19 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/60a0c980c0b07f6278ff7af585dcd57e.pdf c3408bbef234cd9ac0ae6c2aebafe588 PDF Text Text .r:::;'C i (, :~ . L0J~ Ct::;::;Cf .J I;-. :~lL ·.·tlOE A6.cltt'l0'lc:til 7ro ~o-"a.l ~ "Fo, C~'~ ll\f..lla...~l~ , .~DIfrIO il! . i.. . Ig,J?'"J , I ~ ~ . oth"r• ';: .". ~~~~ d<··~"", ,,·,,, .r1 ~ '.~ o ~ <" rv b ~ th e, ,c' C:'i ~ ion 3 d .. r-T11 1ttee , ·r~';· ~ C'c v ~~'-:CO '.. v ~ v . _~~V~. .~'~ ~ ~:~. ~ .II ~ ·· ".-.; ~ ("~ · ,.l~{ '. t,) ., l"lfl .: 01...- it to l m:r:-L :b..;~, t .. ll!1 ,)tL~:r , a ::Ei.:·L.iol', .; . . . Cl.HCh ... . 2) Th ,: ·~in·61v;:;ion. :-;f .51'1C};: r( o ;:h: :: t [tIl r c l,: v :·:·I.t Lv, O :of cl, :c1sLE ion ;,;.}!~ jn::r r·r.:)c ~·; f] ~' in 'th ~ , co11QE:: . vJh11(; in th e ' future 1W fecI that this ::;)ASS dc:nand 1-;111 be met by th e: ::. p point·,1c'nt of Bl f~ c:{ . f ::-teu1 ty t ,,'. dministra tors i or cou..1'J.sclors t until such ttrr.c ~lS the ;. re ex1sts Z1m~i sufficient bl!:~cJ{ rcrrcscntation 1n the faculty t 'o accomplish adequa.t~ representation of Black interests. this demsndmust b2 ;n,-; t by the . inclu~io:r. of Bla ck 8tudents or outside resource people. acceptable to both SASS and the administr-"tion. . This is to ensure that no decision concerning Black people ~-.. " ]'"Id .-:. ".. •; .,. • .• • - ,. " : . "', '; ' " j .• We Jrecagn1Z6 the ttoed f;:T. f eU.lt ·. t:; j·_~:.:. l it:1 t·· c i ~ <: U · :::.: -al , ell: " :r:!o( ; r ll:t .. ' r ·,, ~; t " . ~; (1 s t u'.l,: n t o;: .-:- r 11": t ·:,: r ~.' f': t~ • ;\;U , . ,; ; " " '" .. h_ \:'. 1 . t· _ ·.. t th'" 1 ~., e1) It ;.r .:• u.,. ·t: .<" l.!L... ...."'.,;.• • ,.L (.,.. ~,··· t 't"n\. f 0 1":I l ·r." ....ro ~ . O <';':' l '~~ ,. r. .. · J. . I" • r , , : __ " ", .• f in or:>~ T' fer t :':i.: b L .c \: f~. O i..; r int. .. r, ' ;.;t. to b.; ;~", t: I) 11' ortkr to \.: :~-.:::J.nd th~ (ivjrsity 0fth ;.' , t1~(1: r;"t " ol·: 1>.1. , t1c· !,~ .:;· lld to ir~cr: ..Lsc ·" .... . .. +Bl ·e:'7 l>nro11'-lr "r:t "'·~O· ""!. ,c ··11tcJ ., .: " ~"":r'ov :'-' ''''L .~11cr:·; .,:· -~: ;:' d oJ:.:.., r~.'. t~li..(...'r bud?c t 'for th :: :::ic,·~ l.s t: io]'lf~ of'~'i c ( ; 'iii > r~.L r to . fir '.0.1 . it to .-;:':·.:.nc} i t i X',,; C l'1.'.i tf11: ' o ~;· .. r :! tio n~: to i:'!clt\d;:; t t ,. tJoutl-; :c.11;; t ,';! :' 't;~ : t>t J ... . ' . .... _. \., _ ",, 1.. ' •• _, -~ : to , ~ ... . . - 4- ~ of reaching that deCision. , l'; e feel th ", t when this c19riflc9.tion or' S;SS d em~nds is met then the r2structuring Of th e c6ll c ge nec e ssary fo~ the insured inclusion of Black interest will have be en accomplished. Furthermore, recognizing th e n e ed for increas ed stUd ent particip"ltion in d q cisions of the coll ege community. we request that th e f 3 culty establish a student week early in the second semester to both decide how incrcs sed student particpetion can be implem e nted and to continue the discussions on the implications of :::.dopting the ?bove an::.;, all proposals pert?ining to bla ck S1dmissions9.nd stUdent life. Dan Nussbaum Ron Krall Tom Hammond �The actions of SASS have dramatized the inqd€qu~cies of the decision-making processeslat Swarthmore, gener~ting in the minds of many concerned :xx members of the community tho n8ed for a probing re-evalu ~ tion of the procedures which Sw~rthmore has utilized for institutlonal change. · The srecific suggestions for the structure of future decision-msking should be c? rcfully a,nd thoughtfully considered. Rs.th e r th?n a h"'sty '=lnd ill-conceived proposal for the restructuring of such decision-ma){ing PDocosses, a co ' mittmcnt rt eedsto be made now, on tho p~rt of faculty, administration ~nd students to the gen er91 theory of the mrthods of insti tutional ch-'nge which Viould be more r .G sponsive to the needs of · the community. ie: That a legi tim3.te,' process be - stablished- fOr decisione making. constituted such th .e ..ti t . recognizes the right on the P9.rt of those groups whlch 'Hill b2 qffecto(l by the decislon, to t'3.ke p'?yt in the process. Thus f9.culty. administr'=!t:;on and students. chosen by their respective constituencies, ~ould be represented in the decisionmaking body. The import3.l1ce of such an und .:::rst.s,n ding of the proce ss i:N:X:~X:}IRo1: of institutional change is that it rrovides for the community a: d ec ls-ion-mak-ln g pro-ct:"S~~Wh- can- -be ~ trusted , -- whjeh i-8 neit-her arbi tr9_ nor obscure, ::md ·N hich provides channels for the ry legitimate expression of the various points of view of these affected'by the decisionG \ Duncan Hollomon j . I •., j • �.' , .. ~Je urge the students and faculty to consider this pro[osal: ', .•: That a consti tutional Conventi~n be convened .in FebruDry -. .to review ~md det : :rmine 81.1 'lspects of th '~ depisj.on-m'Jking ; processes o'f the College. 'The comrosi tion 9f the convention · shall insure a just representation of all elements. of the community. Trle · members·shall be elected by.their conEltituencies: 2.5 students ~t · 20 · facul ty, 10 admini stra tion and members of the board ",f managers. : .. ,. .... .. ..:. . ,.:. .Ron Th·o mas ." ""LaurenBrub, !,ker S ,..J _ :: . :., .. <. .L i.-;"/ ~ , , ~' , • , ~. 1 , ." '". .~ . , .", ~ ~ : v ; . ,- ; "r ~\ ; ... : :' '7 .. "i;':! . . ., .... : . ,. ,, ' . Roger Wood . John Edgar ." Tom Hammond , Sue Snider: ~ :'~;_ i."~_ 'Lyle · Snid.er . Anne Nel'J"man Mike ~1iller . :' . .. . 1 -J ; : . ., f " ._1,./ I , '> , _. • i '~ i ' . .;'. ',. , ! . • .'. ' ~~ }, j .. ': • '• .' .< , . � .r:::;'C i (, :~ . L0J~ Ct::;::;Cf .J I;-. :~lL ·.·tlOE A6.cltt'l0'lc:til 7ro ~o-"a.l ~ "Fo, C~'~ ll\f..lla...~l~ , .~DIfrIO il! . i.. . Ig,J?'"J , I ~ ~ . oth"r• ';: .". ~~~~ d<··~"", ,,·,,, .r1 ~ '.~ o ~ <" rv b ~ th e, ,c' C:'i ~ ion 3 d .. r-T11 1ttee , ·r~';· ~ C'c v ~~'-:CO '.. v ~ v . _~~V~. .~'~ ~ ~:~. ~ .II ~ ·· ".-.; ~ ("~ · ,.l~{ '. t,) ., l"lfl .: 01...- it to l m:r:-L :b..;~, t .. ll!1 ,)tL~:r , a ::Ei.:·L.iol', .; . . . Cl.HCh ... . 2) Th ,: ·~in·61v;:;ion. :-;f .51'1C};: r( o ;:h: :: t [tIl r c l,: v :·:·I.t Lv, O :of cl, :c1sLE ion ;,;.}!~ jn::r r·r.:)c ~·; f] ~' in 'th ~ , co11QE:: . vJh11(; in th e ' future 1W fecI that this ::;)ASS dc:nand 1-;111 be met by th e: ::. p point·,1c'nt of Bl f~ c:{ . f ::-teu1 ty t ,,'. dministra tors i or cou..1'J.sclors t until such ttrr.c ~lS the ;. re ex1sts Z1m~i sufficient bl!:~cJ{ rcrrcscntation 1n the faculty t 'o accomplish adequa.t~ representation of Black interests. this demsndmust b2 ;n,-; t by the . inclu~io:r. of Bla ck 8tudents or outside resource people. acceptable to both SASS and the administr-"tion. . This is to ensure that no decision concerning Black people ~-.. " ]'"Id .-:. ".. •; .,. • .• • - ,. " : . "', '; ' " j .• We Jrecagn1Z6 the ttoed f;:T. f eU.lt ·. t:; j·_~:.:. l it:1 t·· c i ~ <: U · :::.: -al , ell: " :r:!o( ; r ll:t .. ' r ·,, ~; t " . ~; (1 s t u'.l,: n t o;: .-:- r 11": t ·:,: r ~.' f': t~ • ;\;U , . ,; ; " " '" .. h_ \:'. 1 . t· _ ·.. t th'" 1 ~., e1) It ;.r .:• u.,. ·t: .<" l.!L... ...."'.,;.• • ,.L (.,.. ~,··· t 't"n\. f 0 1":I l ·r." ....ro ~ . O <';':' l '~~ ,. r. .. · J. . I" • r , , : __ " ", .• f in or:>~ T' fer t :':i.: b L .c \: f~. O i..; r int. .. r, ' ;.;t. to b.; ;~", t: I) 11' ortkr to \.: :~-.:::J.nd th~ (ivjrsity 0fth ;.' , t1~(1: r;"t " ol·: 1>.1. , t1c· !,~ .:;· lld to ir~cr: ..Lsc ·" .... . .. +Bl ·e:'7 l>nro11'-lr "r:t "'·~O· ""!. ,c ··11tcJ ., .: " ~"":r'ov :'-' ''''L .~11cr:·; .,:· -~: ;:' d oJ:.:.., r~.'. t~li..(...'r bud?c t 'for th :: :::ic,·~ l.s t: io]'lf~ of'~'i c ( ; 'iii > r~.L r to . fir '.0.1 . it to .-;:':·.:.nc} i t i X',,; C l'1.'.i tf11: ' o ~;· .. r :! tio n~: to i:'!clt\d;:; t t ,. tJoutl-; :c.11;; t ,';! :' 't;~ : t>t J ... . ' . .... _. \., _ ",, 1.. ' •• _, -~ : to , ~ ... . . - 4- ~ of reaching that deCision. , l'; e feel th ", t when this c19riflc9.tion or' S;SS d em~nds is met then the r2structuring Of th e c6ll c ge nec e ssary fo~ the insured inclusion of Black interest will have be en accomplished. Furthermore, recognizing th e n e ed for increas ed stUd ent particip"ltion in d q cisions of the coll ege community. we request that th e f 3 culty establish a student week early in the second semester to both decide how incrcs sed student particpetion can be implem e nted and to continue the discussions on the implications of :::.dopting the ?bove an::.;, all proposals pert?ining to bla ck S1dmissions9.nd stUdent life. Dan Nussbaum Ron Krall Tom Hammond �The actions of SASS have dramatized the inqd€qu~cies of the decision-making processeslat Swarthmore, gener~ting in the minds of many concerned :xx members of the community tho n8ed for a probing re-evalu ~ tion of the procedures which Sw~rthmore has utilized for institutlonal change. · The srecific suggestions for the structure of future decision-msking should be c? rcfully a,nd thoughtfully considered. Rs.th e r th?n a h"'sty '=lnd ill-conceived proposal for the restructuring of such decision-ma){ing PDocosses, a co ' mittmcnt rt eedsto be made now, on tho p~rt of faculty, administration ~nd students to the gen er91 theory of the mrthods of insti tutional ch-'nge which Viould be more r .G sponsive to the needs of · the community. ie: That a legi tim3.te,' process be - stablished- fOr decisione making. constituted such th .e ..ti t . recognizes the right on the P9.rt of those groups whlch 'Hill b2 qffecto(l by the decislon, to t'3.ke p'?yt in the process. Thus f9.culty. administr'=!t:;on and students. chosen by their respective constituencies, ~ould be represented in the decisionmaking body. The import3.l1ce of such an und .:::rst.s,n ding of the proce ss i:N:X:~X:}IRo1: of institutional change is that it rrovides for the community a: d ec ls-ion-mak-ln g pro-ct:"S~~Wh- can- -be ~ trusted , -- whjeh i-8 neit-her arbi tr9_ nor obscure, ::md ·N hich provides channels for the ry legitimate expression of the various points of view of these affected'by the decisionG \ Duncan Hollomon j . I •., j • �.' , .. ~Je urge the students and faculty to consider this pro[osal: ', .•: That a consti tutional Conventi~n be convened .in FebruDry -. .to review ~md det : :rmine 81.1 'lspects of th '~ depisj.on-m'Jking ; processes o'f the College. 'The comrosi tion 9f the convention · shall insure a just representation of all elements. of the community. Trle · members·shall be elected by.their conEltituencies: 2.5 students ~t · 20 · facul ty, 10 admini stra tion and members of the board ",f managers. : .. ,. .... .. ..:. . ,.:. .Ron Th·o mas ." ""LaurenBrub, !,ker S ,..J _ :: . :., .. <. .L i.-;"/ ~ , , ~' , • , ~. 1 , ." '". .~ . , .", ~ ~ : v ; . ,- ; "r ~\ ; ... : :' '7 .. "i;':! . . ., .... : . ,. ,, ' . Roger Wood . John Edgar ." Tom Hammond , Sue Snider: ~ :'~;_ i."~_ 'Lyle · Snid.er . Anne Nel'J"man Mike ~1iller . :' . .. . 1 -J ; : . ., f " ._1,./ I , '> , _. • i '~ i ' . .;'. ',. , ! . • .'. ' ~~ }, j .. ': • '• .' .< , . � 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Additional Proposals for Consideration Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Dan Nussbaum et al Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d6ea168f16e2a17c33cb184be6fd9881.jpg c437c66a700089a5da0e2b5c73dd2a2d 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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. 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 Admissions Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 10/21/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Frederick Hargadon SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bd77c740486e78cc38468d4da3cfc3f6.jpg cea30a46546f069a9125396b6658b576 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Admissions Description An account of the resource SASS Material, 1968 Creator An entity primarily responsible for making the resource Frederick Hargadon Publisher An entity responsible for making the resource available The Phoenix Date A point or period of time associated with an event in the lifecycle of the resource 10/15/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ab8898eb27a010a497572838fa80b081.jpg 13345f8d1a98687b53cdf586bb306145 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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. 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 Admissions Decrease Slightly; Class Includes 34-34 Blacks Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 05/15/1970 Format The file format, physical medium, or dimensions of the resource jpg Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9570be4a1fa2ee399412c4131efbd9a5.pdf 7ffc68732dac2341ba521fcb3d49c4b4 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 Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Admissions Report No. 1 Description An account of the resource Box 02, Admissions 1968-1969 Creator An entity primarily responsible for making the resource Frederick Hargadon Date A point or period of time associated with an event in the lifecycle of the resource 09/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/32fd6f0f1ccc0a55303ce2ac55e6fd37.pdf 52cb2618362811d9a74f1604b65d16a4 PDF Text Text C /- 12- 1 969..:7 h GEND :., for J anu~J" ry 12 I l cn a ry Mee ting ' , " , I~ 3::q~ l ana tion" of FI'oc e dure II. Approv3.l of h ge ndo. III. stn teme nts Conc u rning ' A.ctions of SABS 1. W don 't s ec a ny need to ge t SiaSS out of th e ad mi s Siol1s e Office if this rne c.ns e ithe r i rar.lc dia t e ly a gree ing to thc ! r d em.i_ d s or the us e 'o f outs ide forc e . -!.n 2. w sUPI?ort th e refusa l by to~ a d1,lli,nlst!a tion a nd the e . f...t Lc ~l ty to be move d by threa ts • . . 3. A. ~ie don't SU(' J~ ort SASd' S confpontn tion te.ctics. B. Sit.SS 'S s.ction, its condemna tion of the a <imi11istra tlon a s r a cist a nd totsdly}.Ulrc s ·[~. ons i v a • its de cision to m-::lk e n on-ne gbti£l. bl'e de ma nds , i s a n unjus tifi e d a ction. The ir: ,r e fus a l to l ea v e the :Cid:: :.t issions of f ic e a n d thre a ts cohc ~ rn ltig ' t his ii s only t he begi n':'>'1 ing a r e bla ckm&il a nd i n dire bt Of f osition to c cns tructive co;nmuni ty de cision-making, wh i ch ShSS h Si S s ,,' id 1s one of its g oa ls. I .~ , 4. '~Je , do n ot , support [;"n y i::;e rson a l c. tt'a < ks, including t h o s e c on Nr. Ha rg8..don, ~t h ich is to ' s a y \,;e don't sUfport the demand 2 s k ing tha t h e 'b e fir od if th e d ema nds o. r e n t t me t. l<;snt to rnnk e s ure tha t non-81.sS Blc.ck stude nts 8. r e r c r·resentcd o~ h e a rd. 5. ~w IV. Rema ining SASS Dema nds ' A.., 1. '!he inclusion o~ , 'Bla ck pe ople8. t a ll r e l e v a nt l e v e ls of 'de cision i}1£"k1ng procc ss in the college . W ile in h the future v!O fe e l tha t this 5i~5 dem nd ~'J ill be me t a by the e,})pointment ' of Bla ck f a culty, a dmi n istra tors or couns (llors, until ,such time a s t h e r e _ exi s ts s uf fi c i e nt Black re ~: res e nta tion in the f 9.culty to' a ccom;:)lish G e q ua t e r e r r es e nt8 tion of Bl a cl{ intGr e s t s , t h i s dc d ID9.n d must be me t by t he inclu sion of Bla ck ~ tu~ ~ outside r e source T o r l e ~, cc c r t '3. bl e to both ~~l\AJC.tth..? Jc l.a~t~, Th iS 1's to insure tha t no d e cision con~e rning Bla ck I-'c ople c a n be made l;"i thout Bl a ck lnt;e r e st be ing r err Of3c nte d in th e r.roc ess of r eaching , tha.'tde cision •. 2. a . Tha t the ii..d Hoc Bla ck Ad:'n issions Committee hnv o the fina l DOli': e r to hire a Bla ck L iIo.ssista nt Dean of l~dinissions a nd dc 'c lde on policy mat te rs •. At this time the Committe be corn f:;os c d of fou r pe r s ons Lp p01nte d by 3.t\SS, · one f e r s on chos e n from the ,? tudc nt bQdYJ one ' f a cUlty membe r e ndors e d by &bSS, and~ f a culty me mbers c h os e n by the f a Culty! ~ +-u,>o ~ C>~ ~ ~ --i-u' J.'f'"C<~" This committe e shOUld be gl v on ~;olicy-maklng pO'!J'?e r because a t th1s' time 1;his is th e ,o nly vJ'ay in 'Ij<.~hich it is . pos s ible :to a s s UI!e ' ~ Bl~ ck I;e rs ,[,:c ct1 v a on the a dmis s ions problem. B. Tha t no discIplina ry a ction be t ak e n by th e f a culty or a dministra tion' conce rning a nyone conne cte d ,,',1 th file SASS a ction in occupying t he l~dJn issions Offico .' �v. Fro·oosa ls .on Stud ent \.Jcek ' a nd Inte rim SenSl. t e .. , A. ~ tudent v"ee k 1. Tha t the f a culty a pprove Ct · th o conclusion of th e L c dmissions crisis a stude nt we ek to be he ld be fore the end of Fe brua ry to be dlre cte d [..l.t cha n g ing the deci" sion-making proce ss of the Collage . Tha t th e Student Council . be dlr8cted to t,', ork l'· i th the f :;lcul ty to ' organize a body to d e t e rmine the structure of this Stude nt W eek. �B. AGENm t page 2 , 2 ./Ifh!:l t the fa cuI ty commit itself before Student Week to a restructuring of the dec, is1..on~l'c.aking, r rocess of the College . :. J . A. Th [: ~ t the f c,cul ty coromi t i tsolf before Student Week to a studcnt-faculty governing body. Sen:~':. tc B.Interim 1. The.,t plenary s 6 ss1oni tonight c:onstder proposals for 8,n interim Studen~~Facul ty ' SenG', t e . , 2. ResOlved: thc.t a tcm'pora ry d e cision-ma king hody be ' esta'l:;llished;" £'~ '. Compositl.oh " r (1) 50% '3~,ud e nts 50% Faculty and Administration (8.) l/~ of the students v-Ii ll be d es i gns.ted by SaSS. (b) the Student Council president ex-offiCio. (c) the rema inderof : stud6nts to be chosen immedia tely in ,s: general election of tho student body. ' (d) the l-'resident of the College ex-officio (e) the rOTfl<S11ndo r of the f a culty a nd a dJrinistra'{flaY tionto be chosen' i rrUlledia tely in '~ihatevcr they ~lT ish. q (2) 40% Students 40% Faculty -- 20% Administration FJ;\c]llty _ ljJ Admini strn.t.io~ =--=--< i3--~stud:.e.n-ts - .. 1/~ b. Responsibilities (1) To bring to a n end th e pr e s ent crisis by d e vising tho n e a ns of implementing SaSS d emands. (2) (a) To provide for :;1 constitutional convention. (b) To a ct as a constitutiona l convention. �VI. ~~~ umPtion of ~cademic Busines s £ }V~e ~ (~ hThat as \ \\; " ~, r-b."{.J business of the co-lloge resumes if th e f a culty decides it sh ~ ll. finish od ~'\i i th the agc ndSi of the busines s of the coll~e resv~e , mands to f af 8.cul ty if the culty de fj... ~SS '" s a tis,f a c tion. ,' h ~ Th0, t th e busine ss of the college r eSu..rn,0 if SASS h il s volunta rily vacated the ' Admissions Office. \ ~ .3 Tha t ~IfIa f , , the business of th e' CO, lege resume lf the studen ts l decide that the f a culty has S E'- tisf~~t:cblrl\1y r,assed on a ll business. ' £t mSl.j ority 0 enr agre e s that the Ulty has Co .sid.e r d th C::)Lill , dOL;a. ds ?',nd me t th6se dO! ends to th '" lTIaj or1!ty's s c. t sfa ctio ; and e v (m in th 8 cv.;;:. t , tha t ~ - :'8 does ot f cc its , de mab~s h a ve been me t nns 81~S stl 1 r e fu se to l Si ve t ilG Of f\~e ; cla sses ,\:·: 11 r e sume. ';, " ~he studcn~ , l-],;~,cnt HO't\TC cr, i 3,,~S I'l i11 n r ~i3:1ogue' on r ema ining issue; liT 1 th e f s,culty, stua.cnts liv' illst 3.;Y out of cl- sses. This r e , ircsthat (£'. ) SA;;)S va ca te's th e ad\ ~; issions office a nd (b) the f1 d ;:;lnistrs. tion does not re-ent - th E: a d missions office. rc, �AGENlh, page 3 The students believe tha t the injustice of barring student obse rvers from faculty nee tings ha s become l:articul!?, rly obvious in the recent crisis. We fe~l thn t this f~culty a ction violates the stu.ted desire to increase studentfaculty communica tion on the issues. de t he refore protes t the f a culty's decision in f a vor of close d mectinps. VIII. Next ~eeting Tha t the next plcrr~ ry s ess ion be scheduled a t the discretion of the Frcs ident of the Student Council, bu# tha:t this mee tin ~: t cke pla ce no l a t e r th0 a ~'!cel{ before tn an esta blish ed student v)(lek. �.pac '::;...:,lJum:;; MOTION 1. Main Motion SECOND DEBAT* REQ'D LBLE Ye s Ye s 1/3 1/3 Yes Ye s Yes Ye s Ye s Ye s Ye s Ye s ~, AY ttNEND- REQUIRED M INTER* VOTE ABLE RUPT SPEAKER Yes No Ye s No Ye s Ye s Ye s (time ) No No No No Ye s No No Ye s No' No No No No No Majority M jority a M jority a M e.jori ty M jority .e. M jority a 2/3 2/3 M jority : M jority s M jority 8 2/3 2/3 M jority a r1'?~ jori .. Ye s Ye s Ye s Ye s Yes Ye s Ye s :KXXNo No ' No Ye s Ye s No No No No No No No No No Yes No Ye s (time ) No No No No No Ye s No No No No No No No' No No Ye s No Ye s Ye s Ye s Ye s 1'-Jo No Ye s ~. 2. TO" po s t pon e indefinite ly 3. To' amend 4. To amend an amendment 5. To r e f e r to a committee 6. To postpone to a c e rta in time 7. To limit or extend debate 8. Previous question 9. To l a y on t a ble lO.To tak e from t a ble 11.To r ec-onslder 1 2 .To rescind Ye s 13. To suspend the rule s 14.Leave to modify/ No wi thdraw 8 . motion 15.Todivide a Ye s motion 16.0bject to consi- No der ~::t tion of q ues. 17. To' ca ll for a Ye s roll c a ll vote 18.Rise to 8 point No of order or pe.r9 :t~ li ament. ry proc ed. 19. Appe a l a d e cision Ye s of cha ir 20.Call for the orders XRX of th e d ":' y No' 21.Ris e to a que s. No of privilege Ye s 22.To rec e ss 23.To a djourn 24.To fix time for r eassembling Yes Ye s ty 2/3 1/5 Decision of cha ir M jority a De cision of ch a ir De cision of ch 2.ir M <~ jori ty Ye s (time ) Yes M jority s (time ) Yes M jority a (time) � C /- 12- 1 969..:7 h GEND :., for J anu~J" ry 12 I l cn a ry Mee ting ' , " , I~ 3::q~ l ana tion" of FI'oc e dure II. Approv3.l of h ge ndo. III. stn teme nts Conc u rning ' A.ctions of SABS 1. W don 't s ec a ny need to ge t SiaSS out of th e ad mi s Siol1s e Office if this rne c.ns e ithe r i rar.lc dia t e ly a gree ing to thc ! r d em.i_ d s or the us e 'o f outs ide forc e . -!.n 2. w sUPI?ort th e refusa l by to~ a d1,lli,nlst!a tion a nd the e . f...t Lc ~l ty to be move d by threa ts • . . 3. A. ~ie don't SU(' J~ ort SASd' S confpontn tion te.ctics. B. Sit.SS 'S s.ction, its condemna tion of the a <imi11istra tlon a s r a cist a nd totsdly}.Ulrc s ·[~. ons i v a • its de cision to m-::lk e n on-ne gbti£l. bl'e de ma nds , i s a n unjus tifi e d a ction. The ir: ,r e fus a l to l ea v e the :Cid:: :.t issions of f ic e a n d thre a ts cohc ~ rn ltig ' t his ii s only t he begi n':'>'1 ing a r e bla ckm&il a nd i n dire bt Of f osition to c cns tructive co;nmuni ty de cision-making, wh i ch ShSS h Si S s ,,' id 1s one of its g oa ls. I .~ , 4. '~Je , do n ot , support [;"n y i::;e rson a l c. tt'a < ks, including t h o s e c on Nr. Ha rg8..don, ~t h ich is to ' s a y \,;e don't sUfport the demand 2 s k ing tha t h e 'b e fir od if th e d ema nds o. r e n t t me t. l<;snt to rnnk e s ure tha t non-81.sS Blc.ck stude nts 8. r e r c r·resentcd o~ h e a rd. 5. ~w IV. Rema ining SASS Dema nds ' A.., 1. '!he inclusion o~ , 'Bla ck pe ople8. t a ll r e l e v a nt l e v e ls of 'de cision i}1£"k1ng procc ss in the college . W ile in h the future v!O fe e l tha t this 5i~5 dem nd ~'J ill be me t a by the e,})pointment ' of Bla ck f a culty, a dmi n istra tors or couns (llors, until ,such time a s t h e r e _ exi s ts s uf fi c i e nt Black re ~: res e nta tion in the f 9.culty to' a ccom;:)lish G e q ua t e r e r r es e nt8 tion of Bl a cl{ intGr e s t s , t h i s dc d ID9.n d must be me t by t he inclu sion of Bla ck ~ tu~ ~ outside r e source T o r l e ~, cc c r t '3. bl e to both ~~l\AJC.tth..? Jc l.a~t~, Th iS 1's to insure tha t no d e cision con~e rning Bla ck I-'c ople c a n be made l;"i thout Bl a ck lnt;e r e st be ing r err Of3c nte d in th e r.roc ess of r eaching , tha.'tde cision •. 2. a . Tha t the ii..d Hoc Bla ck Ad:'n issions Committee hnv o the fina l DOli': e r to hire a Bla ck L iIo.ssista nt Dean of l~dinissions a nd dc 'c lde on policy mat te rs •. At this time the Committe be corn f:;os c d of fou r pe r s ons Lp p01nte d by 3.t\SS, · one f e r s on chos e n from the ,? tudc nt bQdYJ one ' f a cUlty membe r e ndors e d by &bSS, and~ f a culty me mbers c h os e n by the f a Culty! ~ +-u,>o ~ C>~ ~ ~ --i-u' J.'f'"C<~" This committe e shOUld be gl v on ~;olicy-maklng pO'!J'?e r because a t th1s' time 1;his is th e ,o nly vJ'ay in 'Ij<.~hich it is . pos s ible :to a s s UI!e ' ~ Bl~ ck I;e rs ,[,:c ct1 v a on the a dmis s ions problem. B. Tha t no discIplina ry a ction be t ak e n by th e f a culty or a dministra tion' conce rning a nyone conne cte d ,,',1 th file SASS a ction in occupying t he l~dJn issions Offico .' �v. Fro·oosa ls .on Stud ent \.Jcek ' a nd Inte rim SenSl. t e .. , A. ~ tudent v"ee k 1. Tha t the f a culty a pprove Ct · th o conclusion of th e L c dmissions crisis a stude nt we ek to be he ld be fore the end of Fe brua ry to be dlre cte d [..l.t cha n g ing the deci" sion-making proce ss of the Collage . Tha t th e Student Council . be dlr8cted to t,', ork l'· i th the f :;lcul ty to ' organize a body to d e t e rmine the structure of this Stude nt W eek. �B. AGENm t page 2 , 2 ./Ifh!:l t the fa cuI ty commit itself before Student Week to a restructuring of the dec, is1..on~l'c.aking, r rocess of the College . :. J . A. Th [: ~ t the f c,cul ty coromi t i tsolf before Student Week to a studcnt-faculty governing body. Sen:~':. tc B.Interim 1. The.,t plenary s 6 ss1oni tonight c:onstder proposals for 8,n interim Studen~~Facul ty ' SenG', t e . , 2. ResOlved: thc.t a tcm'pora ry d e cision-ma king hody be ' esta'l:;llished;" £'~ '. Compositl.oh " r (1) 50% '3~,ud e nts 50% Faculty and Administration (8.) l/~ of the students v-Ii ll be d es i gns.ted by SaSS. (b) the Student Council president ex-offiCio. (c) the rema inderof : stud6nts to be chosen immedia tely in ,s: general election of tho student body. ' (d) the l-'resident of the College ex-officio (e) the rOTfl<S11ndo r of the f a culty a nd a dJrinistra'{flaY tionto be chosen' i rrUlledia tely in '~ihatevcr they ~lT ish. q (2) 40% Students 40% Faculty -- 20% Administration FJ;\c]llty _ ljJ Admini strn.t.io~ =--=--< i3--~stud:.e.n-ts - .. 1/~ b. Responsibilities (1) To bring to a n end th e pr e s ent crisis by d e vising tho n e a ns of implementing SaSS d emands. (2) (a) To provide for :;1 constitutional convention. (b) To a ct as a constitutiona l convention. �VI. ~~~ umPtion of ~cademic Busines s £ }V~e ~ (~ hThat as \ \\; " ~, r-b."{.J business of the co-lloge resumes if th e f a culty decides it sh ~ ll. finish od ~'\i i th the agc ndSi of the busines s of the coll~e resv~e , mands to f af 8.cul ty if the culty de fj... ~SS '" s a tis,f a c tion. ,' h ~ Th0, t th e busine ss of the college r eSu..rn,0 if SASS h il s volunta rily vacated the ' Admissions Office. \ ~ .3 Tha t ~IfIa f , , the business of th e' CO, lege resume lf the studen ts l decide that the f a culty has S E'- tisf~~t:cblrl\1y r,assed on a ll business. ' £t mSl.j ority 0 enr agre e s that the Ulty has Co .sid.e r d th C::)Lill , dOL;a. ds ?',nd me t th6se dO! ends to th '" lTIaj or1!ty's s c. t sfa ctio ; and e v (m in th 8 cv.;;:. t , tha t ~ - :'8 does ot f cc its , de mab~s h a ve been me t nns 81~S stl 1 r e fu se to l Si ve t ilG Of f\~e ; cla sses ,\:·: 11 r e sume. ';, " ~he studcn~ , l-],;~,cnt HO't\TC cr, i 3,,~S I'l i11 n r ~i3:1ogue' on r ema ining issue; liT 1 th e f s,culty, stua.cnts liv' illst 3.;Y out of cl- sses. This r e , ircsthat (£'. ) SA;;)S va ca te's th e ad\ ~; issions office a nd (b) the f1 d ;:;lnistrs. tion does not re-ent - th E: a d missions office. rc, �AGENlh, page 3 The students believe tha t the injustice of barring student obse rvers from faculty nee tings ha s become l:articul!?, rly obvious in the recent crisis. We fe~l thn t this f~culty a ction violates the stu.ted desire to increase studentfaculty communica tion on the issues. de t he refore protes t the f a culty's decision in f a vor of close d mectinps. VIII. Next ~eeting Tha t the next plcrr~ ry s ess ion be scheduled a t the discretion of the Frcs ident of the Student Council, bu# tha:t this mee tin ~: t cke pla ce no l a t e r th0 a ~'!cel{ before tn an esta blish ed student v)(lek. �.pac '::;...:,lJum:;; MOTION 1. Main Motion SECOND DEBAT* REQ'D LBLE Ye s Ye s 1/3 1/3 Yes Ye s Yes Ye s Ye s Ye s Ye s Ye s ~, AY ttNEND- REQUIRED M INTER* VOTE ABLE RUPT SPEAKER Yes No Ye s No Ye s Ye s Ye s (time ) No No No No Ye s No No Ye s No' No No No No No Majority M jority a M jority a M e.jori ty M jority .e. M jority a 2/3 2/3 M jority : M jority s M jority 8 2/3 2/3 M jority a r1'?~ jori .. Ye s Ye s Ye s Ye s Yes Ye s Ye s :KXXNo No ' No Ye s Ye s No No No No No No No No No Yes No Ye s (time ) No No No No No Ye s No No No No No No No' No No Ye s No Ye s Ye s Ye s Ye s 1'-Jo No Ye s ~. 2. TO" po s t pon e indefinite ly 3. To' amend 4. To amend an amendment 5. To r e f e r to a committee 6. To postpone to a c e rta in time 7. To limit or extend debate 8. Previous question 9. To l a y on t a ble lO.To tak e from t a ble 11.To r ec-onslder 1 2 .To rescind Ye s 13. To suspend the rule s 14.Leave to modify/ No wi thdraw 8 . motion 15.Todivide a Ye s motion 16.0bject to consi- No der ~::t tion of q ues. 17. To' ca ll for a Ye s roll c a ll vote 18.Rise to 8 point No of order or pe.r9 :t~ li ament. ry proc ed. 19. Appe a l a d e cision Ye s of cha ir 20.Call for the orders XRX of th e d ":' y No' 21.Ris e to a que s. No of privilege Ye s 22.To rec e ss 23.To a djourn 24.To fix time for r eassembling Yes Ye s ty 2/3 1/5 Decision of cha ir M jority a De cision of ch a ir De cision of ch 2.ir M <~ jori ty Ye s (time ) Yes M jority s (time ) Yes M jority a (time) � 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Agenda for Jan 12 Plenary Meeting Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [Student Council] Date A point or period of time associated with an event in the lifecycle of the resource 01/12/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions post-enrollment support Student Body Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b94d55f98630b87541ed52d2d207c572.pdf 0d821677abc788ee6742abee85ed3240 PDF Text Text ~', : . AGENDA for January 13 Plenary Mee ting I. Remaining SASS Demands A. 2. a. That the Ad Hoc "Black Admlssion~ 1 Committee have the final power to hire a Black Assistant Dean of Admissions and decide on policy ma 1tters. This committee should be ·given policy-making power because at thi~~ time this iathe only way in which it is possible to assure a Black perspective on the admissions problem. B. Tha t :no.... di~lCiplinary action be taken by the faculty or adminis. tration concerning anyone connected with the SASS action in occupying the Admissions Office. II. PropO~lals on Student Week and Interim Senate A. Student Week 1. Tha t the faculty a.pprove at the. conclusion of the admi~H3ions crisis a student week to be held before the end of February to be directed at changing the decision-making %process of the College. That the $tudent Counci~ be dir~cted to work with the faculty to organize a body to determinethestructure of this Student Week. 2. A. That the faculty commit itself before Student Week to a student-faculty governing body. B. That the faculty commit itself before Student Week to a restructuring of the decision-making prOCe~HJ of the College. B. Interim Senate 1. That plenary ~le~Hlion today consider Student-Faculty Senate . proposal~~ for an interim Resolve : tPlat a: tempurary decision-making body be established .. a. Composition (1) 50% Students -- 50% Faculty and Administration (a) 1/4 of the ~~tudents will be designated by SASS. (b) the student Council preaident ex-officio. (c) the remainder of students to be chosen immediately in a general election of the student body. (d) the President of the College ex-officio (e) the remainder of the faculty and administration to be chosen immediately in whatever way they wish. (t) 40% Students 40% Faculty 1/3 Faculty 20% Administration 1/3 Administra ti on (3) 1/3 Students �b. Responsibilities (1) To bring ~ to an end the present crisis by devising the meanB of implementing SASS demands. (2) (a) To provide for a constitutional convention. (b) To act a~ a constitutional convention. III. The students believe tha it the injustice of barring student observers from i'aculty meetings has become particularly obvious in the recent crisif3. We feel that this faculty action violates the stated desire to increase student-faculty communication on the issues. We therefore protest the faculty's decision in favor of closed meetings. �j~GENDA, page 2 IV. That all money won by the CollegE;; Bowl Team b e-; dona ted to a Black Studbnt Scholarship Fund. V" lil e Und 6 r~{ tand.. a~~ thE; ViC8-PrE::~, id.ent ,of ,SASS» haB , ~J tat6d, that SASS now r(;pr G ~H:;nt~l the intGr6st~~ of all member8 ,,: C?f the black SwarthmorG communi ty; and we al~l o UndE:r~l tand that b1acl{ members of ~~aid community who arb notmembeT8 of SASS may vote on i~lt;,ues concerning the ir int e r6t ~ t~;.. In order to iht,Ure that in thE;; future all black ffib mbc rt:l of the Swarthm()re Communi ty are r6pre sented in thE-; d E; ci~:li on-making 1IOprpC(:HH:,6f1, ltl6 a~~ k SASS eithE-~ r 1) to 'g uai-an, t 6 6 tha t non-SASS black memb6r~~ of thE:: Swarthmore Communi ti will a1way~~ be allowed to vot(~ on i ti ~iUef: concerning the ir inte re s t s , or 2) to allow u~~ to Bubf;ti tut E-~ the .t Grm Iib1ack memb6r~j of the Swa rthmore Communi ty" for the; t e rm II SASS" in the propo~la1n that WE:: pa~~ ~ l -- t; inc E(. . today W:G und6rBtand th€:H;e t e rms to be f:l ynonomou~:l .. PLEA SE BRING THE PROC EDURE SHEET (p. J of Sunday ni g ht I t ; Ag enda) TO THE PLENARY SESSION THIS MORNING -- W ALSO SUGGEST Tffi\ T YOU STUDY E THE PROCEDURES BEFDRETHE MEETING BEGINS SO THAT 1;JE MAY CUT DOl,m ON THE NUMBER OF PROCEDURAL QUESTIONS. " � ~', : . AGENDA for January 13 Plenary Mee ting I. Remaining SASS Demands A. 2. a. That the Ad Hoc "Black Admlssion~ 1 Committee have the final power to hire a Black Assistant Dean of Admissions and decide on policy ma 1tters. This committee should be ·given policy-making power because at thi~~ time this iathe only way in which it is possible to assure a Black perspective on the admissions problem. B. Tha t :no.... di~lCiplinary action be taken by the faculty or adminis. tration concerning anyone connected with the SASS action in occupying the Admissions Office. II. PropO~lals on Student Week and Interim Senate A. Student Week 1. Tha t the faculty a.pprove at the. conclusion of the admi~H3ions crisis a student week to be held before the end of February to be directed at changing the decision-making %process of the College. That the $tudent Counci~ be dir~cted to work with the faculty to organize a body to determinethestructure of this Student Week. 2. A. That the faculty commit itself before Student Week to a student-faculty governing body. B. That the faculty commit itself before Student Week to a restructuring of the decision-making prOCe~HJ of the College. B. Interim Senate 1. That plenary ~le~Hlion today consider Student-Faculty Senate . proposal~~ for an interim Resolve : tPlat a: tempurary decision-making body be established .. a. Composition (1) 50% Students -- 50% Faculty and Administration (a) 1/4 of the ~~tudents will be designated by SASS. (b) the student Council preaident ex-officio. (c) the remainder of students to be chosen immediately in a general election of the student body. (d) the President of the College ex-officio (e) the remainder of the faculty and administration to be chosen immediately in whatever way they wish. (t) 40% Students 40% Faculty 1/3 Faculty 20% Administration 1/3 Administra ti on (3) 1/3 Students �b. Responsibilities (1) To bring ~ to an end the present crisis by devising the meanB of implementing SASS demands. (2) (a) To provide for a constitutional convention. (b) To act a~ a constitutional convention. III. The students believe tha it the injustice of barring student observers from i'aculty meetings has become particularly obvious in the recent crisif3. We feel that this faculty action violates the stated desire to increase student-faculty communication on the issues. We therefore protest the faculty's decision in favor of closed meetings. �j~GENDA, page 2 IV. That all money won by the CollegE;; Bowl Team b e-; dona ted to a Black Studbnt Scholarship Fund. V" lil e Und 6 r~{ tand.. a~~ thE; ViC8-PrE::~, id.ent ,of ,SASS» haB , ~J tat6d, that SASS now r(;pr G ~H:;nt~l the intGr6st~~ of all member8 ,,: C?f the black SwarthmorG communi ty; and we al~l o UndE:r~l tand that b1acl{ members of ~~aid community who arb notmembeT8 of SASS may vote on i~lt;,ues concerning the ir int e r6t ~ t~;.. In order to iht,Ure that in thE;; future all black ffib mbc rt:l of the Swarthm()re Communi ty are r6pre sented in thE-; d E; ci~:li on-making 1IOprpC(:HH:,6f1, ltl6 a~~ k SASS eithE-~ r 1) to 'g uai-an, t 6 6 tha t non-SASS black memb6r~~ of thE:: Swarthmore Communi ti will a1way~~ be allowed to vot(~ on i ti ~iUef: concerning the ir inte re s t s , or 2) to allow u~~ to Bubf;ti tut E-~ the .t Grm Iib1ack memb6r~j of the Swa rthmore Communi ty" for the; t e rm II SASS" in the propo~la1n that WE:: pa~~ ~ l -- t; inc E(. . today W:G und6rBtand th€:H;e t e rms to be f:l ynonomou~:l .. PLEA SE BRING THE PROC EDURE SHEET (p. J of Sunday ni g ht I t ; Ag enda) TO THE PLENARY SESSION THIS MORNING -- W ALSO SUGGEST Tffi\ T YOU STUDY E THE PROCEDURES BEFDRETHE MEETING BEGINS SO THAT 1;JE MAY CUT DOl,m ON THE NUMBER OF PROCEDURAL QUESTIONS. " � 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Agenda for January 13 Plenary Meeting Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [Student Council] Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Student Body Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ae1d1dcda2527ebdc3c1a903d158e251.jpg 4b3f91cf7620824cb90369df8128192f 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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. 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 AHBAC Recommends Summer Studies, Revised Criteria for Black Admissions Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1970 Format The file format, physical medium, or dimensions of the resource jpg Aundrea White (Kelley) Black admissions Delmar Thompson Don Mizell post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/165d94a9e26fe197ea18cbd2bdac909a.jpg 878b258eee9429ddbaae93a4f1df78ff 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 Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 An Open Letter to the Swarthmore Community Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource Michael Fields Date A point or period of time associated with an event in the lifecycle of the resource 11/13/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Michael Fields SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/610e00a42105585ba09b28eab1f14843.pdf f2ee9c834f5e89d17840602342f03f90 PDF Text Text An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 An Open Letter to the Swarthmore Faculty Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Frederic Pryor Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d98459576b1d0513b8eed9df9e0eea15.pdf d2e6bf075fe1bd6a2d7349e2026066fa PDF Text Text ~-/'i(;J ," Announcement of Program in Black Studies Swarthmore College Beginning in the fall of 1969 students who have been accepted as majors in certain departments may also concentrate in Black Studies. Students 'tvl.shing to concentrate in this area must see Professor Pierson of the Economics department before Registration Day, 1 1ay 19. He will be assisted in advising students by Don M izell. This announcement describes the concentration in its present form and possible future structure. General Description The purpose of the concentration is to give students the opportunity to develop a deeper and broader understanding of the experiences, culture and goals of black people, especially those in Africa and the Americas. In keeping with this purpose the program is designed to help students use this understanding, within the framework of Swartrunore's high academic standards, to deal with actual racial problems in this country and abroad. Such an understanding may be gained not only through courses offered in the traditional manner of lectures and seminars, but also through individual reading and through participation in the experiences of the black community outside of Swarthmore. Accordingly, students in this concentration will be given considerably more flexibility than in the more traditional disciplines. Course offerings and field work openings vall vary frequently. Faculty appointments will rotate often and course content and presentation will change. It will therefore be necessary for students to 'tvork very closely with the chairman of th~ concentration program and the chairman of their major department in planning their programs for each semester. In the interest of making a return to the black community for research materials and other resources it contributes to the program, it is understood that information gathered as part of the program will be made available to the forum for such material in Philadelphia as well as to other outside groups. Students concentrating in Black Studies who want an exception from the general regulations specified below should address their requests to the chairman of the program. �2. S£eci:ic Features " Students majoring in any subject bearing on Black Studies will be perm~tted ,to concentrate in this area as an aspect of the work in their ma:jo:f'. .At present, the subjects falling in this category are Art History, EConomics, English, History, l1usic t Political Science, and Sociology-Anthropology. However, it is highly possible that students seeking careers in such fields as urban planning through an engineering major or in health planning or research in diseases co~~on to black people through a biology major will seek a Black Studies concentration through their ~espective _ departments. 5 semester courses in the program as well as fulfill the requirements of his major. The courses selected should accord with the following pattern of distribution: To concentrate in Black Studies, a student must take at least (1) All students in the concentration must take either a basic course in black history or in black consciousness, or both. It is recommended that students in the program seek to study some area which explains the values and philosophies of the black movement; attendance at programs sponsored by SASS for the college is advised. (2) As one of their 5 courses in Black Studies, students must take a course involving work off-campus '-lhich would be directly concerned with black problems, in accordance with criteria recently adopted by the faculty for such vlork in other areas. The 't-lork of students concentrating in Black Studies will be revie't-Ted and evaluated when completed by whatever means. such as a comprehensive or a thesis, considered appropriate by the chain.lan of the progra...'1l. Course Offerings As already noted, courses in Black Studies will vary in particular semesters but the principal offerings which ldll be generally available are listed below (for precise titles and descriptions of courses, see department statements in the Catalogue). Economics Social Economics Economics of the Black Community English Black Literature HistorY Af1 ican History Topics in African Hist~ry Afro-l~erican History Topics in Afro-American History 1 Fall semester Spring semester Spring semester Fall semester Fall semester Spring semester �3. PhiloSQPhy Black Philosophical Thought - .~ Spring- semester Fall semester Spring semester Political Science Politics of Africa Politics of the Urban Ghetto Religion Negro Contributions to Religious Thought ' i ' Black Theology Sociology-Anthropology African Nodernization Race and Ethnic Relations in the United States Fall semester Spring semester Fall semester Spring semester Future Possibilities Careful attention If.Lll have to be given to strengthening the lrork in such areas as black community politics, A fro-American and African m usic and art, Latin-American black societies and AfroA merican literature. Special emphasis will need to be given to developing field \'Jork arrangements vn th various community groups and organizations such as the Independent Urban Educational Program, Heri tage House, ~{ells Springs ECUl'llenical Council, black churches, black social groups and the like. Close liaison .-rill also have to be maintained -Hith other colleges and universities to coordinate offerings, share staff members and promote inter-institutional activities. Similarly, it will be necessary to experiment with different teaching methods such as utilizing black student-course leaders to assist 't-lhite instructors in courses within the concentration. Encouragement .-rill also need to be given students to find field .rork opportunities, including the option of ''lorking wi thin the white COtilmunity as it relates to the black community. � ~-/'i(;J ," Announcement of Program in Black Studies Swarthmore College Beginning in the fall of 1969 students who have been accepted as majors in certain departments may also concentrate in Black Studies. Students 'tvl.shing to concentrate in this area must see Professor Pierson of the Economics department before Registration Day, 1 1ay 19. He will be assisted in advising students by Don M izell. This announcement describes the concentration in its present form and possible future structure. General Description The purpose of the concentration is to give students the opportunity to develop a deeper and broader understanding of the experiences, culture and goals of black people, especially those in Africa and the Americas. In keeping with this purpose the program is designed to help students use this understanding, within the framework of Swartrunore's high academic standards, to deal with actual racial problems in this country and abroad. Such an understanding may be gained not only through courses offered in the traditional manner of lectures and seminars, but also through individual reading and through participation in the experiences of the black community outside of Swarthmore. Accordingly, students in this concentration will be given considerably more flexibility than in the more traditional disciplines. Course offerings and field work openings vall vary frequently. Faculty appointments will rotate often and course content and presentation will change. It will therefore be necessary for students to 'tvork very closely with the chairman of th~ concentration program and the chairman of their major department in planning their programs for each semester. In the interest of making a return to the black community for research materials and other resources it contributes to the program, it is understood that information gathered as part of the program will be made available to the forum for such material in Philadelphia as well as to other outside groups. Students concentrating in Black Studies who want an exception from the general regulations specified below should address their requests to the chairman of the program. �2. S£eci:ic Features " Students majoring in any subject bearing on Black Studies will be perm~tted ,to concentrate in this area as an aspect of the work in their ma:jo:f'. .At present, the subjects falling in this category are Art History, EConomics, English, History, l1usic t Political Science, and Sociology-Anthropology. However, it is highly possible that students seeking careers in such fields as urban planning through an engineering major or in health planning or research in diseases co~~on to black people through a biology major will seek a Black Studies concentration through their ~espective _ departments. 5 semester courses in the program as well as fulfill the requirements of his major. The courses selected should accord with the following pattern of distribution: To concentrate in Black Studies, a student must take at least (1) All students in the concentration must take either a basic course in black history or in black consciousness, or both. It is recommended that students in the program seek to study some area which explains the values and philosophies of the black movement; attendance at programs sponsored by SASS for the college is advised. (2) As one of their 5 courses in Black Studies, students must take a course involving work off-campus '-lhich would be directly concerned with black problems, in accordance with criteria recently adopted by the faculty for such vlork in other areas. The 't-lork of students concentrating in Black Studies will be revie't-Ted and evaluated when completed by whatever means. such as a comprehensive or a thesis, considered appropriate by the chain.lan of the progra...'1l. Course Offerings As already noted, courses in Black Studies will vary in particular semesters but the principal offerings which ldll be generally available are listed below (for precise titles and descriptions of courses, see department statements in the Catalogue). Economics Social Economics Economics of the Black Community English Black Literature HistorY Af1 ican History Topics in African Hist~ry Afro-l~erican History Topics in Afro-American History 1 Fall semester Spring semester Spring semester Fall semester Fall semester Spring semester �3. PhiloSQPhy Black Philosophical Thought - .~ Spring- semester Fall semester Spring semester Political Science Politics of Africa Politics of the Urban Ghetto Religion Negro Contributions to Religious Thought ' i ' Black Theology Sociology-Anthropology African Nodernization Race and Ethnic Relations in the United States Fall semester Spring semester Fall semester Spring semester Future Possibilities Careful attention If.Lll have to be given to strengthening the lrork in such areas as black community politics, A fro-American and African m usic and art, Latin-American black societies and AfroA merican literature. Special emphasis will need to be given to developing field \'Jork arrangements vn th various community groups and organizations such as the Independent Urban Educational Program, Heri tage House, ~{ells Springs ECUl'llenical Council, black churches, black social groups and the like. Close liaison .-rill also have to be maintained -Hith other colleges and universities to coordinate offerings, share staff members and promote inter-institutional activities. Similarly, it will be necessary to experiment with different teaching methods such as utilizing black student-course leaders to assist 't-lhite instructors in courses within the concentration. Encouragement .-rill also need to be given students to find field .rork opportunities, including the option of ''lorking wi thin the white COtilmunity as it relates to the black community. � 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Announcement of Program in Black Studies Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 05/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/42ea7c2c74ea6cebe45ebdfecbf5e029.jpg a218b5876ae402bbbdf73038f8b39913 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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. 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 Announcement SASS Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/25/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a65b973ffda21261ddadee22fe7a0489.jpg b6dc0706533c1907a1c113140c0944eb 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Another Modest Proposal Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Don Mitchell Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1879e05baaa68051d8ef4f0ae3587af8.pdf 354e0a2e9bd7dd33054feb2a83e1278c PDF Text Text Volume 11 January 17, 1969 Number 3 Thei r Basi c Obj ect i ve . . . Communist Ecpnomic Fai lure -Minor Inconvenience?" . . ARe aI Rep 0 r t er' s Rep 0 r t Aping the Hitler Youth Book Revi ew 1 2 4 5 7 THEIR BASIC OBJECTIVE The New Year's report of FBI Director J. Edgar Hoover unfortunately was not given quite the attention itdeserved in certain sections of our communications media -a practice which has become something of a habit in recent years. When such sections of the media do talk about the alarming rise in crime, which comprised a part of the report, it is usually to specula te on what the FBI was doing while the crime rate soared. Such remarks, of course, are specious an d intended not to inform but to cast asperS1ons, since those who make them must be aware that crime control is essent ially a local matter , that the FBI is an investigative agency and not a national police force and that it cannot itself prosecute. However, it would seem that it is Di rec tor Hoover's facts about the growth of subversive forces in America that really upset his critics . His report warned that our internal se curity is increasingly threatened by what he called black se paratists and New �7 more than he likes what he ~ ' saw happen to the New York Times. He has things to say about the latter. In the case of the former, it was evidently his views about our "spoiled generations," the dri ve for" total integration," "licentiousness in literature and personal conduct," and the "neo- soci ali st wei fare state" that particularly annoyed Junior Schlesinger . But most Americans dedicated to the kind of American Republic which Arthur Krock holds dear wi 11 find all thi s, to say nothing of his close as well as long-range overview of a rugged, troubled and stimulating 60 years, unusually informative and provocative reading. - Rosalie Gordon f'~THE HITLER YOUTH Racist AP"\~~ color-blind about mobs. terrorists, white black, all look alike to me. And I'm tired of financing at public expense ... "The tactics of the SFS (San Francisco State College) rabble ape those of the Hitler Youth just before Adolf became chancellor in Germany. There the Brown Shirts took over the streets and made them unsafe for the average citizen; they chanted their hymns of hate and shook their fists at all legally consti tuted authori ty, di ·srupting everything from trade to education in the process. "From the gymnasia and the universities they recruited cadres of students, and some wild-eyed professors, too, who AMERICA'S FUTURE, II'4C" 542 Main St., New Rochelle, N. Y I understand you fill orders for books at regular list price, postage paid. Please moil me copies of the book noted below. My check for $ is enclosed Please bill me 0 O. Book I wont is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ NAME _______________________________________ Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Dote _ _ _ _ __ �found this involvement far more intriguing than th e irre l e vant . academic course. They wanted to make history, no t study it ... And finally, through terror and blackmail - and. th e indecision of von Hindenbu rg i n dealing with the anarchists - they took over . And in the gl orious Third Reich, the onceintellectual German schools made required reading of Mein Kampf instead of the classics, and taught hi story as Hi tler saw it ... And everybody lived happily ever after, except , of course, those the Nazis slew ... . " - Morri e Ryskind in his sy ndi cated column ;:. ~ OCA I""l 00\. >~- =r -,.. ill: .., "" '" "". ,.. ,., '" r> z '-" ~ '" • 0 ::0 ;1: -""\ i ·, VI -t N f"1~". c:: % :0 ~ . 0 -':)OtD :x: ,.., - z z· rr- r- C/)f"1tD <(I)f"1 --t-t '" '" c:: "" z ...., -< 0 00 0 >.,.. Z'" f"1 IO:X::U "':E 1\)-< 0 ~ Z ::tJ:::J 3 en :il~:."'O. :;r"3z:'cg !!.~o-en a-t O~ zd' c - . 0'" z~ ;0-. :< . C!II~ 0 ,. CO) ~ � Volume 11 January 17, 1969 Number 3 Thei r Basi c Obj ect i ve . . . Communist Ecpnomic Fai lure -Minor Inconvenience?" . . ARe aI Rep 0 r t er' s Rep 0 r t Aping the Hitler Youth Book Revi ew 1 2 4 5 7 THEIR BASIC OBJECTIVE The New Year's report of FBI Director J. Edgar Hoover unfortunately was not given quite the attention itdeserved in certain sections of our communications media -a practice which has become something of a habit in recent years. When such sections of the media do talk about the alarming rise in crime, which comprised a part of the report, it is usually to specula te on what the FBI was doing while the crime rate soared. Such remarks, of course, are specious an d intended not to inform but to cast asperS1ons, since those who make them must be aware that crime control is essent ially a local matter , that the FBI is an investigative agency and not a national police force and that it cannot itself prosecute. However, it would seem that it is Di rec tor Hoover's facts about the growth of subversive forces in America that really upset his critics . His report warned that our internal se curity is increasingly threatened by what he called black se paratists and New �7 more than he likes what he ~ ' saw happen to the New York Times. He has things to say about the latter. In the case of the former, it was evidently his views about our "spoiled generations," the dri ve for" total integration," "licentiousness in literature and personal conduct," and the "neo- soci ali st wei fare state" that particularly annoyed Junior Schlesinger . But most Americans dedicated to the kind of American Republic which Arthur Krock holds dear wi 11 find all thi s, to say nothing of his close as well as long-range overview of a rugged, troubled and stimulating 60 years, unusually informative and provocative reading. - Rosalie Gordon f'~THE HITLER YOUTH Racist AP"\~~ color-blind about mobs. terrorists, white black, all look alike to me. And I'm tired of financing at public expense ... "The tactics of the SFS (San Francisco State College) rabble ape those of the Hitler Youth just before Adolf became chancellor in Germany. There the Brown Shirts took over the streets and made them unsafe for the average citizen; they chanted their hymns of hate and shook their fists at all legally consti tuted authori ty, di ·srupting everything from trade to education in the process. "From the gymnasia and the universities they recruited cadres of students, and some wild-eyed professors, too, who AMERICA'S FUTURE, II'4C" 542 Main St., New Rochelle, N. Y I understand you fill orders for books at regular list price, postage paid. Please moil me copies of the book noted below. My check for $ is enclosed Please bill me 0 O. Book I wont is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ NAME _______________________________________ Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Dote _ _ _ _ __ �found this involvement far more intriguing than th e irre l e vant . academic course. They wanted to make history, no t study it ... And finally, through terror and blackmail - and. th e indecision of von Hindenbu rg i n dealing with the anarchists - they took over . And in the gl orious Third Reich, the onceintellectual German schools made required reading of Mein Kampf instead of the classics, and taught hi story as Hi tler saw it ... And everybody lived happily ever after, except , of course, those the Nazis slew ... . " - Morri e Ryskind in his sy ndi cated column ;:. ~ OCA I""l 00\. >~- =r -,.. ill: .., "" '" "". ,.. ,., '" r> z '-" ~ '" • 0 ::0 ;1: -""\ i ·, VI -t N f"1~". c:: % :0 ~ . 0 -':)OtD :x: ,.., - z z· rr- r- C/)f"1tD <(I)f"1 --t-t '" '" c:: "" z ...., -< 0 00 0 >.,.. Z'" f"1 IO:X::U "':E 1\)-< 0 ~ Z ::tJ:::J 3 en :il~:."'O. :;r"3z:'cg !!.~o-en a-t O~ zd' c - . 0'" z~ ;0-. :< . C!II~ 0 ,. CO) ~ � 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 Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library 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. 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 Aping the Hitler Youth Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Morrie Ryskind Publisher An entity responsible for making the resource available America's Future Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1653746fb11685df22b980e5d563f3eb.jpg c48b436c6c05e6ea3e5acfe20c0d8f5e 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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. 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 Area Students Tutor in Black Ghetto Creator An entity primarily responsible for making the resource Phoenix Abby Rabinovitz Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 11/18/1969 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5aa46f2bbf226bcd27b5dbe698d541c4.jpg 0af7a55a0cab072d034b1cbe3faab070 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 Photos from Black at Swarthmore Description An account of the resource Photos from Black at Swarthmore, a series of pamphlets produced by the College and the Swarthmore African-American Student Society. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arthur Phillpotts Creator An entity primarily responsible for making the resource Black at Swarthmore Date A point or period of time associated with an event in the lifecycle of the resource 1970 Format The file format, physical medium, or dimensions of the resource JPG Arthur Phillpotts http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8816ff62b6f59f53558ffed89b5c3e6b.jpg 0fe82c58988b70f3f8eb715e805f742b 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 Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Aundrea White (Kelley) Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource jpg Aundrea White (Kelley) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a037bfe6c923c99e23f41a369bcc75c4.png 40f0849d75d2c3622477ca521f5c9a22 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c33f2b22ede180892eb36811daddb69c.pdf 32415711f544b3c29eb13802256f5807 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 Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Nora Kerrich Laura Laderman Interviewee The person(s) being interviewed Aundrea White (Kelley) 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 Aundrea White (Kelley) Creator An entity primarily responsible for making the resource Aundrea White (Kelley) Nora Kerrich Laura Laderman Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Aundrea_White_Kelley_interview_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Aundrea_White_Kelley_interview_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Aundrea_White_Kelley_interview_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> Date A point or period of time associated with an event in the lifecycle of the resource 10/31/2014 Aundrea White (Kelley) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b589a000590cbe87da373c98aa885abd.jpg 9ca9c254b6ec3faf121d30b094d485ac http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dff7788d7e728b6d82a3d639da71c8e2.mp3 f8f4392467f8013c57a6b359cc10c70f http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9463e9e60821efdadbb1891c6a8d4426.pdf da913a2425d2db45cf078bc12795a1c1 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 Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Ali Roseberry-Polier John Gagnon Interviewee The person(s) being interviewed Ava Harris Stanley 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 Ava Harris (Stanley) Creator An entity primarily responsible for making the resource Ava Harris Stanley John Gagnon Ali Roseberry-Polier Publisher An entity responsible for making the resource available [n.p.] Date A point or period of time associated with an event in the lifecycle of the resource 08/06/2014 Format The file format, physical medium, or dimensions of the resource mp3 1969 sit-in 1970 sit-in Ava Harris (Stanley) Black admissions Black Cultural Center Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield Sam Shepard http://s3.amazonaws.com/sc-lib-ds-bl1969/original/42b6040e9437aed68edcb8179d306270.jpg 9ca9c254b6ec3faf121d30b094d485ac 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 Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ava Harris (Stanley) Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource jpg Ava Harris (Stanley)