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Curator
THE WHITE HOUSE
WASHINGTON
September 8, 1993
MEMORANDUM
TO: ROY NEEL, DEPUTY CHIEF OF STAFF
FROM: REX W. SCOUTEN, CURATOR
SUBJECT: Clinton Video Update -
"Within These Walls
A Visit to the White House"
I have been informed by Mrs. Clinton that the President wishes to
be filmed for his appearance in the subject video. At the same
time he wishes to have the Oval Office filmed so that viewers
will have an opportunity to see the "Clinton Oval Office"
furnishings.
WQED in Pittsburgh, who has filmed Mrs. Clinton for her
appearance would like at least three days notice to prepare for
their visit to Washington.
Approximately ninety minutes of set-up time will be required for
the President's filming and ninety minutes of preparation time
for the Oval Office portion as well. Actual filming can be
accomplished in ten or fifteen minutes for each segment.
Thank you.
CC: Margaret Williams
Dawn Friedkin
Capricia Marshall
HRC
THE WHITE HOUSE
WASHINGTON
May 27, 1993
MEMORANDUM
TO: MARGARET A. WILLIAMS, CHIEF OF STAFF TO THE FIRST LADY
FROM: REX W. SCOUTEN, CURATOR
SUBJECT: 1940 Proposal "A National Health Program"
As Mr. Meyer writes, Senator Wagner's proposal may only have
historical value, however, I would think that members of the
Health Care Task Force would find it interesting.
HOWARD N. MEYER
375 WEST END AVENUE (120)
NEW YORK, N.Y. 10024
(212) 724-3389
20 May 1993
Dear Mr Scouten,
You will recall my gift to the White House
Library last February of a copy of Higginson's Army Life in
a Black Regiment,
Current activity on the Health care reform
issue prompted the recollection of a 1940 (sic) essay that I
helped to write on Senator Wagner's proposal, "A National
Health Program." I have located an extra copy and it is
sent herewith for such use as Ms. Clinton's task force may
have for it.
Although much of the data may not have more
than historic interest, the President and Ms Clinton will find
a wry poignance in the last sentence of the epigraph. Also
the sources cited in the footnotes will certainly be of some
interest. (The writer does not claim any present expertise,
save as a client and beneficiary of Medicare.)
[If there is ever time to address such matters:]
Back in 1988, Senator Mikulski responded to a
presentation made by a constituent and proposed a commemorative
stampt for Col. Higginson. This was endorsed by Rep. Joseph
Kennedy, who now represents the District where Col. Higginson
lived for most of the 19th Century. As things were in 1988,
this could not "fly." Maybe it can now.
With every good wish to the present occupants
of the White House for whom the writer maintains the interest
and support expressed during the campaign, with hope for their
success on the important domestic matters now current.
Have Sincerely Howard N Meyer & Mars
Rex W Scouten
White House Curator.
INTERNATIONAL JURIDICAL ASSOCIATION
MONTHLY BULLETIN
Vol. 8, No. 7
JANUARY, 1940
357
Price $2 a year
A NATIONAL HEALTH PROGRAM
RECENT ITEMS OF INTEREST
"Across the Atlantic and the Pacific millions of our
LABOR RELATIONS ACTS
fellow men are being offered up as sacrifices to the
N.L.R.A. and Intra-Umion Disputes. Superior Court
gods of war. That sanguinary spectacle we cannot
Judge John Beardsley of Los Angeles, California, recently
wholly dismiss from our thoughts and our daily con-
held that union members' rights-under the National Labor
tacts. But we can and should reject its brutalizing in
Relations Act may not be impaired by union rule's which
fluence. By the adoption of a national health program
discriminate unfairly between different classes of mem-
now let us demonstrate to all the world that America
bers. Plaintiff sued as a Class B member of the Screen
places human resources first among the assets of an
Actors Guild to have discriminatory by-laws of the union
enlightened civilization."
set aside. Under these by-laws the membership of the Guild'
From Speech of. Robert F. Wagner, N.B.C.
was divided into Classes "A" and "B". Class A members
October 23, 1939.
were high-salaried screen actors² of which there were 1,200;
Class B members included extras, of which there were 6,700.
The opening of the 1940 session of Cogress focuses at-
tention on the entrance into the legislative arena of two
Although Class B members were in a majority and con-
conflicts stimulated by the changed world situation of the
tributed as a class an equal amount in dues with the Class
past few months. The temporary advantage is with those
A members, they had practically no voice or voting rights
contending first that measures of social security must be
in union affairs. The Guild is incorporated under the laws
sacrificed in favor of measures of "National defense" and
of California which permit such discriminatory classifica-
second that a democracy can take undemocratic measures
tions of membership.
in the interests of such defense. Their views seem to have
In overruling a demurrer to the bill, Judge Beardsley
found expression in the recent statement indicating that the
stated that the effect of the by-laws in question was to deny
Administration had withdrawn its support from the Wagner
Class B members the right to organize and bargain col-
health bill,2 thereby reducing considerably the bill's chances
lectively guaranteed by the National Labor Relations Act,
of enactment at this session of Congress.³
which, by virtue of its constitutionality, is the supreme law
of the land within the scope of its application. The Judge
For a considerable period of time, unofficial groups and
answered the argument "that a dissatisfied member may
official agencies have been engaged in studying both the
drop out" by saying:
health needs of the nation, and the adequacy of present
technical resources and facilities to meet those needs. Their
"That is generally, if not always, true in labor organiza-
various reports have agreed substantially on the extent of
tions. But in an industry which is 95 per cent closed shop, the
[consolation] afforded by that privilege is dubious: One may
the needs, and not only the insufficient extent of our tech-
assume that freedom in America embraces freedom to go on
nical resources to meet these needs but also the poor organ-
relief, or to starve. Fortunately, in our democracy, freedom
also includes the right to fight for one's rights."³
ization of these resources. The conclusion was inescapable
that solution of the problem was beyond the capacities not
Subsequent to Judge Beardsley's decision, Judge Emmet
only of the professions directly concerned (even if they
H. Wilson denied an application for a preliminary injunc-
had desired to bring about a solution) but also the inter-
tion⁴ on the ground that the case could be tried on its
ested voluntary social and philanthropic agencies, and that
merits before another union election.⁵
the only hope for effective action lay in a national legisla-
National Board's Interpretation of "Discrimination in
tive program.
Regard to Hire" Rejected by Court. In what may prove
When on February 28, 1939, Senator Robert F. Wagner
to bei a decision of far-reaching importance, the Third
introduced the bill, which if enacted, would have been en-
Circuit Court of Appeals, with Presiding Judge Learned
titled the "National Health Act of 1939," he was not sub-
Hand dissenting, has reversed one of the earliest decisions:
mitting a wholly original creation.⁴ A full understanding of
of the National Labor Relations Board⁶ and has held that
the extent to which the Wagner. bill is calculated to con-
refusal to hire an applicant for employment because of his
tribute toward a healthy America, requires some familiarity
union activities does not constitute an unfair labor prac-
with the evidence collected by the three major studies of
1. Heim V. Screen Actors Guild, Los Angeles Daily Journal,
the problem made in the years since 1926. The first of these
Nov 27, 1939, p. 1.
studies was undertaken by a voluntary group which brought
2. Some of them receiving $5,000.00 a week.
3: Cameron V. International Alliance, 119 N. J. Eq. 577, 183
about the organization of the Committee on Costs of Med-
Atl. 157, cert. denied, 298 U. S. 659, was cited by the court in
(Continued on Page 69)
support of the decision. See 45 Yale L. J. 1494 (1936) for an
analysis of the Cameron case; and Disputes Within Trade Unions,
1. Entire address reprinted in pamphlet form by, and avail-
45 Yale L. J. 1248 (1936) for a full discussion of the subject.
able from, Washington (D.C.) Star.
4. Apparently an injunction against enforcement of the by-
laws was asked.
2. 76th Cong. 1st Sess. S. 1620.
5. Note 1, supra.
3. N. Y. Times, Dec. 23, 1939, at 1.
6. National Casket Co., Inc., 1 N.L.R.B. 963 (decided June
4. S. 1620, 76th Cong., 1st Sess. (1939).
20, 1936) amended April 10, 1939, 12 N.L.R.B. 165.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
TexSconten or 1/22 request
THE WHITE HOUSE
WASHINGTON
May 20, 1993
MEMORANDUM
TO: MARGARET A. WILLIAMS, CHIEF OF STAFF TO THE FIRST LADY
FROM: REX W. SCOUTEN, CURATOR
SUBJECT: The First Ladies - Insert for Mrs. Clinton
Attached is the text for Mrs. Clinton's insert in The First
Ladies White House Historical Association publication.
The author, Margaret Klapthor, has made some minor changes.
Please advise if the revisions are acceptable. If so, only a
photograph is required in order to produce the insert.
X
Let's
Magger
pent June/
wheneel
NATIONAL MUSEUM OF AMERICAN HISTORY
SCIENCE, TECHNOLOGY, AND CULTURE
500- 3rd Sf. S,E
Wash DC: 20003
May 19, 1993
Waar Ms. Williams:
It was pleasure to talk to you the last
week. Here is a what we hope will be
my editor and I have tried to keep all the
fin copy for Mrs. Clinton's brography.
inform atoon you wanted to use. not We sound just
rearranged much like a Campaign a brography and make
is bil so it does to so
I more like the Misl of the book
about the legend for the photograph That should be
when I talked to you I forgot to cash you
and returned to us with the biography. with
her new Corffure. I think I is very becoming
Will checked Mrs. Clinton picture be one of her
The book I mentioned is 9 und Lady. Life of
Lucy Webb Huges by Emily apt year, If was
the Rutherford B. Hayes Library in 1984 I find
published by the Kenl State University Press and
if interesting to see that Mrs Hayer, our furst Garsl
Lody to be a College graduate, and one who shares
as appropriate for her time as Mrs clinton is
many of Mrs. Clinton is spiratual beliefs, was just
for own.
over
Smithsonian Institution Washington, D.C. 20560
If you have any questions please call me
my number is 202-543-3044. as you know
we would like to have this Completed as soon
as possible.
Sincerely
Margaril from Mapthor
Curator Emerites
9 ursl fadies Collection
5th
color
[Rosalynn Carter]
A biographical supplement to the book
THE FIRST LADIES
Published by the WHITE HOUSE HISTORICAL ASSOCIATION
with the cooperation of the NATIONAL GEOGRAPHIC SOCIETY, Washington, D.C.
Copyright © 1978 WHITE HOUSE HISTORICAL ASSOCIATION
PHOTOCOPY
PRESERVATION
THE CARTER ADMINISTRATION
1977.
Rosalynn Smith Carter
1927-
5th
color
their first date, Jimmy Carter was so impressed with Rosalynn Smith that later
that evening he told his mother, Lillian Gordy Carter, "She's the girl I want to marry."
Mrs. Carter must have smiled; for the Smiths and Carters were neighbors and friends,
and Mrs. Carter knew very well the talents and capabilities of the 17-year-old girl
who had won her son's admiration.
Rosalynn Smith was born on August 18, 1927, to Allie Murray Smith and Edgar
Smith in Plains, Georgia. The first of four children, Rosalynn grew up in a small-
town atmosphere where strong family ties were the norm, and dedication to church
and community were expected. It was a good country life for a young girl, and Rosa-
lynn was happy. However, when she was only 13, her father died, and her mother be-
came a dressmaker in her home to supplement her small farm income. Rosalynn
helped with the sewing. The times were difficult, but Rosalynn completed high
school and went on to Georgia Southwestern College. It was after her freshman year
of college in 1945 that Rosalynn first dated midshipman Jimmy Carter, home from the
Naval Academy at Annapolis, Maryland.
Their romance progressed, and after their graduations the following year they
were married. They settled in Norfolk, Virginia, where the young ensign began his
naval career, and Rosalynn Smith Carter started her career as a Navy wife. Assign-
ments kept the couple on the move. All three of their sons were born in different
places: John William in Portsmouth, Virginia; James Earl III in Honolulu, Hawaii; and
Donnel Jeffrey in New London, Connecticut. With Jimmy Carter often away on sea
duty, Mrs. Carter handled all the family matters.
When Jimmy Carter's father died in 1953, the Carters left the service and returned
to Plains to run the family peanut business. Mrs Carter took over the accounts after
her husband opened a fertilizer-and-seed business, and soon she was working full
time. In 1962, Jimmy Carter entered politics. Rosalynn Carter realized she was about
to begin yet another career-helping her husband in politics. In the midst of this
hectic political life, Amy Lynn was born to the Carters in 1967. Basically a quiet per-
son, Rosalynn Carter gradually developed into a skillful public speaker and a strong
campaigper. She doubled the Carter political mileage by campaigning on her own.
During the Presidential campaign, she appeared independently in more than 40
states and in the final week alone traveled approximately 15,000 miles.
In the early months of the Carter Administration, she visited the leaders of seven
Latin American countries as her husband's personal emissary. An active First Lady,
For many years, Rosalynn Carter has taken an active interest in volunteer
Rosalynn Carter still makes public appearances and maintains regular hours in her
work and in helping the emotionally and mentally ill. She serves as
office in the East Wing of the White House, where she devotes much of her time to
Honorary Charperson of the President's Commission on Mental Health.
projects for the mentally ill and the elderly.
PHOTOCOPY
PRESERVATION
BACKANK
PHOTO
PRESERVATION
THE WHITE HOUSE
WASHINGTON
May 19, 1993
MEMORANDUM
TO: FROM: MARGARET REX W. A. SCOUTEN, WILLIAMS, CURATOR CHIEF OF STAFF TO THE FIRST LADY
SUBJECT: Video Update - "Within These Walls A Visit to the
White House"
Attached are suggested scripts for the President and Mrs. Clinton
to be used in updating the White House Historical Association
video.
We would sincerely hope that the President will be filmed in the
Oval Office.
Mrs. Clinton's script covers the Yellow Oval Room and the Truman
balcony. We suggest that Mrs. Clinton be filmed in the Yellow
Oval Room and do a "voice over" for the Truman balcony.
QED Enterprises (WQED Public Television in Pittsburgh) would
require only a few days advance notice to send their crew down to
Washington.
QED has proven to be an outstanding organization to work with and
we could not be more pleased with our relationship or with the
video that they produced.
1:25 ( 85 SELS)
FIRST LADY
First Lady enters
You know it's always so exciting to walk
Lincoln Bedroom
into this room and think about the
historic events that have taken place
within these walls.
Welcome to the White House, I'm Barbara
Close-up Mis Busk of picture
Bush.
This is the Lincoln Bedroom and in
President Abraham Lincoln's time it was
his office and cabinet room. From here,
on wall - Lincoln
reading Emancipation
Lincoln followed the course of the Civil
Proclamation
War and it's where he signed the
Emancipation Proclamation that ended
slavery in the United States.
First Lady
To visit the White House is to visit the
past -- to glimpse the lives and times
of the American Presidency. And since
our nation's beginning, the White House
has been the stage for many of our most
historic events.
But this is also the people's house
which thousands of Americans visit every
2
day. The President and I welcome many
visitors to the White House, including
heads of state, public officials, family
and friends.
George and I use the rooms you will see
nearly every day. We enjoy sharing this
wonderful home, it's great beauty and
sense of history in every room. George
and I feel privileged to be among those
who have called the White House home.
This house is truly a living museum
where history is made every day. Again,
welcome to the White House and I really
hope you enjoy your visit.
3
WITHIN THESE WALLS
CLOSING MESSAGE FROM PRESIDENT CLINTON FROM OVAL OFFICE
This office
and this house
symbolize both the strength and
the flexibility of our great nation. Through all the
changes
all the challenges
all the ongoing ebb and flow of
events
both the White House and the United States have endured.
Working in the Oval Office fills me with pride and humility each
and every day. Just as this is the people's house, so too is
this the people's office. I am here not just to lead but also to
serve, not just to talk but also to listen, not just to be a part
of history but also to learn from it.
And there is so much history within these walls, so much to learn
from. As your President, and as temporary resident of this
house, I am learning every day from the history that has
preceded me here.
I hope you've learned some of it in the last half-hour, and that
you appreciate it as much as I do. Because this is truly YOUR
history, YOUR nation, YOUR house.
The White House stands as a testament to freedom and democracy.
Long after I am gone, it will still be here as a simple yet
eloquent symbol of America.
Transition to Oval
Overlooking the Rose Garden from the West
Office
Wing, is that place where some of the
Pan to desk in Oval
Office
greatest concerns of the American people have
been addressed. Perhaps the most recognizable
room in the White House, it is of course, the
President's Oval Office.
Still photos of various
Presidents at work at
Oval Office desk
And so it continues, today tomorrow in years
to come. The torch is passed and another
president works to carry out the challenges of
his office.
ending with photo of
President Bush.
72
5025
PRESIDENT: (voice-over):
When I'm sitting in the Oval Office, I am filled
with pride, reverence and respect. Pride in
1:12
who we are as people. reverence for what we
stand for as a nation respect for those who
have served here before.
President in White
PRESIDENT (on-camera):
House Library (set)
Here at 1600 Pennsylvania Avenue, many
changes have taken place in the last two
26
centuries, some large, some small. Some
expected, some unimaginable. But through the
many remodelings and alterations, the basic
integrity of the White House has remained
untouched.
In a message to Congress concerning his 1902
renovation, Theodore Roosevelt wrote of his
desire to keep alive our sense of continuity
with the nation's past.
It's in that spirit that Barbara and I want this
to be an open house for all Americans. For this
house really belongs to all of us.
The beauty of the White House lies in its
simple elegance. Its importance comes, not
from its occupants but from its owners -- the
American people. As a symbol of democracy and
freedom in our country, the White House truly
is America's House.
CLOSING CREDITS
MUSIC UP FULL
over exterior
nighttime aerial
27
MAY 19 '93 10:24 QED PITTSBURGH
P.2/3
WITHIN THESE WALLS
OPENING MESSAGE FROM FIRST LADY HILARY RODHAM CLINTON FROM THE
YELLOW OVAL ROOM
Welcome to the White House. I'm Hillary Rodham Clinton. Right
now I'm in the Yellow Oval Room, which is on the Second third floor of
the White House adjacent to the family living quarters.
Extending off this room is the Truman Balcony, ore of my favorite
places in the White House because of the gorgeous view from here.
The addition of this balcony was actually quite controversial
when it was proposed by President Harry S. Truman, but that's
just one of the many fascinating stories that have unfolded over
more than 200 years within these walls.
The Yellow Oval Room is used primarily for private entertaining
and for receiving foreign visitors before state functions. But
back in 1941, President Franklin Delano Roosevelt: used it as
his study, and it was right here that he first received the news
about the bombing of Pearl Harbor.
The history in every room of this great house inspires me daily.
Learning all about what and who have preceded us here challenges
the President and me to contribute our share to the ongoing
growth and development of the United States.
MAY 19 '93 10:24 QED PITTSBURGH
P.3/3
The White House has changed right along with our nation, as
you'll see in your visit today. As temporary guardians of the
White House, we are deeply committed to preserving the proud
heritage of this building and this nation.
I am privileged to welcome you to the White House, and I trust
that your visit will fill you with the same sense of history and
responsibility that the President and I feel every day.
curator
THE WHITE HOUSE
Elouten
WASHINGTON
HRC
May 18, 1993
Dear Dr. Smith:
We are grateful for the support of the District of Columbia
Public Schools. We believe that the White House 200th
anniversary program will enhance the understanding and
appreciation of the White House and of the role it has played in
our nation's history.
One essential element of the program has been the active
participation and the encouragement so generously given by the
school principals. To allow us to express our appreciation, the
President and Mrs. Clinton have graciously approved our request
to have the school principals visit the White House for a tour on
Tuesday, May 25th at 3:00pm. We sincerely hope that everyone
will be able to attend.
Thank you again for your personal interest and you have my
very best wishes,
Sincerely,
Rex W. Scouten
Curator
Dr. Franklin Smith
Superintendent
District of Columbia Public Schools
415 12th Street, N.W.
Washington, D.C. 20004
THE WHITE HOUSE
WASHINGTON
May 10, 1993
MEMORANDUM
TO: MARGARET A. WILLIAMS, CHIEF OF STAFF TO THE FIRST LADY
FROM: REX W. SCOUTEN, CURATOR
The American Architectural Foundation, in cooperation with the
White House Historical Association, have involved the District of
Columbia Public Schools in a program to commemorate the 200th
anniversary of the White House cornerstone laying ceremony.
This program is currently being presented in each 3rd and 8th
grade social studies curriculum. A teacher training session for
forty-eight D.C. teachers was held in January for the core
teachers participating in the project. The session concluded
with a tour of the White House.
At the training session, a White House 200th Anniversary
Teacher's Resource Kit was introduced. The kit provides
activities for integrating projects that connect math, science,
history, language, and literature through the study of the White
House.
The attached sheet describes the contents of the Teacher's
Resource Kit.
I have made arrangements to have the principals of the District
of Columbia Public Schools in for a tour of the White House on
Tuesday, May 25th at 3:00pm. This visit will provide an
opportunity to thank the principals, for without their guidance
and support, the program could not be in the school system.
Secondly, I will take this opportunity to present each principal
with a White House 200th Anniversary Teacher's Resource Kit.
This kit will remain with the principal's office to be made
available to all teachers in the future.
Would it be possible for Mrs. Clinton to extend a greeting to the
approximately 110 District of Columbia Public School principals
sometime during their visit on Tuesday, May 25th?
Thank you for your consideration.
WHICH PRESIDENTS
KEPT COWS ON
THE WHITE
HOUSE LAWN?
WHICH PRESIDENT HAD
AN EXTRA-LARGE BATH-
TUB INSTALLED IN THE
WHITE HOUSE?
The
WHICH FIRST LADY
AIRED THE FAMILY
LAUNDRY IN THE
White
EAST ROOM?
House
Is Our
WHICH PRESIDENT'S
CHILD TOOK THE FAMILY
PONY ON THE WHITE
House
HOUSE ELEVATOR?
This fabulo usbirthday card S1. provided
WHY DID ONE PRESIDENT
to educators by:
HAVE THE WHITE HOUSE
The American Architectural
SWIMMING POOL FILLED IN
Foundation
(AND HIS SUCCESSOR HAVE
ANOTHER POOL DUG)?
The American Institute of Architects
White House Historical Association
and is made.possible By the
following sponsors;
Autodesk, Inc., Creative Classroom,
MBNA America and McGraw-Hill,
GET EBRADY THE TO
WHITE 199USE 1992!
WHAT FAMOUS GENERAL
VISITED THE WHITE HOUSE
WITH HIS PET
ALLIGATOR?
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
Filexcorden
Schomburg Center for
Lasz
Research in Black Culture
The New York Public Library 510 Malcolm X Doulevard New York, NY 10037 1801 212/491-2200 Fax 491-8760
FAX TRANSMISSION
FAX #: (212) 491-6760
DATE:
MAY 3,1993
TO:
MAGGIE WILLIAMS
OFFICE of THE FIRST LADY
HILARY CLINTON
Fax No. (202)456-7805
FROM:
HAROLD ANDERSON
SCHOMBARF CENTER
Telephone No. (212) 491-2259
COMMENTS: A5 REQUESTED, HERE 15
A BRIOF DESCRIPTION of
THE SCHOMBURG CENTER
AND A B10 on HOWARD DODSON
TOTAL NUMBER OF PAGES (INCLUDING COVER SHEET): 3
MAY 03'92 12:45 No.001 P.01
: CI
Schomburg Center for
Research in Black Culture
The New York Public Library 515 Malcolm X Boulevard New York. NY 10037-1601 212/481-2200 Fax 212/491-6760
HOWARD DODSON
BIOGRAPHICAL SKETCH
Howard Dodson is a specialist in African-American history and 1 noted lecturer,
educator and consultant. From Chester, PA, he has studied at West Chester State College,
Villanova University, the University of California at Los Angeles, and the University of
California at Berkeley where he is currently a Ph.D. candidate in the Department of History.
In 1987 he was awarded an Honorary Doctorate of Humane Letters by Widener University.
Mr. Dodson became Chief of the Schomburg Center for Research in Black Culture,
The New York Public Library, in September of 1984, assuming responsibility and authority
for the Center's library operations, budget, personnel, development and activities.
From 1979-82, he was a consultant in the Office of the Chairman of the National
Endowment for the Humanities in Washington, D.C. He served in a number of capacities
from 1970-79 at the Institute of the Black world in Atlanta, GA, including a tenure as
Executive Director from 1974-79. Before joining the staff of the Institute, Mr. Dodson
served as a Peace Corps volunteer in Feuador, South America (1964-66) and national Peace
Corps office staff member (1966-69), including the positions of Deputy Director of
Recruiting, and Director of Minority and Specialized Recruiting. He has also taught at
California State College at Haywood, Emory University, Shaw University, and Columbia
University. Mr. Dodson has served as 3 consultant for such diverse groups as the Genrgia
Association of Black Elected Officials; Congressional Black Caucus; National Council of
Churches; Martin Luther King, Jr. Center for Social Change; National Association for Equal
Opportunity in Higher Education; National Urban Extension Association: World Council of
Churches: the City of Atlanta; Atlanta University: the Library of Congress; Smithsonian
Institution; United States Department of Education; African American Museums Association;
DuSable Museum; and New York State Black and Puerto Rican Legislative Caucus.
Mr. Dodson is also a member of the Council of Overseers of Eugene Lang College at
the New School for Social Research; the New York City Partnership and One Hundred Black
Men.
Under Mr. Dodson's leadership, the Schomburg Center has taken steps to secure its
position 3$ the leading repository for the study of black history and culture, including the
completion of a $13.2 million capital campaign and the development of an $8.8 million
construction and renovation project. The Center celebrated 65 years of service with the
grand opening of its expanded complex in the spring of 1991.
P.02 100° °N 112:46
MAY
: II
SCHOMBURG CENTER FOR RESEARCH
IN BLACK CULTURE
The Schomburg Center for Research in Black Culture of The New York Public Library
is generally recognized as one of the leading institutions of its kind in the world. This
Harlem-based modern research library collects, preserves and provides public access
to information and resources essential for documenting the history and cultural
development of peoples of African descent worldwide. A cultural center as well as a
repository, the Schomburg Center also sponsors a wide array of interpretive programs,
including exhibitions, scholarly and public forums and cultural performances. Its
collections number over 5 million items, including over 31/2 million manuscript items,
125,000 books and 300,000 photographs. Rich collections of periodicals, posters, art
objects, films, videotapes, audio recordings and memorabilia are also counted among
these holdings. Resource materials are organized by format into five distinct divisions,
each providing state-of-the-art storage, preservation and access environments for its
unique holdings: General Research and Reference; Manuscripts, Archives and Rare
Books; Photographs and Prints; Moving Image and Recorded Sound; Art and Artifacts.
The new Schomburg Center complex, a 75,000 square foot, three-building facility is
located at I larlem's historic crossroads: 135th Street and Lenox Avenue. In addition to
state of the-art study and storage facilities for the five collection divisions, the facility
also houses a 75-seal theater/auditorium, it 350-seat auditorium, a 30-seat screening
room, an exhibition hall and a gallery. The exhibition and cultural programs held in
these venues interpret the Center's rich and diverse collections by focusing public
attention on issues and themes in the global African experience.
The Center currently sponsors over 50 public programs annually that involve virtually
every segment of the population that has an interest in its resources. They provide
opportunities for community leaders, schoolchildren, senior citizens, scholars, and
artists to meet and engage each other in reflection, discussion and celebration.
For information about Schomburg Center research services and programs and
Schomburg Society membership, call or write:
The Schomburg Center for
Research in Black Culture
515 Malcolm X Boulevard
New York, New York 10037
(212) 491-2200
P.00 100.01 12:46
MAY 03'92
ID
THE WHITE HOUSE
WASHINGTON
April 8, 1993
MEMO
TO: MARGARET A. WILLIAMS, CHIEF STAFF TO THE
FIRST LADY
FROM: REX W. SCOUTEN, CURATOR
For your information:
I am taking Lynda Robb and ten of her friends on a tour of the
White House at 3:00pm on Friday, April 9th.
THE WHITE HOUSE
April 7, 1993
Ms. Eileen H. Bakke
Chairman, Board of Directors
Mustard Seed Foundation
1001 North 19th Street, Suite 1900
Arlington, Virginia 22209
Dear Eileen:
I appreciate your writing and sharing with me the work of the
Mustard Seed Foundation. What a wonderful way to invest in the
lives of students who potentially will make a positive difference in
the lives of others.
Thank you for bringing to my attention your 1993 Harvey
Fellowship recipient, Sonya Merrill, her availability to work with our
Task Force July 15 - September 15, and the Foundation's possible
support for her work during the summer. Her letter, writing and
résumé are impressive, and I have directed them to the Task Force.
I am writing to her in Cambridge as well.
Your concern about my father is gratefully received. Do
continue to remember our family in your prayers during this difficult
experience.
Sincerely yours,
Hillary Dillary Rodham Clinton
We will Contact Sonya- - Hearth for
Griming ber to on attention.
To thea
Send CC of all
this 1 letter to
her to maggic-
I where like to
her M appropriate. contact
are use mozge cuteinew to
MUSTARD SEED FOUNDATION
"How shall we picture the kingdom of God?
It is like a mustard seed Mark 4:30-32
March 22, 1993
BOARD OF DIRECTORS
Tollef A. Bakke
Mrs. Hillary Rodham Clinton
(1912 1990)
Eilcen H. Bakke, Chairman
The White House
Brian Bakke
Dennis W. Bakke
Washington, DC 20500-2000
Raymond J. Bakke
Helen C. Harvey
W. Brantley Harvey
Paul O. Pearson
Margaret H. Thompson
Dear Hillary,
OFFICERS
It truly was a delight to be with you and Tipper at the Cedars
Dennis W. Bakke
luncheon a few weeks ago. Thank you for your dear note. I have
President
been thinking of you with your schedule of travel and work on
Craig E. Nauta
Executive Vice President
health care reform. It is wonderful that Tipper is able to travel
and Secretary
with you so often. Also, I was so sorry to learn of your father's
Paul O. Pearson
Treasurer
stroke. I pray that he is out of pain and regaining strength.
I cannot remember if Dennis and I have ever talked to you about
the Mustard Seed Foundation, a private family foundation which
we established ten years ago. The foundation has recently
started undergraduate and graduate scholarship programs, the
Bakke Scholars and the Harvey Fellows Programs, to assist
academically gifted students who have a strong Christian faith,
who we believe will make significant contributions to society
through their chosen professions.
Sonya Merrill, a Texas native and a 1992 Wellesley graduate,
received a 1993 Harvey Fellowship to pursue her Ph.D. in medical
ethics at Cambridge or Oxford. I have not met Sonya, but through
her resume and scholarship application she impressed me as a
young woman of tremendous talent and depth. When I read her
application I immediately thought of the Presidential health care
reform task force, and I suggested to her that she might be of
some assistance to you this summer.
As she mentions in the enclosed letter, she is available to
work July 15 - September 15. I realize that much of your work
will be completed by then, but imagine that the specifics of the
1001 North 19th Street, Suite 1900
Arlington, VA 22209
(703) 524-5620
MUSTARD SEED FOUNDATION
"How shall we picture the kingdom of God?
It is like a mustard seed... Mark 4:30-32
plan and legislation will still be underway. If you are interested
BOARD OF DIRECTORS
in having her serve as an intern, Mustard Seed Foundation would
Tollef A. Bakke
(1912 1990)
consider giving her a grant to support her work for the summer.
Eileen H. Bakke, Chairman
Brian Bakke
Please have your staff contact me at 703-522-4903, or they
Dennis W. Bakke
Raymond J. Bakke
could contact Sonya at her address in England.
Helen C. Harvey
W. Brantley Harvey
Paul O. Pearson
Margaret H. Thompson
Hillary, I hope you will contact me if I can ever be of
assistance to you in any way. Dennis and I hope to have all of you
over for a cook-out and swim when the weather warms.
OFFICERS
Dennis W. Bakke
President
Craig E. Nauta
Sincerely,
Executive Vice President
and Secretary
Paul O. Pearson
Eileen
Treasurer
Eileen H. Bakke
1001 North 19th Street, Suite 1900 Arlington, VA 22209 (703) 524-5620
Propect
Historic Artierican Building -Nalional Park Service, delineated Crystal Coleman, Isabel Yang, Timothy Buel
DURING THE
HOUSE
BICENTENNIAL
8
*
Learning By Design
TEACHER'S
RESOURCE
KIT
A
Special Teaching Aid Celebrating
200 Years of White House History
Prepared by The American Institute of Architects and The American Architectural Foundation in cooperation with the White House Historical Association.
An Invitation - White House
Training Workshop 1/8/93
This program is made possible by a
grant from the National Endowment for
the Arts
WHITE HOUSE PROJECT TRAINING WORKSHOP
January 8, 1993
8:00 a.m. - 3:30 p.m.
American Institute of Architects
1735 New York Avenue, N.W.
Washington, D.C.
AGENDA
Ms. Gloria J. White, Presiding
8:00-8:30 a.m.
Registration/Continental Breakfast
8:30-9:30 a.m.
Introductions
Ms. Rowreatha Anderson
Welcome
Mr. Norman Koonce
President
The American Architectural Foundation
Dr. Gretchen D. Lofland
Director
CEC/Staff Development Branch/DCPS
Overview of the Project
Mr. Alan Sandler
Senior Director, Educational Programs
The American Architectural Foundation
9:30-10:00 a.m.
Silde Presentation
Mr. William Seale
Author, "The White House: The History
of an American Idea"
10:00-11:00 a.m. WORKSHOP ACTIVITIES
Elementary Schools
Ms. Carol Leos
Ms. Zandra Neal
Junior/Senior High Schools
Mr. William C. Bueneman
Ms. Sharon Purcell
11:00-11:15 a.m.
BREAK
11:15-12:15 p.m. WORKSHOP ACTIVITIES - CONTINUED
12:15 p.m.
Prepare for lunch
12:30 p.m.
LUNCH
1:30-3:30 p.m.
WHITE HOUSE TOUR
3:30 p.m.
Au revoir!
WHITE HOUSE PROJECT WORKSHOP COMMITTEE MEMBERS
Mr. Alan Sandler
Senior Director, Educational Programs
The American Architectural Foundation
Mr. Rex Scouten
Curator, White House Historical Association
Ms. Susan Hecht
The American Architectural Foundation
Dr. Gretchen D. Lofland
Director, CEC/Staff Development Branch, DCPS
Ms. Rowreatha Anderson
CEC/Staff Development Branch, DCPS
Mr. William C. Bueneman
Teacher, Terrell, JHS
Mr. William C. Davis
CEC/Staff Development Branch, DCPS
Ms. Carol Leos
Teacher, Hyde ES
Ms. Zandra Neal
Teacher, Shepherd ES
Ms. Sharon Purcell
Teacher, Deal JHS
Ms. Gloria J. White
CEC/Staff Development Branch, DCPS
PLANNING COMMITTEE MEMBERS
Ms. Rowreatha Anderson
CEC/Staff Development Branch, DCPS
Mr. William C. Bueneman
Teacher, Terrell JHS
Mr. William C. Davis
CEC/Staff Development Branch, DCPS
Ms. Amyle Hawkins
Teacher, Scott Montgomery ES
Ms. Rachel Hicks
Distinguished Fellow, AFT
Ms. Helen Hoban
Teacher, Lincoln JHS
Ms. Carol Leos
Teacher, Hyde ES
Ms. Vicki Lubkeman
Teacher, Cleveland ES
Ms. Zandra Neal
Teacher, Shepherd ES
Ms. Sharon Purcell
Teacher, Deal JHS
Ms. Elizabeth Shiro
Teacher, Stevens ES
Ms. Gloria J. White
CEC/Staff Development Branch, DCPS
INSTRUCT
District of Columbia Public Schools
Center for Educational Change
Staff Development Branch
EVALUATION FORM
WORKSHOP TITLE: White House Project Training Workshop
PRESENTERS:
FAIA Staff and DCPS Employees
DATE:
January 8, 1993
Your Position:
School Name:
Please assist us by providing feedback regarding the effectiveness of today's
workshop.
DIRECTIONS: Complete each item below by circling the numerical responses or
writing the response requested.
How helpful has today's workshop training been in helping you to:
Very Helpful Helpful Not Helpful
1. Integrate acquired knowledge and materials
5
4
3
2
1
about the study of White House into your classroom
instruction.
2. Developing ideas for future use in your classroom
54321
program.
3. Identifying strategies for including the White House
5
4
3
2
1
Project in the DCPS curriculum.
If you circled #2 or 3 please give brief explanation
4. The thing I liked best about today's workshop was
5. Please list any suggestions you may have that will be helpful in infusing this
program in the DCPS curriculum.
6. Follow-up I would suggest:
SUGGESTIONS FOR THE WHITE HOUSE UNIT: "Learning by
Design Architect's Resource Kit: A Special Teaching Aid
Celebrating the 200th Anniversary of the White House"
Timelines
According to the eight 3rd and 9th grade teachers who participated in a planning
workshop involving the introduction of this unit into the DCPS curriculum all
participants felt that an effective unit on this information could conceivably take an
entire school year.
Each unit for the course could be 2-3 weeks in teaching time.
Suggested Units for Lesson Plans:
- Floor plans - opaque enlargement of the White House
- Incorporating unit in other subject areas, i.e.:
- Math - measurement of room, grounds, etc. Geometry
- Language Arts - vocabulary development, creative writing,
whole language (public speaking), spelling, parts of
speech (nouns, verbs, adjectives - description of White
House, rooms, etc.)
- Art
- Reading - Book reports; plays; poems; etc.
- Civics
- Science - plants; the Rose Garden; trees, flowers, etc.
- Home Economics
- First Ladies and their contributions
- Individual rooms and their usage
- Architecture:
-reason for present location; original building, renovations,
designs
- Strange facts about the White House
- Staffing of the White House (uses and maintenance)
- Children and pets in the White House
- History of the Presidents and their families in the White House
- Historical events at the White House
- Lafayette Park, Blair House, Old Executive Office Building and other
neighborhood sites and important buildings
- Fashions during the eras of the White House administrations
- Jobs and careers in the White House
- Explain the concept "bicentennial". Make sure students understand that the
White House is 200 years old using this concept.
- Prepare an overhead of the White House. Place a large piece of the rolled
white paper on the blackboard or wall. Have students trace the floor plan of
the White House. Possible uses:
a. Have students outline each room according the color of the room
b. Have students collect pictures from each room and make a large
hallway bulletin board.
C. Have students research each important room in the White House and
its use. Then write a narrative or play about that particular room.
d. Have students draw the furniture in the room and place in it.
e. Have students play a game or scavenger hunt of trying to find different
rooms and what goes on in them.
- Have students research the history of the neighborhood around the
White House. How has it changed over the past 200 years. Have
students present brief plays or role playing of the neighborhood.
a. Students could also draw pictures of the history of the neighborhood
- Have students research a state dinner. Then write short sketches of important
state dinners.
- Have students compare and contrast the different Presidents and how they
have used the White House.
- Research how Presidents have changed the White House to fit the time.
Electricity, gas, energy crisis, wars, etc.
- Research why the building is called the "White House"
- Make up a board game. Have students play a game called the "History of the
the White House".
- Ghosts of the White House. Have students find stories about Ghosts of the
White House. Have each group role play a particular ghost story.
- Have students research the china collection in the White House. Have
students draw the various patterns and then write a short history.
- Have students research the roles of Blacks in the White House (design,
construction, administration, maintenance, other support positions,
entertainment, etc.)
SAMPLE OF A LESSON PLAN
Objective: Given information from selected readings the students will
be able to discuss and describe 5 specific historical events
of the White House.
How:
1. Read - "Children in the White House" and discuss the
selection.
Ask questions - Which child's experience most in-
terested you? What type of experience might you
have if you were a child in the White House?
2. Read selected paragraphs from "The White House 1792-
1992" and discuss:
a.) Thomas Jefferson's role
b.) James Hoban as architect
3. Read "Dolly Madison" and discuss the selection. Ask
questions.
a.) Why was Dolly Madison's deed important for
the White House/American history?
b.) Was Dolly Madison brave, thoughtful, intelligent?
Why? Why not?
c.) What would you have done? What things of
value do you think would have been worth
saving? Why?
Materials Needed: Photographs, pictures, books, tape recorder,
pens, pencils, paper, crayons, drawing paper,
Learning by Design Architect's Resource Kit: A
Special Teaching Aid Celebrating the 200th
Anniversary of the White House.
Independent Student Activities:
1. Write an essay on a topic of interest from one of the
selections read.
2. Prepare a short "talk" of 5 to 15 sentences to be re-
corded on tape (on some aspect of the selections read)
for a later presentation to the class.
Independent Student Activities cont'd.:
3. Draw and color (or paint/collage) a picture or animated
strip to depict a part of any selection read which most
interested you.
4. Think about how your life would be if your mother or
father were President. Write an essay about an ex-
citing event that took place while you were a child in
in the White House.
5. Write a list of at least 20 changes that have taken place
in the White House from 1792 to 1992.
Evaluation Criteria:
1. Given the above independent student activities each student
will perform and complete each assignment with 85%
accuracy in word usage, sentence formation, capitalization,
punctuation, and accuracy of information.
2. Given a 20 sentence multiple choice quiz each student
will complete the quiz with 85% accuracy.
Student Outcomes:
1. The students will become more aware of historical events
that took place in the White House.
2. The students will gain a greater understanding and better
appreciation of the significance of the White House and the
role it plays in government and culture.
3. The students will understand the value of the White House
as a symbol of the presidency and the democratic process
in the United States.
4. The students will further understand the structure and
architectural design of the White House.
FEE 1 '93 13:50
FROM AIA
PAGE. 001
THE AMERICAN ARCHITECTURAL FOUNDATION
AAF FACSIMILE
Date: February 1, 1993
To: Rex Scouten
Office of the Curator
At Fax Number: 456-6255
From: Alan Sandler
The American Architectural Foundation
1735 New York Avenue, NW
Washington, DC 20006
Pages: 3 (Including this cover sheet)
Message: Draft of Proposal for D.C. Principals Workshop.
Let mc know if this works.
Thanks.
Please call 1-202-626-7573 if you should have any questions/problems with this
transmission. The facsimile number for The American Architectural Foundation
is 1-202-626-7420.
1735 New York Avenue, NW
Washington, DC 20006-5292
Telephone 202.626.7500
Facsimile 202.626.7420
FEB 1 93 13:50 FROM AIA
PAGE. 002
February 1, 1993
Rex Scouten
Curator
The White House
Washington, DC 20000
Dear Rex:
As you are aware, The American Architectural Foundation and the American
Institute of Architects have been involving with the District of Columbia Public
Schools in a series of events to commemorate the 200th anniversary of the setting
of the White House cornerstone.
As a demonstration of impact of a public/private partnership that is making a
difference in the lives of high school students, in January 1992, the American
Architcctural Foundation was involving in a pilot program with the District of
Columbia Public Schools through the Pre-Architecture c ass at Spingarn High
School in the "Redesign of the White House." Forty students prepared their
visions of the design for the White House. The students presented their work to a
review panel of award winning architects.
More recently, a special WHITE HOUSE 200th ANNIVERSARY TEACHER'S
RESOURCE KIT has been adopted by the District of Columbia Public Schools for
incorporation in the 3rd and 8th grades social studies curriculum on D.C. History.
The TEACHER'S RESOURCE KIT provides activities for integrating projects that
connect math, science, history, language, and literature through the study of
architecture. Each TEACHER'S RESOURCE KIT includes:
one copy each of:
Within These Walls: A Visit to The White House - a 33 minute video
tour of the mansion
The Living White House - a 152 page, four-color paperback
published by the White House Historical Association
The White House: Explorations In Design a computer disc created
by Autodesk
The White House: The History Of An American Hea - the official
commemorative anniversary book
FEB 1 '93 13:50
FROM AIA
PAGE. 003
February 1, 1993
Rex Scouten
Page 2
and multiple copies (one for each teacher in the school) of:
o The White House Is Our House a large (21" X 59") poster/timeline which
represents the historical, political, social, artistic, and
architectural history of the White House through facts,
drawings, and photos.
A special teacher training workshop for 46 D.C. Public School teachers was held
on January 8, 1993. A special tour of the White House was conducted by the you
as part of this teacher training workshop.
This program has become a very special part of the public school curriculum. The
D.C. Public Schools seeks the further incorporation of the TEACHER'S
RESOURCE KIT into the every school in the system. The D.C. Public School's
Center for Educational Change has requested that one TEACHER'S RESOURCE
KIT be made available for cach of the 180 elementary and secondary school
principals. Ideally the distribution of the TEACHER'S RESOURCE KIT's would
be held in conjunction with a reception and tour of the White House for these
principals.
In addition, the D.C. Schools have requested that special recognition be developed
for the school children who have participated in these 200th Anniversary activities.
I hope that we can continue to work together towards the further dissemination of
these resources into the D.C. Public School System.
Sincerely,
Alan R. Sandler
Senior Director
Education Programs
** TOTAL PAGE. 003 **
Capex
MEMORANDUM
TO:
All Lead Principals
FROM:
Dr. Gretchen D. Lofland
Director
Staff Development Branch
SUBJECT:
Identification of Third and Ninth grade Teachers For the
White House Training Workshop 1/11/93
DATE:
December 16, 1992
A team from the Staff Development Branch and a group of previously identified teachers have
been working with Alan Sandler from the American Architectural Foundation in planning an extremely
creative and exciting workshop that will introduce the "White House Project" to DCPS teachers (see
memo dated October 5, 1992). This project promises to be an educationally stimulating venture. It is
designed to assist teachers in using appropriate and innovative materials to enhance students' ability to
understand and appreciate the history and design of the White House.
We are requesting your assistance in identifying 4 third grade and 3 ninth grade teachers to
participate. The workshop will be held on January 11, 1993 at the American Architectural Foundation at
1735 New York Avenue, N.W. from 8:30 a.m. to 3:30 p.m. A very enjoyable and enlightening day has
been planned for all participants. The day's events will culminate with a private tour of the White House.
Your continued cooperation and support is appreciated. We would like to have these teachers
identified by Tuesday, December 22, 1992, so that they may be notified of their selection prior to
January, 1993.
If you have any questions or concerns please contact Rowreatha Anderson at 724-3680.
"HAVE A JOYOUS AND WONDERFUL CHRISTMAS HOLIDAY"
CC: Dr. Constance R. Clark
Mrs. Bettye Topps
Ms. Sondra Legall
Ms. Edna Pearson
Mrs. Barbara Winston
Mr. Alan Sandler
GOAL:
D.C. History teachers in grades 3 and 9 will be introduced to the White
House as a living museum.
SPECIFIC OBJECTIVES:
1. teachers will be able to identify reasons why the White House should
be included in the D.C. History curriculum.
2. teachers will be able to integrate the study of the White House into all
content areas.
3. teachers will create specific activities relative to the design and
construction of the White House.
LEARNING STATIONS will be identified by a color coded White House rooms
system. Each teacher will be given one of the following rooms of the White House
(Red Room, Blue Room, Green Room, East Room, Oval Office) that corresponds to a
particular activity. Materials, such as construction paper, tagboard, scissors, glue
sticks, magic markers, etc., will be provided for the teachers to construct or complete
the directed activities. Teachers will be divided into groups 5 groups of 4.
HANDS-ON ACTIVITIES will include the following (by group)
- Making a White House Rummy card game
- Constructing a 3 dimensional White House using construction paper and tag
board
- A house of symmetry: How can we establish that the White House is a
symmetrical building.
How many windows does the White House have? How did you get
your answer? What is the quickest way to get your answer?
How many window panels does it have?
How many rectangles, ovals, circles, triangles can you count in the floor
plan of the White House?
Do you see a pattern in the floor plan?
- Construct a puzzle of the White House
WHITE HOUSE PROJECT - TRAINING WORKSHOP
January 11, 1993
8:30 a.m.-3:30 p.m.
American Architectural Foundation
1735 New York Avenue, N.W.
Washington, D.C.
AGENDA
Ms. Gloria White, Presiding
8:00-8:30 a.m.
Registration/Continental Breakfast
8:30-9:30 a.m.
Welcome NORMAN Koonce
Introductions
Overview of Project ALAN SANDLER
9:30-10:30 a.m. WORKSHOP
- Opening activity: List 5 things you know about the
White House (5 minutes)
- Video
- Learning Stations/Hands-on activities
(divided into elementary school groups and middle/high
school groups)
Blue Room
Red Room
Green Room
East Room
Oval Office
10:30 10:45 a.m. Health Break
10:45 - 12:00 p.m. Continuation of Learning Station activities
12:00 - 1:00 p.m. LUNCH
1:00 - 3:00 p.m. White House Tour
3:00 - 3:30 p.m.
"That's a Wrap"! Au revoir!
(XX)
District of Columbia Public Schools
Center for Educational Change
Staff Development Branch
WORKSHOP TITLE:
White House Project Training Workshop
DATE:
January 8, 1993
LOCATION:
American Institute of Architects
1735 New York Avenue, N.W.
Washington; D.C.
GOAL:
D.C. Public School teachers who teach grades three and nine will be
introduced to the White House as a living museum.
SPECIFIC OBJECTIVES:
1. Teachers will be able to identify strategies for including the White
House Project in the DCPS curriculum.
2. Teachers will be able to use acquired knowledge and materials to
integrate the study of the White House into all content areas.
3. Teachers will create specific activities relative to the design and
construction of the White House.
4. Teachers will acquire increased knowledge about and appreciation
for the White House as one of the nation's most important historical
landmarks.
Drane
curator
put
Rex on my call
THE WHITE HOUSE
WASHINGTON
ust
and
June 28, 1994
file
MEMORANDUM
Anns
TO: MARGARET A. WILLIAMS, CHIEF OF STAFF TO THE FIRST LADY
FROM:
SUBJECT: REX White W. SCOUTEN, House Sculpture CURATOR Garden
Enclosed is a draft statement concerning subject project composed
by George Neubert, coordinator for the first exhibition.
I question the practicality of placing several large-scale and
visually compelling works on the outer grounds of the White
House. The pieces, in my opinion, should be located in the
Kennedy Garden.
When we determine the cost of an "exhibition" - to include
transportation, installation, insurance, lighting, brochures,
etc., it may be necessary to lengthen the exhibition period -
five months is not a very long time.
I will keep you informed as the plans for the project develop.
CC: Melanne Verveer
To Rex:
Have we committed to this ? Has theferest Lady
agreed.
University of
Sheldon Memorial Art Gallery
and Sculpture Garden
Nebraska
P.O. Box 880300
Lincoln, NE 68588-0300
Lincoln
(402) 472-2461
June 16, 1994
DRAFT
WHITE HOUSE SCULPTURE EXHIBITION PROJECT
Suggested Project Objectives
To utilize this special opportunity to present American 20th-century
sculpture in a unique public setting.
To showcase a vital aspect of the cultural heritage of American art
museum collections.
To broaden the public awareness of the creative achievements and
contributions of American visual artists.
To demonstrate the positive impacts of 'living' with modern and
contemporary art (art of ones own time).
Exhibition Concept -
The Spirit of American Sculpture: American Art Museum Collections
Four exhibitions of outdoor sculpture by internationally and nationally recognized
20th-century American artists will be installed over a three-year period on the
grounds (Jacqueline Kennedy Garden) of the White House. Each exhibition will
consist of works on loan from American art museum public collections within the
four designated areas of the United States - Northeast, Central, South and West and
will be on display for approximately five months. Each of the four director/curators
will select six to ten works that are appropriate to scale, locale and concept, from
collections in their respective region to be installed in the First Lady's (Jacqueline
Kennedy) Garden.
Also recommended for this project is to be placed several large-scale and visually
compelling works to be prominently located on the outer grounds of the White House.
These sculptures would serve as a focal point to symbolize the objectives of this
exhibition program. These key works would be placed for a longer duration and
could include colorful works by artists such as Alexander Calder, Mark di Suvero,
Ellsworth Kelly, Sol Lewitt, and Claes Oldenburg.
Selection Criteria
The selection of works will consist of 20th-century American sculpture with an
emphasis on living American artists. Because of the nature of the setting and locale,
obviously physical scale and installation logistic issues must be considered in the
selection process. However, diversity of artistic issues, ideas and sculptural concepts
should be encouraged. Suggested thematic criteria could be considered such as:
University of Nebraska-Lincoln University of Nebraska Medical Center University of Nebraska at Omaha University of Nebraska at Kearney
Page 2
human form (Elie Nadelman, Gaston Lachaise, Jacques Lipchitz,
Judith Shea, Joel Shapiro, George Segal, Robert Graham, Jonathan
Borofsky, Alison Saar, John Ahearn, etc.)
color and form/abstraction (Alexander Calder, Mark di Suvero,
Ellsworth Kelly, David Smith, George Rickey, Louise Nevelson,
George Sugarman, Tony Smith, Richard Serra, etc.)
interpreting nature (Michael Heizer, Isamu Noguchi, Robert
Smithson, Martin Puryear, Robert Lobe, Michael Singer, Bryan Hunt
Meg Webster, etc.)
animal imagery (Paul Manship, John Flannagan, Herbert
Haseltine, Deborah Butterfield, Luis Alfonso Jimenez, Jr.,
Jeff Koons, Claes Oldenburg, etc.)
Anticipated Exhibition Schedule
1st Exhibition
October 1, 1994 - March 1, 1995
2nd Exhibition
April 1, 1995 - September 1, 1995
3rd Exhibition
October 1, 1995 - March 1, 1996
4th Exhibition
April 1, 1996 - September 1, 1996
THE WHITE HOUSE
must musk ts to
WASHINGTON
about
June 20, 1994
and
MEMORANDUM
TO: FROM: MARGARET REX W. A. SCOUTEN, WILLIAMS, CURATOR CHIEF LADY
SUBJECT: Sculpture Garden
On Saturday, June 18th, I met with J. Carter Brown and
George Walter Neubert, Director, Sheldon Memorial Art Gallery,
University of Nebraska-Lincoln.
George Neubert, with Carter Brown's concurrence, will select the
sculpture for the initial sculpture exhibition. The Saturday
meeting was the first opportunity for Mr. Neubert to see the
East Garden. The decision was made to light the pieces at least
for the exhibitions during the winter months.
The suggested date for the opening is October 8th.
Diane Rex Talk to
THE WHITE HOUSE
WASHINGTON
June 28, 1994
MEMORANDUM
TO: FROM: MARGARET REX W. A. SCOUTEN, WILLIAMS, CURATOR CHIEF OF STAFF TO THE FIRST LADY
SUBJECT: White House Sculpture Garden
Enclosed is a draft statement concerning subject project composed
by George Neubert, coordinator for the first exhibition.
I question the practicality of placing several large-scale and
visually compelling works on the outer grounds of the White
House. The pieces, in my opinion, should be located in the
Kennedy Garden.
When we determine the cost of an "exhibition" - to include
transportation, installation, insurance, lighting, brochures,
etc., it may be necessary to lengthen the exhibition period -
five months is not a very long time.
I will keep you informed as the plans for the project develop.
CC: Melanne Verveer
massie
me
It
he and 27,
University of
Sheldon Memorial Art Gallery
and Sculpture Garden
Nebraska
P.O. Box 880300
Lincoln, NE 68588-0300
Lincoln
(402) 472-2461
June 16, 1994
DRAFT
WHITE HOUSE SCULPTURE EXHIBITION PROJECT
Suggested Project Objectives
To utilize this special opportunity to present American 20th-century
sculpture in a unique public setting.
To showcase a vital aspect of the cultural heritage of American art
museum collections.
To broaden the public awareness of the creative achievements and
contributions of American visual artists.
To demonstrate the positive impacts of 'living' with modern and
contemporary art (art of ones own time).
Exhibition Concept -
The Spirit of American Sculpture: American Art Museum Collections
Four exhibitions of outdoor sculpture by internationally and nationally recognized
20th-century American artists will be installed over a three-year period on the
grounds (Jacqueline Kennedy Garden) of the White House. Each exhibition will
consist of works on loan from American art museum public collections within the
four designated areas of the United States - Northeast, Central, South and West and
will be on display for approximately five months. Each of the four director/curators
will select six to ten works that are appropriate to scale, locale and concept, from
collections in their respective region to be installed in the First Lady's (Jacqueline
Kennedy) Garden.
Also recommended for this project is to be placed several large-scale and visually
compelling works to be prominently located on the outer grounds of the White House.
These sculptures would serve as a focal point to symbolize the objectives of this
exhibition program. These key works would be placed for a longer duration and
could include colorful works by artists such as Alexander Calder, Mark di Suvero,
Ellsworth Kelly, Sol Lewitt, and Claes Oldenburg.
Selection Criteria
The selection of works will consist of 20th-century American sculpture with an
emphasis on living American artists. Because of the nature of the setting and locale,
obviously physical scale and installation logistic issues must be considered in the
selection process. However, diversity of artistic issues, ideas and sculptural concepts
should be encouraged. Suggested thematic criteria could be considered such as:
University of Nebraska-Lincoln University of Nebraska Medical Center University of Nebraska at Omaha University of Nebraska at Kearney
Page 2
human form (Elie Nadelman, Gaston Lachaise, Jacques Lipchitz,
Judith Shea, Joel Shapiro, George Segal, Robert Graham, Jonathan
Borofsky, Alison Saar, John Ahearn, etc.)
color and form/abstraction (Alexander Calder, Mark di Suvero,
Ellsworth Kelly, David Smith, George Rickey, Louise Nevelson,
George Sugarman, Tony Smith, Richard Serra, etc.)
interpreting nature (Michael Heizer, Isamu Noguchi, Robert
Smithson, Martin Puryear, Robert Lobe, Michael Singer, Bryan Hunt
Meg Webster, etc.)
animal imagery (Paul Manship, John Flannagan, Herbert
Haseltine, Deborah Butterfield, Luis Alfonso Jimenez, Jr.,
Jeff Koons, Claes Oldenburg, etc.)
Anticipated Exhibition Schedule
1st Exhibition
October 1, 1994 - March 1, 1995
2nd Exhibition
April 1, 1995 - September 1, 1995
3rd Exhibition
October 1, 1995 - March 1, 1996
4th Exhibition
April 1, 1996 - September 1, 1996