, formed as a result of segregation. Even federally-funded projects, including the schools, hospitals, and public housing of the New Deal, were segregated by race. White-only Techwood Homes, built in 1935, was followed by University Homes for Black residents three years later. During: - Building on a relationship with the federal government formed in prewar years, Atlanta became a leader in coordinating the construction of defense plants and military installations in Georgia during World War II. Businesses such as Coca-Cola and Delta Air Lines made strategic investments, both at home and abroad, that increased Atlanta's prosperity and appeal during the war and after. White and black soldiers on leave were drawn to the bustling city and its diverse entertainments. Yet, some black soldiers, especially those who served in Europe, were unnerved by Atlanta's segregated restaurants, dance halls, and USO clubs. Even at Terminal station, Travelers' Aid workers welcomed black and white soldiers through separate entrances. After: - African American servicemen returning from war in the late 1940s rejected the city's racial status quo. They helped to energize the burgeoning Civil Rights Movement in Atlanta, where leaders in the white and black communities had toed a conservative line for decades. In 1948, the first black officers joined the city police force. A decade later, organized protests led to the desegregation of the transit system and public schools. One of the toughest battles centered on the integration of residential areas as African Americans bought homes in white neighborhoods. Refusing to live on the same street as blacks, many whites moved to suburbs, reshaping the map of metropolitan Atlanta for decades to come. Timeline: The timeline shown is the same gray as the main section banner. It has white vertical dashes that form a horizontal line across the middle. Above the line are slightly longer dashes, evenly spaced, with years written above them. 1920 is the first year, then 1930, 1940, 1950, in the space of 1960 there is no writing, then 1970, and 1980. There are yellow dots on dashes throughout the timeline that correspond to years and text written below the timeline. The first one marked is 1925 “city alderman William Hartsfield helps establish Atlanta’s first airport.” The next is 1936 “Activist John Wesley Dobbs co-founds the Atlanta Negro Voters League.” Then 1943 “Governor Ellis Arnall signs legislation to extend the vote to 18-year-olds after advocacy from veterans.” Then 1946 “Helen Douglas Mankin is elected U.S. Representative for Georgia’s 5th district, after seeking the black vote.” 1952 follows with the text “Mayor William Hartsfield initiates Plan of Improvement tripling the size of Atlanta. The next date is 1970 with “Sam Massell becomes the first Jewish mayor of Atlanta.” The last date marked is 1973 with the caption, “Maynard Jackson became the first African American mayor of Atlanta.” Infographic: The graphic to the right of the main section panel is titled “Atlanta’s Growth.” A key at the bottom has a section labeled “city boundaries” with dark blue corresponding with 1900, dark orange corresponding with 1918, light blue corresponding with 1945, and light orange corresponding with 1963. To the right is a section titled “Transportation” with a plane corresponding to Hartsfield-Jackson International Airport (based on original 1925 Candler Airfield), a solidify gray line corresponding with interstate highways in the 1960s and hashed light gray line corresponding to MARTA in the 1970s, and a green line corresponding to the Beltline in 2005 (based on original 1850s rail corridor). The map in the center of the graphic is labeled Atlanta. There is a dark blue circle in the middle with a few parts that jut out. Around it is a jagged geometric shape in dark orange that extends the boundaries of 1900 Atlanta. Light blue comes out of parts of the orange shape in various places indicating further growth in 1945, but not completely surrounding the orange area. A much larger light orange shape surrounds the entirety of the original boundaries of the city, mostly extending to the north, south, and west. There is a green line that completely surrounds the dark blue area extending a bit farther in places and much farther in the north entering areas of the light orange. There are four dark gray lines that branch out from the center of the blue area of the map. The one extending to the north branch at the edge of the dark blue section into two lines that are labeled 75, to the left, and 85, to the right. The lone extending to the south also branches into two lines in the light orange section. One label 85 on the left and the other on the right labeled 75. The lines to the west and east are both labeled 20. A gray line circle most of the colored areas on the map and extending farther on the right side makes a circle intersecting each on the other branches of gray lines and is labeled 285. There are gray dashed lines that converge in the center of the dark blue area and extend out in various directions, some extending past the loop marked 285 and some stopped before then. At the bottom of the map is an airplane symbol within the 285 loop and between where the branches 85 and 75 split. Source: Atlanta Department of City Planning GIS Consider This: To the right of the main section panel and below the infographic, is the “Consider This” panel with the title written over a gray background. Below the title the text reads “Interstate highways cut through the heart of many American cities in the middle of the 20th century. How do you think communities and institutions were affected?” Below the text are two black and white photos side-by-side. The image on the left shows a road sign in the top left corner of the foreground reading “Right of Way, Atlanta Expressway” with arrows pointing left and right on the respective sides of “right of way.” Behind the sign is rubble with large rocks, dirt, and debris with a multistoried building in the background. The caption of the image reads: “Work begins on the Interstate expressway connector through downtown Atlanta, December 8, 1956. Copyright Atlanta Journal-Constitution, courtesy Georgia State University.” The image on the right features the facade of a two-story brick building along a car-lined street. The building has a tall tower that has “Jesus Saves” on the steepled top. Other, taller, multistoried buildings can be seen over the brick building in the background of the image. The caption of the image reads “Auburn Avenue, center of the African American business and culture in Atlanta, 1975. Courtesy Archives Division, Auburn Avenue Research Library on African American Culture and History, Atlanta-Fulton Public Library System.” Savannah Banner: The Savannah section features a royal blue banner with “Savannah” written in large, yellow font at the top. Below the title is a yellow image of the state of Georgia within a circle. Savannah is indicated on the map with a red star. Below the map is the “Meet History Face-to-Face” section with “Jane Tucker” written underneath it. The image below shows a black and white photo of Jane Tucker facing the camera with a wide smile while gesturing with her right hand slightly out of frame. She is wearing a white shirt, oval shaped, thin framed glasses, and has a dark scarf with white polka dots tied around her hair with a knot at the front. The caption of the photo reads “Jane Tucker as “Rosie the Riveter” in a Rome News TribuneI article, 2010. Courtesy Jane Tucker.” The text of the section reads, “Born and raised in Alabama, Jane Tucker was fourteen when the United States entered World War II. She traveled to Savannah with her mother and sister to take a job with Southeastern Shipbuilding Corporation. She helped build liberty ships as a rod welder. In 2010, Jane started the Rome, Georgia, chapter of the American Rosie the Riveter Association.” In an oral history interview with KSU, Jane Tucker said of her recollection of learning the war was over: “I was in the inner bottoms of that ship. And I don’t remember any celebration except the whistles started blowing and it wasn’t time for the shift to end. And we all came out, but we were scattered. There were not much of a-. It was a skeleton crew there. But people who were in cities, you know, wherever there was a group, it was a tremendous celebration.” (56:27-56:55) <a href="https://soar.kennesaw.edu/handle/11360/2226">Jane Tucker Interview</a> Before, During, After: The title “Preserving Georgia’s Coastal City” is written atop a royal blue background on the right side of the main section panel to the right of the banner. The image on the left side of the panel is a black and white photo of a worker in uniform smiling at the camera with a welders hood pulled up with one gloved hand, as they lean against the large exterior of a ship with a welding wand in the other gloved hand. The caption reads: Emma McKinnen of Waycross, Georgia, working on a Liberty Ship, ca. 1942-1945. Courtesy Atlanta History Center The text below reads: Before: - Situated twenty miles upriver from the Atlantic Ocean, Savannah has always played an important role in Georgia's fortunes. In the early 1800s, merchants built mansions along the city's squares using money from cotton exports and the slave trade. With the Civil War came a Union blockade that laid waste to the economy and starved inland parts of the state of food and supplies. After the boll weevil decimated the cotton crop, Savannah shifted to food and paper-processing industries. The city also became the world's main supplier of naval stores, the pine tar used to waterproof sailing vessels. At the start of World War II, Savannah was chosen as one of many sites for ship construction along the East Coast, after Congress passed the Lend-Lease Act making weaponry available to the Allies. During: - Weeks after the Japanese attack on Pearl Harbor, Southeastern Shipbuilding Corporation secured a federal contract to build Liberty ships on the Savannah River two miles south of the city. Because of its lighting-fast construction from prefabricated materials, the Liberty Ship was considered only a "five-year vessel." It nonetheless played an essential part in the war effort, carrying much-needed ammunition and supplies to the troops fighting in Europe. With shipyards already in place, Southeastern became a powerhouse of production over the next four years. A torpedo fired by a German U-boat sank the first ship, the SS James Oglethorpe, christened in honor of Georgia's founder, but Southeastern launched 87 more Liberty ships before the end of the war. After: - Savannah said a hasty goodbye to its largest-ever manufacturing plant, as the war's end brought an abrupt closure to the Southeastern shipyard. The age of the automobile was in full swing after the war, and some of the city's oldest structures fell to the wrecking ball to make way for parking facilities. When the City Market was destroyed in 1954, a group of preservation-minded women began to fight. They created inventories of historic districts, raised money to purchase endangered properties, and established the historic Savannah Foundation which continues to attract international attention. Their preservation model influenced other cities and municipalities across America in the decades that followed the war. Timeline: Along the bottom of the panel is timeline on the same royal blue as the section header. It has white vertical dashes that form a horizontal line across the middle. Above the line are slightly longer dashes with years written above them. The years listed are 1941, 1942, 1943, 1944, 1945, 1946, and 1947. There are yellow dots on dashes throughout the timeline that correspond to events that occurred within the years above and text written below the timeline. The first events marked reads “September 1941: Maritime Commission charters Savannah’s first shipyard with Savannah Shipyards, Inc.” The next reads, “December 1941: Savannah Shipyards, Inc. loses its contract after failing to begin construction.” Then “February 1942: Maritime Commission awards a contract to Southeastern Shipbuilding Corporation.” Then “September 1942: More than 5,000 employees work at Southeastern.” Then “November 1942: The first ship, the SS James Oglethorpe, is launched.” Then “December 1943: More than 15,000 employees work at Southeastern.” Then, “April 1946: Southeastern Shipbuilding Corporation closes.” The last event marked reads “September 1946: Southeastern site is converted into scrap.” Infographic: The graphic is to the right of the main section panel and is titled “People Employed in Shipbuilding in the United States. It features a large gray rectangle with the top edge in the outline of a large ship. Inside the rectangle is a chart with the y-axis labeled with years starting with 1939 at the top and counting by each year until ending with 1950. The x-axis at the top of the chart corresponds with the amount of people employed. There is a bright green line that grows steadily from 1939 to 1941 before making a slight leap in 1942 and a large leap in 1943 then peaks in 1944. Then begins to fall dramatically by 1946 and falls steadily until 1950. The years and corresponding number of people employed are: 1939: 60,800, 1940: 81,000, 1941: 143,300, 1942: 420,000, 1943: 1,182,700, 1944: 1,299,100, 1945: 1,061,300, 1946: 1,061,300, 1947: 258,800, 1948: 168,600, 1949: 149,500, 1950: 73,400. Source: Workforce Statistics and Economic Research, Georgia Department of Labor Consider This: Below the infographic is the “Consider This” panel atop a royal blue background. The text below the title reads “Why do you think the city of Savannah allowed the shipyard site to decay after World War II?” Beneath the question are two black and white images side-by-side. The image on the left is an aerial photo of a ship building yard consisting of large buildings, parking lots, and cranes. The building yard is bordered to one side at the top of the photo by a river with two large ships docked there. The caption of the photo reads: Aerial of Southern Shipbuilding Corporation on the Savannah River, December 9, 1944. Courtesy National Archives and Records Administration. The image on the right shows a broken piece of concrete support extending over a river near a row of several broken wooden posts sticking out of the water. The river extends into the tree line at the horizon and is lined with foliage, houses, and telephone poles. The caption reads: Remnants of Southeastern Shipbuilding Corporation on the Savannah River, August 1992. Photo by Tone Cope. Courtesy City of Savannah Research Library Municipal Archives Original Format The type of object, such as painting, sculpture, paper, photo, and additional data docx mp3 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) One hour Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 96 kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Audio Descriptions and Screen Reader Text for Georgia Goes to War. Subject The topic of the resource Home Front Workers Description An account of the resource This audio guide includes descriptions of each of the exhibit's six sections. It also includes a screen reader document to accompany the exhibit's companion University Module. Creator An entity primarily responsible for making the resource Isabel Grace Saunders Source A related resource from which the described resource is derived Museum of History and Holocaust Education Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource Spring 2024 Contributor An entity responsible for making contributions to the resource Adina Langer Geraldine Anthony Faye Edwards Jimmy Doi Andre Kessler Lorenzo Wallace Jane Tucker Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/georgia-goes-to-war.php" target="_blank" title="Georgia Goes to War" rel="noreferrer noopener">Georgia Goes to War </a> Format The file format, physical medium, or dimensions of the resource Document mp3 WAV Language A language of the resource English Type The nature or genre of the resource Sound Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant During the War Before the War After the War Audio Guide home front permanent exhibition World War II https://meethistory.kennesaw.edu/files/original/f4ab2105116fd5435a1453a55733f9fd.pdf 0078ae1138fa010de90e645985b6dd02 https://meethistory.kennesaw.edu/files/original/91bb5be64848c635813778092a5b4e52.pdf 083fcbf2a11a220d04670ed72efa169a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gallery Guide and Bibliography for Refuge or Refusal Subject The topic of the resource Immigration Description An account of the resource These documents were created to define terms and share references for the Refuge or Refusal exhibition. Creator An entity primarily responsible for making the resource Museum of History and Holocaust Education Source A related resource from which the described resource is derived Adina Langer Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource 2018 Contributor An entity responsible for making contributions to the resource Adina Langer Zoila Torres Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/refuge-or-refusal.php" target="_blank" title="Refuge or Refusal Exhibition" rel="noreferrer noopener">Refuge or Refusal: Turning Points in U.S. Immigration History</a> Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Document Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Before the War During the War After the War history immigrants law refugees https://meethistory.kennesaw.edu/files/original/4ef4a2e122fff9992773f29069b80f4d.pdf bf25b93fa208783eccda01aabbc6843b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Save One Life Subject The topic of the resource Resistance During the Holocaust Description An account of the resource This collection encompasses responses to a prompt in the Save One Life exhibition whereby visitors were asked to "write or draw something about the world that you are witnessing today that you think would be important for someone in the future to know." Creator An entity primarily responsible for making the resource Museum of History and Holocaust Education Source A related resource from which the described resource is derived Visitors to the Museum of History and Holocaust Education Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource 2025 - Contributor An entity responsible for making contributions to the resource Visitors to the Museum of History and Holocaust Education Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/save-one-life.php" target="_blank" title="Save One Life" rel="noreferrer noopener">Save One Life: Resistance During the Holocaust</a> Format The file format, physical medium, or dimensions of the resource Various Language A language of the resource Various Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Physical Dimensions The actual physical size of the original image 8.5" x 11" Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Save One Life Exhibition Opening Flyer Subject The topic of the resource Holocaust Survivors Description An account of the resource Flyer advertising the opening of the Save One Life: Resistance During the Holocaust exhibition on April 10, 2025. Creator An entity primarily responsible for making the resource PEAK Communications Courtney Gardner Source A related resource from which the described resource is derived Museum of History and Holocaust Education Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource April 10, 2025 Contributor An entity responsible for making contributions to the resource Adina Langer Rights Information about rights held in and over the resource The Creative Commons Attribution-NoDerivatives-NonCommercial (CC BY-NC-ND) Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/save-one-life.php" target="_blank" title="Save One Life: Resistance During the Holocaust" rel="noreferrer noopener">Save One Life: Resistance During the Holocaust</a> Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Document Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant During the War Europe Holocaust resistance https://meethistory.kennesaw.edu/files/original/b8cd0fcb12521279b8201b4f416514e9.JPEG d6fe41823f964781b243d34049a73151 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Save One Life Subject The topic of the resource Resistance During the Holocaust Description An account of the resource This collection encompasses responses to a prompt in the Save One Life exhibition whereby visitors were asked to "write or draw something about the world that you are witnessing today that you think would be important for someone in the future to know." Creator An entity primarily responsible for making the resource Museum of History and Holocaust Education Source A related resource from which the described resource is derived Visitors to the Museum of History and Holocaust Education Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource 2025 - Contributor An entity responsible for making contributions to the resource Visitors to the Museum of History and Holocaust Education Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/save-one-life.php" target="_blank" title="Save One Life" rel="noreferrer noopener">Save One Life: Resistance During the Holocaust</a> Format The file format, physical medium, or dimensions of the resource Various Language A language of the resource Various Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Daffodils at the Atlanta Botanical Garden Creator An entity primarily responsible for making the resource Adina Langer Subject The topic of the resource Holocaust Survivors Description An account of the resource Spring blooms remind me that life is refreshed anew every year. ID: White daffodil flower with yellow orange center facing forward on a field of green stems and leaves with a pathway and round green bushes in the background, interspersed with small pink tulips. Source A related resource from which the described resource is derived Museum of History and Holocaust Education Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource March 16, 2025 Contributor An entity responsible for making contributions to the resource Adina Langer Rights Information about rights held in and over the resource All Rights Reserved Format The file format, physical medium, or dimensions of the resource jpg Language A language of the resource English Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant After the War flowers resilience https://meethistory.kennesaw.edu/files/original/a0bbafaf7b700f312801ba40a4f352aa.JPEG 231aeb8e2a48620a2e37c86aa90a3b7a https://meethistory.kennesaw.edu/files/original/cffbd1b0966f1ce7c5fc85f2fd65271d.jpg d3a42a5a5558195e9a5540ab63894e1e https://meethistory.kennesaw.edu/files/original/7ca8c83767db677b80b964afe6383450.JPEG a866699aaa8378a52bf33a142a78531b https://meethistory.kennesaw.edu/files/original/530d252c3b96f1126ad49896ea55ccde.JPEG 1d1d577599ebd81aab00a47a27772f73 https://meethistory.kennesaw.edu/files/original/d9373372946372f907e67ce384f7e97e.JPEG 8044f3c7d98d95be3f3539b8e0dfacef https://meethistory.kennesaw.edu/files/original/e64a22ec1f9519ba5b571930de61feb8.JPEG d26be2839ce353e9d640b512a94e5a72 https://meethistory.kennesaw.edu/files/original/a5b8ad045a5834f56ab06274e89be08e.JPEG 54172d45c4db255a3f186ca334f3fae4 https://meethistory.kennesaw.edu/files/original/025c797da4d538e4eed2b1d9abe879c8.JPEG 3282477eaeb185d46d8d0e1ecb3e07ad https://meethistory.kennesaw.edu/files/original/616b5813e1959cfe17325b1545cccd02.JPEG a4216cff75623fca3e6279798ddf5e70 https://meethistory.kennesaw.edu/files/original/da4b06a939c14e91eaf08bc49dcfa49d.JPEG 079d53a010ecfcfc19871e281040df2d https://meethistory.kennesaw.edu/files/original/1cfa8708f868736539f9ce90c0165440.JPEG 53d5ede797835d7f028fb2f09038519b https://meethistory.kennesaw.edu/files/original/258145a5100958b15527c1292a2c71b1.JPEG d421ee756b7bb193549d49bd32477b6c https://meethistory.kennesaw.edu/files/original/736600b4cd4d2a0d1f71f10eb6d7d061.JPEG ad9dd32597e61c2632eba01b59e17ca1 https://meethistory.kennesaw.edu/files/original/75db5bc8c23fac09c33f9ed7673fbeee.JPEG 74e52b194fb957928169c0e175784fb5 https://meethistory.kennesaw.edu/files/original/faac5585bc0e952db71c05e83dc140d7.JPEG 7e907d895431b7fab7f6e9fc406b6030 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Save One Life Subject The topic of the resource Resistance During the Holocaust Description An account of the resource This collection encompasses responses to a prompt in the Save One Life exhibition whereby visitors were asked to "write or draw something about the world that you are witnessing today that you think would be important for someone in the future to know." Creator An entity primarily responsible for making the resource Museum of History and Holocaust Education Source A related resource from which the described resource is derived Visitors to the Museum of History and Holocaust Education Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource 2025 - Contributor An entity responsible for making contributions to the resource Visitors to the Museum of History and Holocaust Education Rights Information about rights held in and over the resource All Rights Reserved Relation A related resource <a href="https://www.kennesaw.edu/marb/museum-history-holocaust-education/exhibitions/save-one-life.php" target="_blank" title="Save One Life" rel="noreferrer noopener">Save One Life: Resistance During the Holocaust</a> Format The file format, physical medium, or dimensions of the resource Various Language A language of the resource Various Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Save One Life Installation Photos Subject The topic of the resource Holocaust Survivors Description An account of the resource Photos taken during the installation process for the Save One Life exhibition. Creator An entity primarily responsible for making the resource Adina Langer Source A related resource from which the described resource is derived Museum of History and Holocaust Education Publisher An entity responsible for making the resource available Kennesaw State University Date A point or period of time associated with an event in the lifecycle of the resource March 2025 Contributor An entity responsible for making contributions to the resource Adina Langer Rights Information about rights held in and over the resource All Rights Reserved Format The file format, physical medium, or dimensions of the resource jpf Language A language of the resource English Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant After the War