14 100 4936 https://richesmi.cah.ucf.edu/omeka/files/original/91bc5df049bd8f42f57554cbbf587ed5.jpg fece4c73845852b25548f0e177a7c3df https://richesmi.cah.ucf.edu/omeka/files/original/85b8ede8482dfaf033550f533d9fed27.jpg cb6b4916edb0f18fd4c6ecdae2d527b0 https://richesmi.cah.ucf.edu/omeka/files/original/3b8ed16e481e782596da86bce9011ddf.jpg 39cff297eab6b31959d8d9b4ba4160e9 https://richesmi.cah.ucf.edu/omeka/files/original/9e4b52ab57250020b1f1f28d892c0c17.jpg 1e7989b34391f23d33668dbb15381d28 https://richesmi.cah.ucf.edu/omeka/files/original/03b962323fe1cd42cfee0fdf398c65c9.jpg 6d7c692004714c675ac87e8320d80f8b 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Atlas Rocket Under Construction at the Cape Canaveral Air Force Station Launch Complex 14 Alternative Title Atlas Rocket Under Construction Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Project Mercury (U.S.) Atlas (Missile) Description In the final launch of Project Mercury, the Atlas launch vehicle sits on its side before being fully assembled and lifted vertically on the gantry. The Atlas was America's first rocket capable of lifting a man into orbit. Faith 7's Atlas booster eventually lifted it into orbit, allowing astronaut Gordon Cooper (1927-2004) to circle the Earth 22 and a half times. Type Still Image Source Original black and white photographic print, April 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, April 1963. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963-04 Format image/jpg Extent 268 KB 247 KB 117 KB 96.8 KB 248 KB Medium 4 color photographic prints Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript UNITED Astronaut Group 1 Atlas 130D Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Faith 7 Launch Complex 14 Launch Pad 14 LC-14 MA-9 Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/052e40aad314ee948f2b5617a9d474cf.jpg ecc557923c4f9bd30e97ca137840687d 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 newspaper article 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 Dr. Calvin D. Fowler Interviewed After Astronaut Gordon Cooper's Spaceflight Alternative Title Dr. Fowler Interviewed After Astronaut Cooper's Spaceflight Subject Cocoa Beach (Fla.) National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Project Mercury (U.S.) Description A contemporary newspaper article about Gordon Cooper's (1927-2004) spaceflight, including an interview with Dr. Calvin D. Fowler, the man who launched him. In particular, the article discusses Cooper's most recent spaceflight on the Atlas 130D, the process of launching spacecraft into outer space, the famous aviator Wiley Post, and Project Mercury. Type Text Source Original newspaper article: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original newspaper article. Coverage Cocoa Beach, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963-04 Format image/jpg Extent 181 KB Medium 1 newspaper article Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. airplanes Astronaut Group 1 astronauts Atlas 130D Cal Fowler Calvin D. Fowler Cocoa Beach Faith 7 Goddard Space Flight Center Gordo Cooper Gordon Cooper John Glenn John Herschel Glenn, Jr. Kearsarge Leroy Gordon Cooper, Jr. MA-9 Manned Spacecraft Center Mercury Mercury 7 Mercury Control Center Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space planes Project Mercury Robert B. Voss space exploration space programs spaceflight USS Kearsarge Wiley Hardeman Post Wiley Post https://richesmi.cah.ucf.edu/omeka/files/original/0fa5382bc6200584af0d8353654c837e.jpg b4665c714fa2c7844c5eef24abddbd1c 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Dr. Calvin D. Fowler and Wayne Reid at Launch Conductor's Workstation in Cape Canaveral Air Force Station Launch Complex 14 Alternative Title Dr. Fowler and Reid at Launch Conductor's Workstation Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Description Dr. Calvin D. Fowler sitting at the Cape Canaveral Air Force Station Launch Complex 14's Launch Conductor's workstation, is depicted ghere with Wayne Reid, of the Aerospace Corporation, around the time of Wally Schirra's (1923-2007) Sigma 7 launch. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Blockhouse, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962-09 Format image/jpg Extent 129 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Transcript GD Aerospace Corporation blockhouses Cal Fowler Calvin D. Fowler Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS GDA General Dynamics/Astronautics Launch Complex 14 Launch Conductor LC-14 NASA National Aeronautics and Space Administration outer space space exploration space programs Wayne Reid https://richesmi.cah.ucf.edu/omeka/files/original/17ef4636641a7f7bdceeab2d970193b9.jpg f856b908a3240f9428274539410ad056 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 B. G. MacNabb with Astronaut Gordon Cooper Alternative Title MacNabb with Astronaut Cooper Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Description B. G. MacNabb, General Dynamics/Astronautics director of operations, greeting Mercury 7 astronaut Gordon Cooper (1927-2004) during a practice, the day before a launch was scrubbed or launch day at the launchpad at the Cape Canaveral Air Force Station Launch Complex 14. Cooper, walking in his air conditioned space suit, was scheduled to embark on his 22.5-orbit mission. This photograph was also signed by Cooper. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963-05 Format image/jpg Extent 167 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript TV.I[?] Gordon Cooper Astronaut Group 1 astronauts B. G. MacNabb Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Faith 7 GDA General Dynamics/Astronautics Gordo Cooper Gordon Cooper Launch Complex 14 Launch Pad 14 LC-14 Leroy Gordon Cooper, Jr. MA-9 Mercury Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/2dc5adc1a8741d172ec68f038c14ec23.jpg c37874d05e51f5f797cd4752113d2bec 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 President John F. Kennedy with B. G. MacNabb at Cape Canaveral Air Force Station Launch Complex 14 Alternative Title President Kennedy with to MacNabb at Launch Complex 14 Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Presidents--United States Description During one visit to the Cape Canaveral Air Force Station Launch Complex 14, President John F. Kennedy (1917-1963) talking with General Dynamics/Astronautics director of operations B. G. MacNabb. Launch Complex 14 (LC-14) manager Dr. Calvin D. Fowler can be seen to the right, behind the police officer in the foreground. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962 Format image/jpg Extent 190 KB Medium 1 color photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript [illegible] B. G. MacNabb [illegible] C. F. FOWLER Astronaut Group 1 B. G. MacNabb Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Faith 7 GDA General Dynamics/Astronautics Jack Kennedy JFK John F. Kennedy John Fitzgerald Kennedy Launch Complex 14 Launch Pad 14 LC-14 MA-9 Mercury Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/573051ceae00215ea4f517573d3db01d.jpg 5ab765f39ad86d9e85bf26e7fc41ce7b https://richesmi.cah.ucf.edu/omeka/files/original/1499945c80f2ed7b52805262f94b0e5e.jpg e71277f73e73ca93d3439eb0146e0bba 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Astronaut Gordon Cooper at Cape Canaveral Air Force Station Launch Complex 14 Launchpad Alternative Title Astronaut Cooper at Launchpad Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Description While visiting the Cape Canaveral Air Force Station Launch Complex 14 Launchpad before the launch of the Faith 7 Mercury-Atlas mission, astronaut Astronaut listens to Günter Wendt (1923-2010) of McDonnell Aircraft Corporation, the man who supervised spacecraft preparation on the launchpad. Wendt was famous for his meticulous standards, which won the trust of the astronauts. General Dynamics/Astronautics Operations Manager B. G. MacNabb is seen in the center of the first photograph. In the second photograph, MacNabb is pictured on the left, Wendt is seen in the center, and Cape Canaveral Air Force Station Launch Complex 14 Manager Dr. Calvin D. Fowler is photographed on the right. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963-04 Format image/jpg Extent 153 KB 183 KB Medium 2 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript G D GENERAL DYNAMICS ASTRONAUTICS B. G. MACNABB[?] [illegible] Astronaut Group 1 astronauts B. G. MacNabb Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Faith 7 GDA General Dynamics/Astronautics Gordo Cooper Gordon Cooper Guenter Wendt Günter F. Wendt Günter Wendt Launch Complex 14 Launch Pad 14 LC-14 Leroy Gordon Cooper, Jr. MA-9 McDonnell Aircraft Corporation Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space program space programs https://richesmi.cah.ucf.edu/omeka/files/original/aa6a6c18d4ee5fba97a9bd7ebec1a23b.jpg 46982d299dfb96db823b2efe2dff3437 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Launch Crew in the Cape Canaveral Air Force Station Launch Complex 14 Launchpad Blockhouse Alternative Title Launch Crew in the Launch Complex 14 Blockhouse Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Project Mercury (U.S.) Description T. J. O'Malley (1915-2009), who launched astronaut John Glenn (b. 1921) into orbit, is photographed on the left, and Dr. Calvin D. Fowler, who launched Scott Carpenter (1925-2013), Wally Schirra (1923-2007), and Gordon Cooper (1927-2004), is seen on the right. O'Malley, Dr. Fowler, and other unidentified members of the launch crew are photographed here at the Cape Canaveral Air Force Station Launch Complex 14 Launchpad Blockhouse. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Blockhouse, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962 Format image/jpg Extent 252 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Transcript [illegible] G D [illegible] blockhouse blockhouses Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station Cape Canaveral Air Force Station Launch Complex 14 Cape Canaveral Air Force Station Launch Complex 14 Blockhouse CCAFS Launch Complex 14 Launch Complex 14 Blockhouse Launch Complex Manager Launch Conductor launch crews LC-14 Mercury Mercury-Atlas NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space programs T. J. O'Malley Thomas Joseph O'Malley Tom O’Malley https://richesmi.cah.ucf.edu/omeka/files/original/7fd82d9f712b274fe83ef27bc4916e40.jpg 1ad2fddd2382445b74c00ddc64bc80cb 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Dr. Calvin D. Fowler as a Test Conductor at Cape Canaveral Air Force Station Launch Complex 11 Alternative Title Dr. Fowler as a Test Conductor at Launch Complex 11 Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Atlas (Missile) Description Before being manager of Cape Canaveral Air Force Station Launch Complex 14 and launching three astronauts into space, Dr. Calvin D. Fowler worked as a test conductor for Atlas missile tests at Cape Canaveral Air Force Station Launch Complex 11. Type Still Image Source Original black and white photographic print, December 1960: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, December 1960. Coverage Cape Canaveral Air Force Station Launch Complex 11, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1960-12 Format image/jpg Extent 208 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.astronautix.com/sites/capllc11.htm">Cape Canaveral LC11</a>." Encyclopedia Astronautica. http://www.astronautix.com/sites/capllc11.htm. External Reference Title [illegible] Atlas Cal Fowler Calvin D. Fowler Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Launch Complex 11 LC-11 NASA National Aeronautics and Space Administration outer space space exploration space programs test conductors https://richesmi.cah.ucf.edu/omeka/files/original/965ebb5db64e50153333ca84199d9081.jpg fb76faa02069d64fb266b17ba4f4ec85 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Atlas Intercontinental Ballistic Missile Fuel Loading Test at Fairchild Air Force Base Alternative Title Atlas ICBM Fuel Loading Test at Fairchild AFB Subject Fairchild Air Force Base (Wash.) National Aeronautics and Space Administration (U.S.) NASA Air Force Atlas (Missile) Description General Dynamics/Astronautics conducting a fuel loading test for the Atlas intercontinental ballistic missile (ICBM) at Fairchild Air Force Base, near Spokane, Washington. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Fairchild Air Force Base, Washington Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1958 Format image/jpg Extent 149 KB Medium 1 black and white photographic print Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.fairchild.af.mil/library/factsheets/factsheet.asp?id=20643">FAIRCHILD AIR FORCE BASE HISTORY</a>." Fairchild Air Force Base. http://www.fairchild.af.mil/library/factsheets/factsheet.asp?id=20643. 31-E AFB Air Force Base Atlas Fairchild AFB Fairchild Air Force Base fueling tests General Dynamics/Astronautics ICBM intercontinental ballistic missiles launch sites NASA National Aeronautics and Space Administration outer space silos space exploration space programs U.S. Air Force https://richesmi.cah.ucf.edu/omeka/files/original/c652591c740e94aea3f11399650f7b7c.JPG 7a197a32342f857be22815a467c91366 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 Winter Garden Heritage Foundation Collection Alternative Title Winter Garden Heritage Foundation Collection Subject Winter Garden (Fla.) Museums--Florida Description Collection of digital images, documents, and other records contributed by the Winter Garden Heritage Foundation, located at 1 North Main Street in Winter Garden, Florida. This one-story masonry vernacular building was originally the Atlantic Coast Line Railroad depot. The earliest train depot on this site was a 16-by-20-foot small wooden shed built by farmers in 1893 so they could ship their produce to Jacksonville and St. Petersburg on the Orange Belt Railway. A second larger wooden terminal was built on the same site in 1906 by the Atlantic Coat Line Railroad. The current brick building was constructed around 1918. After the train depot closed around 1960, the building housed the Chamber of Commerce, then several other businesses. In 1998, Kay Chicone Ustler and Jerry Chicone Jr. donated $150,000 to the City of Winter Garden to purchase the building for use as a museum. The Winter Garden Heritage Foundation opened the museum one month later. The museum is still active and is open from 1-5 PM everyday, excluding holidays. Contributor <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/46" target="_blank">Orange County Collection</a>, RICHES of Central Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Winter Garden Heritage Foundation, Winter Garden, Florida Accrual Method Donation Rights Holder Copyright to these resources are held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and are provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 1 color digital image 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 126 West Plant Street, Winter Garden Alternative Title 126 West Plant Street Subject Winter Garden (Fla.) Hardware--United States Bakeries--United States Description This one-story commercial building in Winter Garden, Florida, was constructed in 1922 as part of land platted by J. D. McMillan in 1915. The building at 126 West Plant Street was originally owned by the McMillan-Bray Hardware Company. The store was founded in 1906 by George W. "Buttles" Bray and his brother-in-law, Malcolm Y. McMillan. After several years, Bray sold out to McMillan, who later sold the business to Joseph Bumby Hardware Company. In 1920, Bray went back into the hardware business at another location, and in 1934, he moved the business back to this building after his original store and contents were destroyed by fire. His wife, Dora Bray, and his children, George Bray, Jr. and Evelyn Lease Bray, ran the business after his death in 1949. In 1983, the family sold the business to Walter Toole and Patti Toole. A year later, they joined the Ace Hardware franchise, and in 1987, they moved the business into a larger space on South Dillard Street. Since then, the space has been home to a number of restaurants. This building is known as the longest store in Winter Garden at only 20 feet wide and 177 feet long. At the time that this photograph was taken, the building was home to the Sweet Traditions French Bakery & Cafe. Type Still Image Source Original color digital image: <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. Is Part Of <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original color digital image. Date Created ca. 2008-2014 Format image/jpg Extent 158 KB Medium 1 color digital image Language eng Mediator History Teacher Economics Teacher Geography Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Bowers, Katherine Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Transcript Sweet Traditions Est. [illegible] BAKERY & CAFE French Bakery & Cafe Coverage McMillan-Bray Hardware Company, Winter Garden, Florida Joseph Bumby Hardware Company, Winter Garden, Florida Ace Hardware, Winter Garden, Florida Sweet Traditions French Bakery & Cafe, Winter Garden, Florida Ace Hardware bakeries bakery Bray, Dora Bray, Evelyn Lease Bray, George W. "Buttles" Bray, George W., Jr. Bumby, Joseph cafes hardware Joseph Bumby Hardware Company McMillan-Bray Hardware Company McMillan, Malcolm Y. Plant Street Sweet Traditions French Bakery & Cafe Toole, Patti Toole, Walter Winter Garden https://richesmi.cah.ucf.edu/omeka/files/original/6e21dfb63db84a2472c479976f3a0935.JPG e957c828745ee0cfa8cbaad8cc881262 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 Winter Garden Heritage Foundation Collection Alternative Title Winter Garden Heritage Foundation Collection Subject Winter Garden (Fla.) Museums--Florida Description Collection of digital images, documents, and other records contributed by the Winter Garden Heritage Foundation, located at 1 North Main Street in Winter Garden, Florida. This one-story masonry vernacular building was originally the Atlantic Coast Line Railroad depot. The earliest train depot on this site was a 16-by-20-foot small wooden shed built by farmers in 1893 so they could ship their produce to Jacksonville and St. Petersburg on the Orange Belt Railway. A second larger wooden terminal was built on the same site in 1906 by the Atlantic Coat Line Railroad. The current brick building was constructed around 1918. After the train depot closed around 1960, the building housed the Chamber of Commerce, then several other businesses. In 1998, Kay Chicone Ustler and Jerry Chicone Jr. donated $150,000 to the City of Winter Garden to purchase the building for use as a museum. The Winter Garden Heritage Foundation opened the museum one month later. The museum is still active and is open from 1-5 PM everyday, excluding holidays. Contributor <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/46" target="_blank">Orange County Collection</a>, RICHES of Central Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Winter Garden Heritage Foundation, Winter Garden, Florida Accrual Method Donation Rights Holder Copyright to these resources are held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and are provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 1 color digital image 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 49 South Main Street in Winter Garden Alternative Title 49 South Main Street Subject Winter Garden (Fla.) Grocery stores--United States Supermarkets--United States Description The building at 49 South Main Street in Winter Garden, Florida. Evidence suggests that this commercial building was constructed around 1912 and was originally two stories high. In the 1920s, the second story was removed as a result of fire damage. It was once the Piggly Wiggly grocery store and later McCord's Feed Store. Research indicates that Luther Willis Tilden may have developed the building and that W. B. Burch and William Story published the town's newspaper, The Town Crier, from this building for a time. Type Still Image Source Original color digital image by Katherine Bowers, July 2014: <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. Is Part Of <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original color digital image, July 2014. Creator Bowers, Katherine Date Created 2014-07 Format image/jpg Extent 235 KB Medium 1 color digital image Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally created by Katherine Bowers. Rights Holder Copyright to this resource is held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Bowers, Katherine Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. "<a href="http://www.cwgdn.com/" target="_blank">About Us</a>." Piggly Wiggly. http://www.pigglywiggly.com/about-us. Coverage Piggly Wiggly, Winter Garden, Florida McCord's Feed Store, Winter Garden, Florida The Town Crier, Winter Garden, Florida Greener Gardens Feed & Garden, Winter Garden, Florida Transcript GREENLEAF[?] GARDENS FEED & GARDEN Bowers, Katherine Burch, W. B. feed stores groceries grocery store grocery stores Main Street McCord's Feed Store Piggly Wiggly Story, William supermarkets The Town Crier Tilden, Luther Willis Winter Garden https://richesmi.cah.ucf.edu/omeka/files/original/595c7e2be2cb50305d24fa38637ee4eb.JPG bc732dc270ba8d701dd19cd8cc943dbd 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 Winter Garden Heritage Foundation Collection Alternative Title Winter Garden Heritage Foundation Collection Subject Winter Garden (Fla.) Museums--Florida Description Collection of digital images, documents, and other records contributed by the Winter Garden Heritage Foundation, located at 1 North Main Street in Winter Garden, Florida. This one-story masonry vernacular building was originally the Atlantic Coast Line Railroad depot. The earliest train depot on this site was a 16-by-20-foot small wooden shed built by farmers in 1893 so they could ship their produce to Jacksonville and St. Petersburg on the Orange Belt Railway. A second larger wooden terminal was built on the same site in 1906 by the Atlantic Coat Line Railroad. The current brick building was constructed around 1918. After the train depot closed around 1960, the building housed the Chamber of Commerce, then several other businesses. In 1998, Kay Chicone Ustler and Jerry Chicone Jr. donated $150,000 to the City of Winter Garden to purchase the building for use as a museum. The Winter Garden Heritage Foundation opened the museum one month later. The museum is still active and is open from 1-5 PM everyday, excluding holidays. Contributor <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/46" target="_blank">Orange County Collection</a>, RICHES of Central Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Winter Garden Heritage Foundation, Winter Garden, Florida Accrual Method Donation Rights Holder Copyright to these resources are held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and are provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 1 color digital image 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 12 West Plant Street, Winter Garden Alternative Title 12 West Plant Street Subject Winter Garden (Fla.) Bakeries--United States Real estate--United States Theaters--Florida Barbershops--United States Department stores--Florida Pharmacies Meat industry and trade--United States Bars (Drinking establishments)--Florida Description The structure at 12 West Plant Street in Winter Garden, Florida, was the first brick commercial building built in 1912, after a 1909 fire destroyed all the downtown wood buildings. It was built by James Lafayette Dillard (1858-1943) and Benjamin T. Boyd, both of whom served on Winter Garden's first City Commission. Originally, it housed a bakery operated by Albert E. Jones and a real estate company operated by Dillard. Lewis L. Kenneday opened the first Winter Garden theater in the second floor of the building about 1913. It operated until 1917, when it was replaced by the Lyric Theatre. In the 1920s, A. D. Mims, later a county commissioner, operated a barbershop along the Main Street storefront. A barber by the name of Allen Bland occupied the space later. Eighteen boarding rooms were available on the second floor after the theater closed. Various businesses, such as the Leader Department Store, the Winter Garden Pharmacy, Tibbals-Rexall Drugs, J. S. Reddick's meat market and a beer parlor, occupied the building at other times. At the time that this photograph was taken in 2014, the building was being occupied by Savoree. Type Still Image Source Original color digital image by Katherine Bowers, July 2014: <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. Is Part Of <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original color digital image, July 2014. Creator Bowers, Katherine Date Created 2014-07 Format image/jpg Extent 234 KB Medium 1 color digital image Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally created by Katherine Bowers. Rights Holder Copyright to this resource is held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Bowers, Katherine Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. "<a href="http://www.cwgdn.com/" target="_blank">Savoree</a>." Savoree. http://www.savoree.net/. Coverage Lyric Theatre, Winter Garden, Florida Lyric Theatre, Winter Garden, Florida Transcript Savoree HAND CRAFTED SALADS & SANDWICHES bakeries bakery barbershop barbershops beer parlor beer parlors Bland, Allen Bowers, Katherine Boyd, Benjamin T. Dillard, James L. Jones, Albert E. Kenneday, Lewis L. Leader Department Store Lyric Theatre meat markets Mims, A. D. Plant Street real estate Reddick, J. S. Tibbals-Rexall Drugs Winter Garden Winter Garden Pharmacy https://richesmi.cah.ucf.edu/omeka/files/original/c7d8a7e494694e243a45a41b972c7d8f.pdf f4789631d253ca61c3d8ea5db3f76151 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 The Long History of the African American Civil Rights Movement in Florida Collection Alternative Title Civil Rights Movement in Florida Collection Subject Civil rights--Florida Civil rights movements--Florida Description Digitized items of the Long History of the African American Civil Rights Movement in Florida, an exhibit created by Dr. Robert Cassanello and his students at the University of Central Florida. The exhibit chronicles both national and local events in the civil rights movements dating from the Civil War to the Civil Rights Movement of the 1960s. Curators for the exhibit were Joseph Corbett and Anne Ladyem McDiviitt. Assistant curators included Patrick Anderson, Laura Cepero, Jennifer Cook, Tanya Engelhardt, Jacob Flynn, William Franklin, Barbara Houser, Rustin Lloyd, Joshua Petitt, Lindsey Turnbull, and Jon Wolfe. Andrew Callovi was the graphic designer. Contributor Cassanello, Robert <a href="http://www.floridamemory.com/photographiccollection/" target="_blank">Florida Photographic Collection</a> <a href="http://www.harryharriettemoore.org/" target="_blank">Harry T. & Harriette V. Moore Cultural Complex, Inc.</a> <a href="http://www.loc.gov/" target="_blank">Library of Congress</a> <a href="http://www.nypl.org/locations/schomburg%20target=">Schomburg Center for Research in Black Culture</a> <a href="http://dlis.dos.state.fl.us/index_Researchers.cfm" target="_blank">State Library and Archives of Florida</a> Language eng Type Collection Coverage Brevard County, Florida Cocoa, Florida Daytona Beach, Florida Eatonville, Florida Fort Lauderdale, Florida Gainesville, Florida Groveland, Florida Live Oak, Florida Madison County, Florida Miami, Florida Miami Gardens, Florida Mims, Florida Ocoee, Florida Palatka, Florida Rosewood, Florida Tallahassee, Florida Tampa, Florida St. Augustine, Florida Contributing Project <a href="http://www.robertcassanello.com/" target="_blank">Dr. Robert Cassanello's</a> Spring 2011 Historiography Graduate Class Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://floridacivilrightsexhibit.blogspot.com/" target="_blank">The Long History of the African American Civil Rights Movement in Florida</a>." The Long History of the African American Civil Rights Movement in Florida. http://floridacivilrightsexhibit.blogspot.com/. Bartley, Abel A. <a href="http://www.worldcat.org/oclc/41482161" target="_blank">Keeping the Faith: Race, Politics, and Social Development in Jacksonville, Florida, 1940-1970</a>. Westport, Conn: Greenwood Press, 2000. Brown, Canter. <a href="http://www.worldcat.org/oclc/44963696" target="_blank">Florida's Black Public Officials, 1867-1924</a>. Tuscaloosa: University of Alabama Press, 1998. Brown, Canter. <a href="http://www.worldcat.org/oclc/44963696" target="_blank">Florida's Black Public Officials, 1867-1924</a>. Tuscaloosa: University of Alabama Press, 1998. Colburn, David R. <a href="http://www.worldcat.org/oclc/11133337" target="_blank">Racial Change and Community Crisis: St. Augustine, Florida, 1877-1980</a>. New York: Columbia University Press, 1985. Corsair, Gary. <a href="http://www.worldcat.org/oclc/53097367" target="_blank">The Groveland Four: The Sad Saga of a Legal Lynching</a>. [Bloomington, IN]: 1st Books, 2003. Crooks, James B. <a href="http://www.worldcat.org/oclc/53435227" target="_blank">Jacksonville: The Consolidation Story, from Civil Rights to the Jaguars</a>. Gainesville: University Press of Florida, 2004. D'Orso, Michael. <a href="http://www.worldcat.org/oclc/33047183" target="_blank">Like Judgment Day: The Ruin and Redemption of a Town Called Rosewood</a>. New York: G.P. Putnam's Sons, 1996. Dunn, Marvin. <a href="http://www.worldcat.org/oclc/49414756" target="_blank">Black Miami in the Twentieth Century</a>. Gainesville: University Press of Florida, 1997. Evans, Arthur S., and David R. Lee. <a href="http://www.worldcat.org/oclc/21563352" target="_blank">Pearl City, Florida: A Black Community Remembers</a>. Boca Raton: Florida Atlantic University Press, 1990. Green, Ben. <a href="http://www.worldcat.org/oclc/40403600" target="_blank">Before His Time: The Untold Story of Harry T. Moore, America's First Civil Rights Martyr</a>. New York, NY: Free Press, 1999. Greenbaum, Susan D. <a href="http://www.worldcat.org/oclc/47965343" target="_blank">More Than Black: Afro-Cubans in Tampa</a>. Gainesville: University Press of Florida, 2002. McCarthy, Kevin. <a href="http://www.worldcat.org/oclc/74987559" target="_blank">African American Sites in Florida</a>. Sarasota, Fla: Pineapple Press, 2007. Mohl, Raymond A., Matilda Graff, and Shirley M. Zoloth. <a href="http://www.worldcat.org/oclc/52688091" target="_blank">South of the South: Jewish Activists and the Civil Rights Movement in Miami, 1945-1960</a>. Gainesville: University Press of Florida, 2004. Oliver, Kitty. <a href="http://www.worldcat.org/oclc/45301837" target="_blank">Race and Change in Hollywood Florida</a>. Charleston, SC: Arcadia Pub, 2000. Ortiz, Paul. <a href="http://www.worldcat.org/oclc/58728548" target="_blank">Emancipation Betrayed The Hidden History of Black Organizing and White Violence in Florida from Reconstruction to the Bloody Election of 1920</a>. Berkeley: University of California Press, 2005. Phelts, Marsha Dean. <a href="http://www.worldcat.org/oclc/48138754" target="_blank">An American Beach for African Americans</a>. Gainesville: University Press of Florida, 1997. Price, Hugh Douglas. <a href="http://www.worldcat.org/oclc/423585" target="_blank">The Negro and Southern Politics: A Chapter of Florida History</a>. [New York]: New York University Press, 1957. Rabby, Glenda Alice. <a href="http://www.worldcat.org/oclc/39860115" target="_blank">The Pain and the Promise: The Struggle for Civil Rights in Tallahassee, Florida</a>. Athens: University of Georgia Press, 1999. Rymer, Russ. <a href="http://www.worldcat.org/oclc/40145621" target="_blank">American Beach: A Saga of Race, Wealth, and Memory</a>. New York, NY: HarperCollinsPublishers, 1998. Saunders, Robert W. <a href="http://www.worldcat.org/oclc/44585446" target="_blank">Bridging the Gap: Continuing the Florida NAACP Legacy of Harry T. Moore, 1952-1966</a>. Tampa, Fla: University of Tampa Press, 2000. Shell-Weiss, Melanie. <a href="http://www.worldcat.org/oclc/226356610%20target=">Coming to Miami: A Social History</a>. Gainesville: University Press of Florida, 2009. Still Image A static visual representation. Examples of still images are: 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 The Long History of the African American Civil Rights Movement in Florida Alternative Title History of the Civil Rights Movement in Florida Subject Civil rights--Florida Exhibit Civil Rights Movement Civil rights movements--Florida Description The Long History of the African American Civil Rights Movement in Florida, an exhibit created by Dr. Robert Cassanello and his students at the University of Central Florida. The exhibit chronicles both national and local events in the civil rights movements dating from the Civil War to the Civil Rights Movement of the 1960s. Curators for the exhibit were Joseph Corbett and Anne Ladyem McDiviitt. Assistant curators included Patrick Anderson, Laura Cepero, Jennifer Cook, Tanya Engelhardt, Jacob Flynn, William Franklin, Barbara Houser, Rustin Lloyd, Joshua Petitt, Lindsey Turnbull, and Jon Wolfe. Andrew Callovi was the graphic designer. Type Physical Object Source Original exhibit by Robert Cassanello's Spring 2011 Historiography Graduate Class: <a href="http://history.cah.ucf.edu/" target="_blank">University of Central Florida Department of History</a>, Orlando, Florida. Requires <a href="http://www.adobe.com/reader.html" target="_blank">Adobe Acrobat Reader</a> Is Part Of <a href="http://floridacivilrightsexhibit.blogspot.com/" target="_blank">The Long History of the African American Civil Rights Movement in Florida</a>. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/114" target="_blank">The Long History of the African American Civil Rights Movement in Florida Collection</a>, RICHES of Central Florida. Creator Corbett, Joseph McDivitt, Anne Ladyem Anderson, Patrick Cepero, Laura Cook, Jennifer Englehardt, Tanya Flynn, Jacob Franklin, William Houser, Barbara Lloyd, Rustin Petitt, Joshua Turnbull Lindsey Wolfe, Jon Cassanello, Robert Callovi, Andrew Publisher <a href="http://history.cah.ucf.edu/" target="_blank">University of Central Florida Department of History</a> Contributor <a href="http://www.floridamemory.com/photographiccollection/" target="_blank">Florida Photographic Collection</a> <a href="http://dlis.dos.state.fl.us/index_Researchers.cfm" target="_blank">State Library and Archives of Florida</a> <a href="http://www.loc.gov/" target="_blank">Library of Congress</a> <a href="http://www.nypl.org/locations/schomburg%20target=">Schomburg Center for Research in Black Culture</a> Barton, Juanita Gary, Bill <a href="http://www.harryharriettemoore.org/" target="_blank">Harry T. &amp</a> Harriette V. Moore Cultural Complex, Inc. Date Created 2011 Format application/pdf Extent 249 MB Medium 1 exhibit Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally created by Robert Cassanello's Spring 2011 Historiography Graduate Class. Rights Holder Copyright to this resource is held by the <a href="http://history.cah.ucf.edu/" target="_blank">University of Central Florida Department of History</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES</a> for educational purposes only. Accrual Method Donation Contributing Project Robert Cassanello's Spring 2011 Historiography Graduate Class Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://floridacivilrightsexhibit.blogspot.com/" target="_blank">The Long History of the African American Civil Rights Movement in Florida</a>." The Long History of the African American Civil Rights Movement in Florida. http://floridacivilrightsexhibit.blogspot.com/. Bartley, Abel A. <a href="http://www.worldcat.org/oclc/41482161" target="_blank">Keeping the Faith: Race, Politics, and Social Development in Jacksonville, Florida, 1940-1970</a>. Westport, Conn: Greenwood Press, 2000. Brown, Canter. <a href="http://www.worldcat.org/oclc/44963696" target="_blank">Florida's Black Public Officials, 1867-1924</a>. Tuscaloosa: University of Alabama Press, 1998. Colburn, David R. <a href="http://www.worldcat.org/oclc/11133337" target="_blank">Racial Change and Community Crisis: St. Augustine, Florida, 1877-1980</a>. New York: Columbia University Press, 1985. Corsair, Gary. <a href="http://www.worldcat.org/oclc/53097367" target="_blank">The Groveland Four: The Sad Saga of a Legal Lynching</a>. [Bloomington, IN]: 1st Books, 2003. Crooks, James B. <a href="http://www.worldcat.org/oclc/53435227" target="_blank">Jacksonville: The Consolidation Story, from Civil Rights to the Jaguars</a>. Gainesville: University Press of Florida, 2004. D'Orso, Michael. <a href="http://www.worldcat.org/oclc/33047183" target="_blank">Like Judgment Day: The Ruin and Redemption of a Town Called Rosewood</a>. New York: G.P. Putnam's Sons, 1996. Dunn, Marvin. <a href="http://www.worldcat.org/oclc/49414756" target="_blank">Black Miami in the Twentieth Century</a>. Gainesville: University Press of Florida, 1997. Evans, Arthur S., and David R. Lee. <a href="http://www.worldcat.org/oclc/21563352" target="_blank">Pearl City, Florida: A Black Community Remembers</a>. Boca Raton: Florida Atlantic University Press, 1990. Green, Ben. <a href="http://www.worldcat.org/oclc/40403600" target="_blank">Before His Time: The Untold Story of Harry T. Moore, America's First Civil Rights Martyr</a>. New York, NY: Free Press, 1999. Greenbaum, Susan D. <a href="http://www.worldcat.org/oclc/47965343" target="_blank">More Than Black: Afro-Cubans in Tampa</a>. Gainesville: University Press of Florida, 2002. McCarthy, Kevin. <a href="http://www.worldcat.org/oclc/74987559" target="_blank">African American Sites in Florida</a>. Sarasota, Fla: Pineapple Press, 2007. Mohl, Raymond A., Matilda Graff, and Shirley M. Zoloth. <a href="http://www.worldcat.org/oclc/52688091" target="_blank">South of the South: Jewish Activists and the Civil Rights Movement in Miami, 1945-1960</a>. Gainesville: University Press of Florida, 2004. Oliver, Kitty. <a href="http://www.worldcat.org/oclc/45301837" target="_blank">Race and Change in Hollywood Florida</a>. Charleston, SC: Arcadia Pub, 2000. Ortiz, Paul. <a href="http://www.worldcat.org/oclc/58728548" target="_blank">Emancipation Betrayed The Hidden History of Black Organizing and White Violence in Florida from Reconstruction to the Bloody Election of 1920</a>. Berkeley: University of California Press, 2005. Phelts, Marsha Dean. <a href="http://www.worldcat.org/oclc/48138754" target="_blank">An American Beach for African Americans</a>. Gainesville: University Press of Florida, 1997. Price, Hugh Douglas. <a href="http://www.worldcat.org/oclc/423585" target="_blank">The Negro and Southern Politics: A Chapter of Florida History</a>. [New York]: New York University Press, 1957. Rabby, Glenda Alice. <a href="http://www.worldcat.org/oclc/39860115" target="_blank">The Pain and the Promise: The Struggle for Civil Rights in Tallahassee, Florida</a>. Athens: University of Georgia Press, 1999. Rymer, Russ. <a href="http://www.worldcat.org/oclc/40145621" target="_blank">American Beach: A Saga of Race, Wealth, and Memory</a>. New York, NY: HarperCollinsPublishers, 1998. Saunders, Robert W. <a href="http://www.worldcat.org/oclc/44585446" target="_blank">Bridging the Gap: Continuing the Florida NAACP Legacy of Harry T. Moore, 1952-1966</a>. Tampa, Fla: University of Tampa Press, 2000. Shell-Weiss, Melanie. <a href="http://www.worldcat.org/oclc/226356610%20target=">Coming to Miami: A Social History</a>. Gainesville: University Press of Florida, 2009. Coverage Brevard County, Florida Cocoa, Florida Daytona Beach, Florida Eatonville, Florida Fort Lauderdale, Florida Gainesville, Florida Groveland, Florida Jacksonville, Florida Live Oak, Florida Madison County, Florida Miami, Florida Miami Gardens, Florida Mims, Florida Ocoee, Florida Palatka, Florida Rosewood, Florida Tallahassee, Florida Tampa, Florida St. Augustine, Florida Montogmery, Alabama Scottsboro, Alabama Selma, Alabama Tuskegee, Alabama Chicago, Illinois Syracuse, New York Greensboro, North Carolina Knoxville, Tennessee Pulaski, Tennessee 101st Airborne Division 14th Amendment 15th Amendment 99th Fighter Squadron A Red Record African Americans Afro-Cubans American Civil War Anderson, Patrick Asa Philip Randolph Atlanta Exposition Bahamians Barton, Juanita beach beaches Bethel Baptist Institutional Church Bethune-Cookman College Bethune, Mary McLeod Black Cabinet Booker Taliaferro Washington Brevard County Brotherhood of Sleeping Car Porters Brown v. Board of Education of Topek bus boycotts Callovi, Andrew Central Florida Cepero, Laura Chambers v. Florida Chaney, James Charles Kenzie Steele Chicago, Illinois civil disobedience civil rights Civil Rights Act of 1875 Civil Rights Act of 1964 Civil Rights March Civil Rights Movement Clara White Mission Cocoa Cocoa Elementary School Confederates Constitution Constitutional League of Florida Cook, Jennifer Cookman Institute Corbett, Joseph Francis II Dale Mabry Field Davis, Ed Davis, John A. Daytona Beach Democratic Party desegregation discrimination disfranchisement Double V Campaign Dwight David Eisenhower Eartha M. M. White Eartha Mary Magdalene White Eatonville educators Eisenhower, Dwight D. Englehardt, Tanya equal pay exhibits FDR Federal Council of Negro Affairs Fifteenth Amendment Florida Civil Rights Act Florida Memorial college Florida Photographic Collection Florida Streetcar Segregation Law Florida Supreme court Florida Teachers Association Flynn, Jacob Fort Lauderdale Fourteenth Amendment Franklin D. Roosevelt Franklin Delano Roosevelt Franklin, William Freedom Riders Freedom Rides Freedom Summer Garvey, Marcus Gary, Bill Gibson v. Board of Public Instruction of Dade County Goff, Cynthia Goodman, Andrew Grant, Ulysses S. Great Depression Greensboro Sit-in Greensboro, North Carolina Groveland Groveland Four Harry T. & Harriette V. Moore Cultural Complex, Inc. Hawkins, Virgil D. Holland Houser, Barbara Houston, Texas Howard, Willie James Hurston, Zora Neale Ida Bell Wells-Barnett Ike Eisenhower Jacksonville Jakes, Wilhelmina Jim Crow South King, Martin Luther, Jr. KKK Knoxville, Tennessee Ku Klux Klan Library of Congress Lincoln, Abraham Literary and Industrial Training School for Negro Girls Little Rock 9 Little Rock Central High School Little Rock Nine Little Rock, Arkansas Live Oak Lloyd, Rustin lynchings Madison County Marcus Mosiah Garvey, Jr. Marshall, Thurgood Mary Jane McLeod Bethune McCall, Willis V. McDivitt, Anne Ladyem Miami Michael Henry Schwerner Mississippi Plan Montgomery Bus Boycott Montgomery, Alabama Moore, Harriette V. Moore, Harriette Vyda Simms Moore, Harry T. Moore, Harry Tyson NAACP National Afro-American League National Association for the Advancement of Colored People National Equal Rights League NERL New Deal New York Niagara Movement Ocoee Massacre Ocoee Riot Omaha, Nebraska Orchard Villa Elementary School Palatka Parks, Rosa Patterson, Carrie Payne, Jesse Petitt, Joshua Plessy v. Ferguson Progressive Voter's League protests Pulaski, Tennessee race relations race riots racial equality racism Randolph, A. Philip Reconstruction Red Summer of 1919 Republican Party Robert Cassanello Rosa Louise McCauley Parks Rosewood Massacre Saunders, Robert Schomburg Center for Research in Black Culture Schwerner, Michael Scottsboro Boys Scottsboro, Alabama SCOTUS segregation Selma, Alabama separate but equal Shepard sit-ins slavery Sociedad la Union Marti-Maceo soldiers South Carolina Southern Horrors: Lynch Law in All Its Phases St. Augustine State Library and Archives of Florida Steele, C. K. Supreme Court Supreme Court of the United States Syracuse, New York Tallahassee Tallahassee Bus Boycott Tampa teachers The Long History of the African American Civil Rights Movement in Florida Timothy Thomas Fortune To Secure These Rights: The Report of the President's Committee on Civil rights Truman, Harry S. Turnbull, Lindsey Tuskegee University Tuskegee, Alabama U.S. Armed Forces U.S. Army U.S. Supreme Court UF UNIA Union Universal Negro Improvement Association University of Florida veterans voting voting rights Voting Rights Act of 1965 W. E. B. Du Bois wade-ins Waldron, J. Milton Washington, Booker T. Wells, Ida B. Wetmore, J. Douglas white supremacy White, Clara William Edward Burghardt Du Bois Williams, Alice Willis Virgil McCall Wolfe, Jon Woolworth Woolworth's World War II WWII https://richesmi.cah.ucf.edu/omeka/files/original/40b76f4b7c6cb240b6c85173b79057a3.jpg 27de50da9b65b038e7694ad8a930c07a 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 Winter Garden Heritage Foundation Collection Alternative Title Winter Garden Heritage Foundation Collection Subject Winter Garden (Fla.) Museums--Florida Description Collection of digital images, documents, and other records contributed by the Winter Garden Heritage Foundation, located at 1 North Main Street in Winter Garden, Florida. This one-story masonry vernacular building was originally the Atlantic Coast Line Railroad depot. The earliest train depot on this site was a 16-by-20-foot small wooden shed built by farmers in 1893 so they could ship their produce to Jacksonville and St. Petersburg on the Orange Belt Railway. A second larger wooden terminal was built on the same site in 1906 by the Atlantic Coat Line Railroad. The current brick building was constructed around 1918. After the train depot closed around 1960, the building housed the Chamber of Commerce, then several other businesses. In 1998, Kay Chicone Ustler and Jerry Chicone Jr. donated $150,000 to the City of Winter Garden to purchase the building for use as a museum. The Winter Garden Heritage Foundation opened the museum one month later. The museum is still active and is open from 1-5 PM everyday, excluding holidays. Contributor <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/46" target="_blank">Orange County Collection</a>, RICHES of Central Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Winter Garden Heritage Foundation, Winter Garden, Florida Accrual Method Donation Rights Holder Copyright to these resources are held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and are provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 1 color digital image 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 First Baptist Church of Winter Garden Alternative Title First Baptist Church of Winter Garden Subject Winter Garden (Fla.) Churches--Florida Baptist Church Description The First Baptist Church of Winter Garden was originally organized in Ocoee, Florida, in August of 1888 with nine charter members. After eight years, the church voted to relocate to Winter Garden on land donated by James Lafayette Dillard (1858-1943). The first wooden building in Winter Garden was constructed at the southwest corner of Plant Street and Woodland Street. In 1921, members initiated a building campaign and commissioned architect J. J. Baldwin (1888-1955) to design a new building. The cornerstone of the present church was laid in 1922, and the church was completed in 1923 at a cost of $150,000, a substantial amount for a small community. R. W. Wimbish of Savannah, Georgia, supervised the construction of the church, as well as the Edgewater Hotel and the Black Building. Before the church was built on this property, Will Pennington operated a large saw mill here. Type Still Image Source Original color digital image, January 11, 2008: <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>. Is Part Of <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/115" target="_blank">Winter Garden Heritage Foundation Collection</a>, Winter Garden Collection, Orange County Collection, RICHES of Central Florida. Contributor Bowers, Katherine Date Created 2008-01-11 Format image/jpeg Extent 2.66 MB Medium 1 color digital image Mediator History Teacher Geography Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Bowers, Katherine Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference "<a href="http://fbcwg.org/church/church-history/" target="_blank">Church History</a>." First Baptist Church of Winter Garden. http://fbcwg.org/church/church-history/. "<a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>." Winter Garden Heritage Foundation. http://www.wghf.org/. Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Joiner, E. Earl. <a href="http://www.worldcat.org/oclc/348410" target="_blank">A History of Florida Baptists</a>. Jacksonville, Fla: Printed by Convention Press, 1972. Coverage First Baptist Church of Winter Garden, Winter Garden, Florida Transcript FOUNDATION ACADEMY [illegible] N WOODLAND ST Baldwin, J. J. Baptist Church Baptists church churches Dillard, James L. First Baptist Church of Winter Garden Plant Street Wimbish, R. W. Winter Garden Woodland Street https://richesmi.cah.ucf.edu/omeka/files/original/eeeec547066ed3743931090708b19186.jpeg 1c7b6aecdc8539c0987cc29b160411e7 https://richesmi.cah.ucf.edu/omeka/files/original/cf98c764a4b0fe330993d40a2195c4a2.jpeg 171fe6755e43ec9132c9b0cbb264425f 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 Orlando Regions Bank Collection Alternative Title Regions Bank Collection Subject Orlando (Fla.) Churches--Florida Banks and banking--Florida Description Historic artifacts from an exhibit created by Orlando Remembered at the Regions Bank building, located at 111-113 North Orange Avenue in Downtown Orlando, Florida. The Orlando Remembered Committee of the Historical Society of Central Florida, Inc. was created to "showcase artistic renderings of the time depicted, with artifacts and historical memorabilia from the location in an effort to preserve the memory of Orlando's history while acknowledging the potential of the City's future." The exhibit at Regions Bank memorializes several businesses and churches located around the Sears, Roebuck & Company building (now the Regions Bank building), including Frigidaire, the Cathedral of St. Luke, St. James Catholic Church, Denmark's Sporting Goods, Kiddie Korner, Main Street Market, Associated Radio Store, and Gibbs-Louis, Inc. The exhibit was designed by Bob Buck and the artwork was created by Jim Stohl. Contributor <a href="http://orlandoremembered.org/" target="_blank">Orlando Remembered</a> Buck, Bob Stohl, Jim Daily, Mrs. Garrett E. Daily, Patricia F. Bourgeois, Charles Denmark, Pete Fair, Mrs. George C. MacJordan, Walton Jr. McAllister, Nancy Meeks, Curtis Serros, Andy Serros, Helen Gentile Smith, Daniel B. Smith, Ellen McGee Van Den Berg, Peggy Pound Wolfe, Claude Jr. <a href="http://www.stlukescathedral.org/History.html/History.html/" target="_blank">Cathedral Church of St. Luke</a> <a href="http://thehistorycenter.org/" target="_blank">Orange County Regional History Center</a> Williams, Rachel Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/106" target="_blank">Orlando Remembered Collection</a>, Orlando Collection, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Cathedral Church of St. Luke, Downtown Orlando, Florida Denmark's Sporting Goods, Downtown Orlando, Florida Frigidaire Store, Downtown Orlando, Florida Fulford Van & Storage Company, Downtown Orlando, Florida Gibbs-Louis, Downtown Orlando, Florida Kiddie Korner, Downtown Orlando, Florida Main Street Market, Downtown Orlando, Florida Sears, Roebuck & Company, Downtown Orlando, Florida St. James Catholic Cathedral, Downtown Orlando, Florida Contributing Project <a href="http://orlandoremembered.org/" target="_blank">Orlando Remembered</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.historiciconsoforlando.com/" target="_blank">The Historic Icons of Orlando</a>." Orlando Remembered. http://www.historiciconsoforlando.com/. Bacon, Eve. <a href="http://www.worldcat.org/oclc/2020029" target="_blank">Orlando: A Centennial History</a>. Chuluota, Fla: Mickler House, 1975. Rajtar, Steve. <a href="http://www.worldcat.org/oclc/70911136" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 2 color digital images 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 Former Location of Denmark's Sporting Goods Alternative Title Denmark's Sporting Goods Subject Orlando (Fla.) Sporting goods--United States Description The former location of Denmark's Sporting Goods, located at 149 North Magnolia Avenue (formerly Main Street) in Downtown Orlando, Florida. Denmark's was founded in 1941 by Tom Denmark and quickly became one of Central Florida's largest sporting goods suppliers. The store sponsored the television show Hunting and Fishing with Don, hosted by Don McAllister, which aired from 1954 to 1972. In 1985, Denmark sold his company to lawyer Donald Wright, who later changed the name of the store to Florida Sports. By 1988, the company had closed for business. Type Still Image Source Original color digital images by Rachel Williams, July 24, 2014. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/106" target="_blank">Orlando Remembered Collection</a>, Orlando Collection, Orange County Collection. RICHES of Central Florida. Coverage Denmark's Sporting Goods, Downtown Orlando, Florida Creator Williams, Rachel Date Created 2014-07-25 Format image/jpeg Extent 2.45 MB 2.39 MB Medium 2 color digital images Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally created by Rachel Williams. Rights Holder Copyright to this resource is held by the <a href="https://www.thehistorycenter.org/" target="_blank">Orange County Regional History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Item Creation Contributing Project <a href="http://orlandoremembered.org/" target="_blank">Orlando Remembered</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference Smith, Denise L.. "<a href="http://articles.orlandosentinel.com/1987-08-03/business/0180440261_1_suppliers-godber-sporting-goods" target="_blank">Denmark Sports A New Game Plan Retrenchment, Name Change Among New Plays</a>." The Orlando Sentinel, August 3, 1987, Business Section. http://articles.orlandosentinel.com/1987-08-03/business/0180440261_1_suppliers-godber-sporting-goods. Bishop, Bill Jr. "<a href="http://articles.orlandosentinel.com/1998-09-06/sports/9809060335_1_goods-store-sporting-goods-walter" target="_blank">Too Bad They Don't Make 'Em Like Old Denmark's Anymore</a>." The Orlando Sentinel, September 6, 1998. http://articles.orlandosentinel.com/1998-09-06/sports/9809060335_1_goods-store-sporting-goods-walter. "<a href="http://articles.orlandosentinel.com/1995-09-17/news/9509160680_1_hudson-orlando-central-florida" target="_blank">Walter Hudson Of Denmark's Sporting Goods</a>." The Orlando Sentinel, September 17, 1995. http://articles.orlandosentinel.com/1995-09-17/news/9509160680_1_hudson-orlando-central-florida. Denmark's Sporting Goods Downtown Orlando Magnolia Avenue Main Street orlando retail shops sporting goods stores Williams, Rachel https://richesmi.cah.ucf.edu/omeka/files/original/480dd43a943d9dd8d75b431b536b8dcb.jpeg fb324a85a41f487676fba6cfe431969e https://richesmi.cah.ucf.edu/omeka/files/original/8b9bedae231f56ab59acc4e53bdd7b44.jpeg c3e2953ec820223af4357f6fb546571c https://richesmi.cah.ucf.edu/omeka/files/original/733f588999eca8dc4e685616d8a2f6b3.jpeg 5a3b55bda2f69214e954a9c12451921f 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 Orlando Regions Bank Collection Alternative Title Regions Bank Collection Subject Orlando (Fla.) Churches--Florida Banks and banking--Florida Description Historic artifacts from an exhibit created by Orlando Remembered at the Regions Bank building, located at 111-113 North Orange Avenue in Downtown Orlando, Florida. The Orlando Remembered Committee of the Historical Society of Central Florida, Inc. was created to "showcase artistic renderings of the time depicted, with artifacts and historical memorabilia from the location in an effort to preserve the memory of Orlando's history while acknowledging the potential of the City's future." The exhibit at Regions Bank memorializes several businesses and churches located around the Sears, Roebuck & Company building (now the Regions Bank building), including Frigidaire, the Cathedral of St. Luke, St. James Catholic Church, Denmark's Sporting Goods, Kiddie Korner, Main Street Market, Associated Radio Store, and Gibbs-Louis, Inc. The exhibit was designed by Bob Buck and the artwork was created by Jim Stohl. Contributor <a href="http://orlandoremembered.org/" target="_blank">Orlando Remembered</a> Buck, Bob Stohl, Jim Daily, Mrs. Garrett E. Daily, Patricia F. Bourgeois, Charles Denmark, Pete Fair, Mrs. George C. MacJordan, Walton Jr. McAllister, Nancy Meeks, Curtis Serros, Andy Serros, Helen Gentile Smith, Daniel B. Smith, Ellen McGee Van Den Berg, Peggy Pound Wolfe, Claude Jr. <a href="http://www.stlukescathedral.org/History.html/History.html/" target="_blank">Cathedral Church of St. Luke</a> <a href="http://thehistorycenter.org/" target="_blank">Orange County Regional History Center</a> Williams, Rachel Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/106" target="_blank">Orlando Remembered Collection</a>, Orlando Collection, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Cathedral Church of St. Luke, Downtown Orlando, Florida Denmark's Sporting Goods, Downtown Orlando, Florida Frigidaire Store, Downtown Orlando, Florida Fulford Van & Storage Company, Downtown Orlando, Florida Gibbs-Louis, Downtown Orlando, Florida Kiddie Korner, Downtown Orlando, Florida Main Street Market, Downtown Orlando, Florida Sears, Roebuck & Company, Downtown Orlando, Florida St. James Catholic Cathedral, Downtown Orlando, Florida Contributing Project <a href="http://orlandoremembered.org/" target="_blank">Orlando Remembered</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.historiciconsoforlando.com/" target="_blank">The Historic Icons of Orlando</a>." Orlando Remembered. http://www.historiciconsoforlando.com/. Bacon, Eve. <a href="http://www.worldcat.org/oclc/2020029" target="_blank">Orlando: A Centennial History</a>. Chuluota, Fla: Mickler House, 1975. Rajtar, Steve. <a href="http://www.worldcat.org/oclc/70911136" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 3 color digital images 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 Cathedral Church of St. Luke, 2014 Alternative Title Cathedral Church of St. Luke Subject Orlando (Fla.) Churches--Florida Episcopal Church--Florida Description The Cathedral Church of St. Luke, located at 130 North Magnolia Avenue in Dowtown Orlando, Florida, in 2014. The church was founded in 1867 by Francis W. Eppes (1801-1881), the nephew of Thomas Jefferson (1743-1826). The congregation originally worshipped in a log cabin and services were conducted by Eppes, despite his status as a layman. In October 1882, William Crane Gray (1835-1919) was elected and consecrated as the first bishop of the Missionary Jurisdiction of South Florida, which included Central Florida and Orlando, at the time. A new church building for St. Luke's was erected under Reverend C. W. Ward during that same year. The building was enlarged in 1884, and again in 1903. On March 31, 1902, Bishop Gray designated St. Luke's as the official Cathedral Church for South Florida and appointed Reverend Lucien A. Spencer as the cathedral's first dean. In 1922, the cathedral building was relocated to make room for a new cathedral designed by Frohman, Robb, and Little of Boston, Massachusetts. During that same year, the Missionary Jurisdiction of South Florida was admitted to the General Convention of the Episcopal Church as the Diocese of South Florida. On April 13, 1925, Bishop Cameron Mann laid the cornerstone. However, as the land bust struck Florida in 1926, the building remained only partially constructed and a temporary wall was built to seal the altar side of the church. Over the years, the building has received a number of structural additions and renovations, including an educational unit memorializing members of the congregation who died serving in World War II; the Chapter House erected in the 1950s; the renovation of the cathedral nave, the erection of the choir gallery over the narthex, and the installation of a 88-rank pipe organ in the early 1970s; and the removal of the temporary wall and the competition of the building's original design during 1986 and 1987. In 1970, the Diocese of South Florida was divided into three smaller dioceses; St. Luke's became the Cathedral Church for the Diocese of Central Florida. Type Still Image Source Original color digital images by Rachel Williams, July 24, 2014. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/106" target="_blank">Orlando Remembered Collection</a>, Orlando Collection, Orange County Collection. RICHES of Central Florida. Coverage Cathedral Church of St. Luke, Downtown Orlando, Florida Creator Williams, Rachel Date Created 2014-07-25 Format image/jpeg Extent 2.74 MB 2.48 MB 1.08 MB Medium 3 color digital images Mediator History Teacher Geography Teacher Provenance Originally created by Rachel Williams. Rights Holder Copyright to this resource is held by the <a href="https://www.thehistorycenter.org/" target="_blank">Orange County Regional History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Item Creation Contributing Project <a href="http://orlandoremembered.org/" target="_blank">Orlando Remembered</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference Cathedral Church of Saint Luke (Orlando, Fla.). <a href="http://www.worldcat.org/oclc/17671323" target="_blank">Centennial Book of the Cathedral Church of St. Luke, Orlando, Florida, 1874-1974</a>. Orlando, Fla: Cathedral Church of St. Luke, 1974. "<a href="http://www.stlukescathedral.org/History_detailed.htm" target="_blank">Detailed History</a>." Cathedral Church of Saint Luke. http://www.stlukescathedral.org/History.html/History.html/History_detailed.htm. Cathedral Church of St. Luke (Orlando, Florida; Episcopal). <a href="http://www.worldcat.org/oclc/866426093" target="_blank">Church Records and History, 1900-1992</a>. Salt Lake City, Utah: Filmed by the Genealogical Society of Utah, 1993. Wilder, Beatrice. <a href="http://www.worldcat.org/oclc/866348188" target="_blank">Diocese of Central Florida Churches One Hundred Years Old and More...Through 1993</a>. Salt Lake City, Utah: Filmed by the Genealogical Society of Utah, 1993. Bentley, George R. <a href="http://www.worldcat.org/oclc/44954481" target="_blank">The Episcopal Diocese of Florida, 1892-1975</a>. Gainesville: University of Florida Press, 1989. Cushman, Joseph D. <a href="http://www.worldcat.org/oclc/1310197" target="_blank">A Goodly Heritage: The Episcopal Church in Florida, 1821-1892</a>. Gainesville: University of Florida Press, 1965. Cathedral Church of St. Luke church churches Downtown Orlando Episcopal Church Episcopalians Magnolia Avenue orlando Williams, Rachel https://richesmi.cah.ucf.edu/omeka/files/original/38980dce0b1a7056349929f761bd3ac7.JPG 25355cf0914b83c1c0d74e27e334f459 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 Winter Garden Heritage Foundation Collection Alternative Title Winter Garden Heritage Foundation Collection Subject Winter Garden (Fla.) Museums--Florida Description Collection of digital images, documents, and other records contributed by the Winter Garden Heritage Foundation, located at 1 North Main Street in Winter Garden, Florida. This one-story masonry vernacular building was originally the Atlantic Coast Line Railroad depot. The earliest train depot on this site was a 16-by-20-foot small wooden shed built by farmers in 1893 so they could ship their produce to Jacksonville and St. Petersburg on the Orange Belt Railway. A second larger wooden terminal was built on the same site in 1906 by the Atlantic Coat Line Railroad. The current brick building was constructed around 1918. After the train depot closed around 1960, the building housed the Chamber of Commerce, then several other businesses. In 1998, Kay Chicone Ustler and Jerry Chicone Jr. donated $150,000 to the City of Winter Garden to purchase the building for use as a museum. The Winter Garden Heritage Foundation opened the museum one month later. The museum is still active and is open from 1-5 PM everyday, excluding holidays. Contributor <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/46" target="_blank">Orange County Collection</a>, RICHES of Central Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Winter Garden Heritage Foundation, Winter Garden, Florida Accrual Method Donation Rights Holder Copyright to these resources are held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and are provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 1 color digital image 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 Home of Harry Bumby Alternative Title Bumby Home Subject Winter Garden (Fla.) Housing--Florida Description The one-and-one-half-story bungalow is located at 205 North Lakeview Avenue in Winter Garden, Florida. Built in 1919, this structure historically associated with Henry "Harry" Edward Bumby (1870-1941), the developer of the subdivision in which it is located. In 1873, Bumby's father, Joseph, moved to Orlando, where he established a hardware store that became one of the largest of its kind in Central Florida. In addition to two stores in Orlando, Joseph opened a store in Winter Park and Winter Garden in 1917. The latter store was managed by his son, Harry. The house was sold after Harry Bumby's death to William Story in 1941. Later the house was owned by Tom and Mozelle Cox, owner of Tom Cox Men's Wear and Mozelle's Fashion Fair in Winter Garden. Type Still Image Source Original color digital image by Katherine Bowers, July 2014: <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. Is Part Of <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original color digital image, July 2014. Creator Bowers, Katherine Date Created 2014-07 Format image/jpg Extent 250 KB Medium 1 color digital image Mediator History Teacher Geography Teacher Provenance Originally created by Katherine Bowers. Rights Holder Copyright to this resource is held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Bowers, Katherine Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Coverage Home of Harry Bumby, Winter Garden, Florida Home of William Story, Winter Garden, Florida Home of Tom and Mozelle Cox, Winter Garden, Florida Bowers, Katherine Bumby, Harry Bumby, Joseph bungalow bungalows Cox, Mozelle Cox, Tom Henry Edward Bumby homes houses housing Lakeview Avenue Mozelle's Fashion Fair Story, William Tom Cox Mean's Wear Winter Garden https://richesmi.cah.ucf.edu/omeka/files/original/94fbf28515583a37c5f5e09c778825b9.jpg 5e971cc294d5506d65621ceaa65daa37 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 New Smyrna Beach Collection Alternative Title New Smyrna Collection Subject New Smyrna Beach (Fla.) Contributor <a href="http://www.daytonastate.edu/CampusDirectory/DeptInfo.aspx?dept=BHS" target="_blank">Daytona State College, New Smyrna Beach-Edgewater Campus, School of Behavioral and Cultural Sciences</a> Language eng Type Collection Coverage New Smyrna Beach, Florida Contributing Project History Skill Building Project 2013, <a href="http://www.daytonastate.edu/CampusDirectory/DeptInfo.aspx?dept=BHS" target="_blank">School for Behavior and Social Sciences</a>, Daytona State College Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.daytonastate.edu/CampusDirectory/DeptInfo.aspx?dept=BHS" target="_blank">Daytona State College, New Smyrna Beach-Edgewater Campus, School of Behavioral and Cultural Sciences</a> External Reference Sweett, Lawrence J. <a href="http://www.worldcat.org/oclc/77551284" target="_blank">New Smyrna Beach</a>. Charleston, SC: Arcadia Pub, 2006. "<a href="http://www.cityofnsb.com/198/History" target="_blank">History</a>." City of New Smyrna Beach, Florida. http://www.cityofnsb.com/198/History. Beeson, Kenneth H. <a href="http://www.worldcat.org/oclc/62738525" target="_blank">Fromajadas and Indigo: The Minorcan Colony in Florida</a>. Charleston, SC: History Press, 2008. Grange, Roger T., Jr. "<a href="http://www.presentpasts.info/article/view/pp.41/80" target="_blank">Saving Eighteenth-Century New Smyrnea: Public Archaeology in Action</a>." Present Pasts, Vol. 3, No. 1. http://www.presentpasts.info/article/view/pp.41/80. Cumiskey, Kate. <a href="http://www.worldcat.org/oclc/491915106" target="_blank">Surfing in New Smyrna Beach</a>. Charleston, S.C.: Arcadia Publishing, 2010. Description Collection of digital images, documents, and other records depicting the history of New Smyrna Beach, Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. In 1758, the first European settlers arrived in present-day New Smyrna Beach and Dr. Andrew Turnbull established the colony of New Smyrna. Most of the colony's settlers were from Greece, Italy, and Minorca, Spain. Turnbull planned for the town to produce hemp, sugarcane, indigo, and rum, but the colony quickly collapsed due to insect-born diseases and raids by nearby Native American tribes. Most of the survivors resettled in St. Augustine. In 1887, New Smyrna was incorporated. In 1892, Henry Morrison Flagler expanded his Florida East Coast Railway to the area, sparking growth in the city. During the Prohibition of the 1920s, New Smyrna served as a site for moonshine stills and hideouts for rum-runners. In 1947, the city was renamed New Smyrna Beach when it annexed Coronado Beach. Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/85" target="_blank">Daytona State College-New Smyrna Beach-Edgewater Collection</a>, New Smyrna Beach Collection, Volusia County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/75" target="_blank">Volusia County Collection</a>, RICHES of Central Florida. Still Image A static visual representation. Examples of still images are: 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 New Smyrna Railway Station Postcard Alternative Title New Smyrna Railway Station Postcard Subject New Smyrna Beach (Fla.) Railroads--Florida Description A color postcard featuring the railway station in New Smyrna, Florida, in the 1890s. Although the postcard does not specify, this railway station was likely the Jacksonville, St. Augustine, and Indian River Railway Company (later part of the Florida East Coast Railway Company) station within the city. In 1892, Henry Flagler (1830-1913) extended the Jacksonville, St. Augustine, and Indian River Railway Company to New Smyrna, which resulted in increased growth for the town. Abstract Color postcard of New Smyrna, Fla. Railway Station published by the Hugh C. Leighton Co. The postcard depicts day-to-day transportation with antique cars and horse-drawn vehicles. Type Still Image Source Original 9 centimeter x 14 centimeter color postcard: "New Smyrna, Fla. Railway Station." Hugh C. Leighton Company, Portland, Maine: <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a>, University of Central Florida, Orlando, Florida. Is Part Of <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a>, University of Central Florida, Orlando, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/84" target="_blank">New Smyrna Collection</a>, Orange County Collection, RICHES of Central Florida. Is Format Of Original 9 centimeter x 14 centimeter color postcard: "New Smyrna, Fla. Railway Station." Hugh C. Leighton Company, Portland, Maine. Has Format Digital reproduction of original 9 centimeter x 14 centimeter color postcard: "<a href="http://digital.library.ucf.edu/cdm/ref/collection/CFM/id/30768" target="_blank">New Smyrna, Fla. Railway Station</a>." Hugh C. Leighton Company, Portland, Maine: Tag number DP0004815, Central Florida Memory. Coverage New Smyrna, Florida Publisher Hugh C. Leighton Company Date Created ca. 1892-1899 Date Copyrighted ca. 1892-1899 Format image/jpg Extent 70.7 KB Medium 9 x 14 centimeter color postcard Language eng Mediator History Teacher Geography Teacher Provenance Originally published by the Hugh C. Leighton Company. Rights Holder Copyright to this resource is held by <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">University of Central Florida </a><a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">University of Central Florida </a><a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a> Curator Cepero, Laura Digital Collection <a href="http://www.cfmemory.org/" target="_blank">Central Florida Memory</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">University of Central Florida, Special Collections and University Archives</a> External Reference "<a href="http://fecrwy.com/about/history" target="_blank">History</a>." Florida East Coast Railway. http://fecrwy.com/about/history. Francke, Arthur E. <a href="http://www.worldcat.org/oclc/11190147" target="_blank">Early Days of Seminole County, Florida</a>. Seminole County Historical Commission in cooperation with Seminole County Community College, Office of Community Instructional Services, 1984. Bramson, Seth. <a href="http://www.worldcat.org/oclc/49513191" target="_blank">Speedway to Sunshine: The Story of the Florida East Coast Railway</a>. Erin, ON: Boston Mills Press, 2003. "<a href="http://riches.cah.ucf.edu/audio/Ep25-RailwaysOfCentralFL.mp3" target="_blank">RICHES Podcast Documentaries, Episode 25: The Railways of Central Florida</a>." RICHES of Central Florida. http://riches.cah.ucf.edu/audio/Ep25-RailwaysOfCentralFL.mp3. Mulligan, Michael. <a href="http://www.worldcat.org/oclc/225874809" target="_blank">Railroad Depots of Central Florida</a>. Charleston, SC: Arcadia Pub, 2008. Murdock, R. Ken. <a href="http://www.worldcat.org/oclc/38291666" target="_blank">Outline History of Central Florida Railroads</a>. Winter Garden, Fla: Central Florida Chapter, National Railway Historical Society, 1997. Turner, Gregg M. <a href="http://www.worldcat.org/oclc/184906141" target="_blank">A Journey into Florida Railroad History</a>. Gainesville: University Press of Florida, 2008. Transcript NEW SMYRNA New Smyrna, Fla. Railway Station. FEC Florida East Coast Railway Company Hugh C. Leighton Company Jacksonville, St. Augustine, and Indian River Railway Company New Smyrna railroad stations railroads rails railways https://richesmi.cah.ucf.edu/omeka/files/original/65cd525b8164b13c7d78b00659f5a465.pdf 02fb8ba1d1407616c5f34310245b2d9a 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 Parramore Collection Alternative Title Parramore Collection Subject Orlando (Fla.) Description Bordered on the east by Division Street and on the west by Orange Blossom Trail (OBT), the Parramore began as an agricultural community. Parramore was historically a segregated African-American community and now comprises three separate downtown neighborhoods: Lake Dot, Callahan, and Holden-Parramore. Once an economically thriving area and the home of many prominent black businesses and institutions, including the Wells’ Built Hotel, South Street Casino, and Wallace’s Beauty Mill, Parramore suffered under Jim Crow segregation, and has lost 65 percent of its population in the last 50 years. It is now one of Orlando’s poorest neighborhoods, with an unemployment rate of 23.8 percent in 2015. However, neighborhood institutions like the Well's Built Museum of African American History and Culture, housed in the historic Wells’ Built Hotel, have worked to preserve memorabilia from Orlando’s African-American community and the local civil rights movement. Current plans to revitalize the Parramore area focus on maintaining its black heritage and culture while building new businesses, schools, and improved housing. Still Image A static visual representation. Examples of still images are: 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 Map of the Ossie Quarters Alternative Title Ossie Quarters Map Subject Orlando (Fla.) Description A map of the Ossie Quarters, an area in the Parramore neighborhood of Downtown Orlando, Florida. The map was drawn in 2016 by Althea Hill, based on her memory of historic businesses and homes located in the neighborhood from 1951 through 1970. Ossie Quarters is located just north of Ossie Street, named in honor of Ossie Davis (1917-2005), a stage actor and civil rights activist. Type Still Image Source Original 8.5 x 11 inch hand-drawn color map by Althea Hill: Private Collection of Althea Hill. Requires <a href="http://www.adobe.com/products/reader.html" target="_blank">Adobe Acrobat Reader</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/180" target="_blank">Parramore Collection</a>, Orlando Collection, Orange County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original 8.5 x 11 inch hand-drawn map. Coverage Ossie Quarters, Holden-Parramore, Downtown Orlando, Florida Creator Hill, Althea Contributor Hill, Althea Date Created 2016 Format application/pdf Medium 8.5 x 11 inch hand-drawn color map Language eng Mediator History Teacher Geography Teacher Provenance Originally created by Althea Hill. Rights Holder Copyright to this resource is held by Althea Hill and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project Parramore History Harvest Curator Raffel, Sara Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository Private Collection of Althea Hill External Reference Rajtar, Steve. <a href="http://www.worldcat.org/oclc/70911136" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Althea Hill Callahan Elementary School Carver Theater Central Boulevard Channel 9 Church Street elementary schools Harris Laundry high schools Holden-Parramore Historic District Jones High School neighborhoods orlando Ossie Quarters Paris House Parramore Parramore Avenue Washington Street Winn Dixie https://richesmi.cah.ucf.edu/omeka/files/original/fc5a976b7501474806033ae1580a88a3.jpg 74b43d4ddfc85733648d1cf08552f96f 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 Longwood Collection Alternative Title Longwood Collection Subject Longwood (Fla.) Description Collection of digital images, documents, and other records depicting the history of Longwood, Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. The first European and Euro-American settlers arrived in present-day Longwood in the early 1870s. Its town founding settlers were John Neill Searcy of Tennessee and Edward Warren Henck of Boston, Massachusetts, both of which arrived in 1873. Henck was a railroad businessman, hotel owner, and real estate promoter, and he was later elected the first Mayor of Longwood in 1885. Henck was instrumental in bringing the South Florida Railroad to Longwood. Although Longwood enjoyed growth from the railroad, the Great Freeze of 1894-1895 caused many citizens to leave Central Florida. However, the area experience growth again during the 1910s and 1920s. In 1923, the Town of Longwood was incorporated as a city. Longwood experienced decline during the Great Depression, and the city failed to dis-incorporate after its bank failed in 1932. Growth returned to Longwood during World War II, thanks to the development of the Naval Air Station (NAS) Sanford and the Orlando Air Army Base, which was later renamed the Naval Training Center (NTC) Orlando. Prosperity increased again the 1960s and 1970s, due to the expansion of the military industry, the establishment of the space industry in nearby Brevard County, and the opening of Walt Disney World. Language eng Type Collection Coverage Longwood, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor <a href="http://www.seminolecountyfl.gov/departments-services/leisure-services/parks-recreation/museum-of-seminole-county-history/" target="_blank">Museum of Seminole County History</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. External Reference "<a href="http://www.longwoodfl.org/content/1115/151/147/default.aspx" target="_blank">A Brief History of Longwood</a>." City of Longwood, Florida. http://www.longwoodfl.org/content/1115/151/147/default.aspx. Central Florida Society for Historical Preservation. <a href="http://www.worldcat.org/oclc/48909279" target="_blank">Longwood</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: 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 Big Tree Park, the Oldest and Largest Cypress Tree in U.S.A. Postcard Alternative Title Big Tree Park Postcard Subject Longwood (Fla.) Parks--Florida Description A photographic postcard featuring The Senator, the giant bald cypress tree that was once the oldest and largest cypress tree in the country. At the time that the photograph was taken, The Senator was 3,500 yers old, 126 feet and 3 inches tall, and 47 feet in circumference. As early as the late 1800s, this centuries-old tree was considered a tourist attraction, but it wasn't until 1927 that a park was established around the tree. Senator Moses O. Overstreet donated six acres of land, which included the tree, to Seminole County to establish a park with the stipulation that a road would be built to take visitors into the park. The generosity of Sen. Overstreet inspired residents to name the giant cypress tree "The Senator." Located at 761 General Hutchinson Parkway in present-day Longwood, Florida, the new park was named the Seminole Big Tree Park in honor of the main attraction. In 1929, President Calvin Coolidge (1872-1933) dedicated a bronze plaque at the site of the tree. The plaque was stolen in 1945, which would place this photograph sometime between 1940 and 1945. Based on a core sample taken by the American Forestry Association, The Senator was estimated to be 3500 years old in 1946. The Big Tree Park also features another giant cypress estimated to be 2000 years old. In 2005, local elementary students named the tree Lady Liberty. It was considered to be the companion tree to The Senator, as they were only 40 feet apart. The Senator continued to be a tourist attraction and local landmark until January 16, 2012, when it was lost in a fire. Abstract Postcard image of the Big Tree in Sanford. Image depicts the tree with a plaque on the front, surrounded by a fence. Two men, a woman, and a young child can be seen in front of the tree, looking up at it. The caption on the front of the postcard reads, "Big Tree Park. The Oldest and Largest Cypress Tree in U. S. A. 126 ft. 3 in. High. 47 ft. in circumference. 3500 Years Old. Sanford, Seminole County, Florida." Type Still Image Source Original 14 x 9 centimeter black and white photographic postcard: "Big Tree Park." <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a>, University of Central Florida, Orlando, Florida. Is Part Of <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a>, University of Central Florida, Orlando, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/43" target="_blank">Longwood Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Format Of Original 14 x 9 centimeter black and white photographic postcard: "Big Tree Park." Has Format Digital reproduction of original 14 x 9 centimeter black and white photographic postcard: "<a href="http://digital.library.ucf.edu/cdm/ref/collection/CFM/id/116633" target="_blank">Big Tree Park</a>." Tag number DP0008223, Central Florida Memory. Coverage Seminole Big Tree Park, Longwood, Florida Date Created ca. 1940-1945 Date Copyrighted 2011 Format image/jpg Extent 199 KB Medium 14 x 9 centimeter black and white photographic postcard Language eng Mediator History Teacher Geography Teacher Rights Holder Copyright to this resource is held by <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">University of Central Florida, </a><a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">Special Collections & University Archives</a> Curator Cepero, Laura Digital Collection <a href="http://www.cfmemory.org/" target="_blank">Central Florida Memory</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">University of Central Florida, Special Collections and University Archives</a> External Reference "<a href="http://www.seminolecountyfl.gov/locations/Big-Tree-Park.stml" target="_blank">Big Tree Park</a>." Parks and Preservation, Seminole County. http://www.seminolecountyfl.gov/locations/Big-Tree-Park.stml. Blozan, Will. "<a href="http://www.nativetreesociety.org/fieldtrips/florida/senator/senator_cypress.htm" target="_blank">The Senator Cypress is Re-elected to Top Position in Eastern Forests</a>." Native Tree Society. http://www.nativetreesociety.org/fieldtrips/florida/senator/senator_cypress.htm. "<a href="http://mobile.floridata.com/Plants/Taxodiaceae/Taxodium%20distichum/108" target="_blank">The Senator - Florida's Big Tree</a>." Floridata. http://mobile.floridata.com/Plants/Taxodiaceae/Taxodium%20distichum/108. Central Florida Society for Historical Preservation. <a href="http://www.worldcat.org/oclc/48909279" target="_blank">Longwood</a>. Charleston, SC: Arcadia, 2001. Transcript [illegible] BIG TREE PARK. THE OLDEST AND LARGEST CYPRESS TREE IN U.S.A. 126 FT. 3 IN. HIGH. 47 FT. IN CIRCUMFERENCE. 3500 YEARS OLD. SANFORD, SEMINOLE COUNTY, FLORIDA. bald cypress Big Tree Park cypress ecotourism Longwood park Sanford The Senator tourism tourist tourist attraction tree https://richesmi.cah.ucf.edu/omeka/files/original/20983a8f78934eeede1443c5f7ee56b1.jpg f2e7582ef81791ab68165c15b563dff4 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 Daytona Beach Collection Alternative Title Daytona Collection Subject Daytona Beach (Fla.) Description Daytona Beach was originally inhabited by the Timucua before the arrival of Spaniards in 1513. After the Timucua were virtually exterminated following contact with Europeans, the area was frequented by Seminoles from Georgia and Alabama, up until the Second Seminole War. During British occupation of Florida (1763-1783), King's Road was built, extending from St. Augustine, passing through Daytona, and ending in New Smyrna Beach. After the American Revolutionary War (1775–1783), Spain regained Florida, and, in 1804, Samuel Williams was granted 3,000 acres of land in Daytona from the Spanish Crown. Williams established a cotton, rice, and sugarcane plantation. During the Second Seminole War, Seminoles razed the plantation, while Williams' son, Samuel Hill Williams, fled. In 1871, Mathias Day, Jr., a migrant from Mansfield, Ohio, purchased a large tract of land along the west bank of the Halifax River, which included the former Williams Plantation. With the construction of Day's hotel, today's Daytona Beach Historic District was created. In 1876, residents named the city "Daytona," in honor of Day, when the area was incorporated as a town. Growth continued in 1886 when the St. Johns & Halifax River Railway extended to Daytona. In 1926, the towns of Daytona, Daytona Beach, Kingston, and Seabreeze merged together as Daytona Beach, in an effort led by J. B. Kahn. By this time, the beach had been nicknamed "The World's Most Famous Beach." Automobile and motorcycle races began in 1902, due to the smooth, compacted sand that covered the beach. Daytona Beach became the site of various land speed record attempts. On March 8, 1836, the first stock car race was held at the Daytona Beach Road Course, which is located in present-day Ponce Inlet. William France, Sr. and the National Association for Stock Car Auto Racing (NASCAR) established the Daytona International Speedway in 1958 to replace the beach course. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/75" target="_blank">Volusia County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Daytona Beach, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Cepero, Nancy Lynn Cepero, Ray <a href="http://www.cookman.edu/about_BCU/history/index.html" target="_blank">Mary McLeod Bethune Foundation</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/76" target="_blank">Mary McLeod Bethune Foundation Collection</a>, Daytona Beach Collection, Volusia County Collection, RICHES of Central Florida. External Reference "<a href="http://www.daytonabeach.com/resources/history/" target="_blank">Local History</a>." Daytona Beach. http://www.daytonabeach.com/resources/history/. Cardwell, Harold D., and Priscilla D. Cardwell. <a href="http://www.worldcat.org/oclc/57383041" target="_blank">Historic Daytona Beach</a>. Charleston, S.C.: Arcadia Pub, 2004. Still Image A static visual representation. Examples of still images are: 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 Orange Avenue, Daytona Alternative Title Orange Avenue, Daytona Postcard Subject Daytona (Fla.) Description A postcard featuring a horse and buggy on Orange Avenue in Daytona, Florida, around 1910. Palm fronds, live oaks, and electric power lines line both sides of the street. In 1871, Mathias Day, Jr. (1824-1904), a migrant from Mansfield, Ohio, purchased a large tract of land along the west bank of the Halifax River, which included the former Williams Plantation. With the construction of Day's hotel, today's Daytona Beach Historic District was created. In 1876, residents named the city "Daytona," in honor of Day, when the area was incorporated as a town. Growth continued in 1886 when the St. Johns & Halifax River Railway extended to Daytona. In 1926, the towns of Daytona, Daytona Beach, Kingston, and Seabreeze merged together as Daytona Beach, in an effort led by J. B. Kahn. By this time, the beach had been nicknamed "The World's Most Famous Beach." Automobile and motorcycle races began in 1902, due to the smooth, compacted sand that covered the beach. Daytona Beach became the site of various land speed record attempts. On March 8, 1836, the first stock car race was held at the Daytona Beach Road Course, which is located in present-day Ponce Inlet. Bill France, Sr. (1909-1992) and the National Association for Stock Car Auto Racing (NASCAR) established the Daytona International Speedway in 1958 to replace the beach course. Abstract Unused color postcard of horse and buggy on Orange Avenue, Daytona, Florida. There are palm fronds, live oaks, and electric power lines on either side of the street. "Daytona, Florida. Orange Avenue. Hardly a thousand miles from Greater New York one may find the most delicate and delightful tropical scenery and may dwell in a climate which neither Hawaii nor southern Italy can excel. The name 'The American Riviera' is often applied to the Florida East Coast." - back of postcard. Type Still Image Source Original 8 centimeter x 12 centimeter color postcard: "Daytona, Florida, Orange Avenue." The Hugh C. Leighton Company, Portland, Maine: accession number 1057, Stetson University Postcard Collection, <a href="https://www2.stetson.edu/library/about-us/special-collections/" target="_blank">Archive and Special Collections</a>, duPont-Ball Library, Stetson University, DeLand, Florida. Is Part Of Stetson University Postcard Collection, <a href="https://www2.stetson.edu/library/about-us/special-collections/" target="_blank">Archive and Special Collections</a>, duPont-Ball Library, Stetson University, DeLand, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/16" target="_blank">Daytona Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Format Of Original 8 centimeter x 12 centimeter color postcard: "Daytona, Florida, Orange Avenue." The Hugh C. Leighton Company, Portland, Maine. Has Format Digital reproduction of original 8 centimeter x 12 centimeter color postcard: "<a href="http://digital.library.ucf.edu/cdm/ref/collection/CFM/id/59383" target="_blank">Daytona, Florida, Orange Avenue</a>." The Hugh C. Leighton Company, Portland, Maine: Tag number DP0000102. Central Florida Memory. Coverage Orange Avenue, Daytona, Florida Publisher The Hugh C. Leighton Company Date Created ca. 1910 Date Copyrighted ca. 1910 Format image/jpg Extent 172 KB Medium 8 centimeter x 12 centimeter color postcard Language eng Mediator History Teacher Geography Teacher Provenance Originally published by the Hugh C. Leighton Company. Rights Holder Copyright to this resource is held by <a href="https://www2.stetson.edu/library/about-us/special-collections/" target="_blank">Stetson University, duPont-Ball Library, Archive and Special Collections</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Curator Cepero, Laura Digital Collection <a href="http://www.cfmemory.org/" target="_blank">Central Florida Memory</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="https://www2.stetson.edu/library/about-us/special-collections/" target="_blank">Stetson University, Archive and Special Collections</a> External Reference "<a href="http://www.daytonabeach.com/resources/history/" target="_blank">Local History</a>." Daytona Beach. http://www.daytonabeach.com/resources/history/. "<a href="http://www.codb.us/" target="_blank">City of Daytona Beach</a>." City of Daytona Beach. http://www.codb.us/. Cardwell, Harold D., and Priscilla D. Cardwell. <a href="http://www.worldcat.org/oclc/57383041" target="_blank">Historic Daytona Beach</a>. Charleston, S.C.: Arcadia Pub, 2004. Halifax Historical Society (Daytona Beach, Fla.). <a href="http://www.worldcat.org/oclc/46980986" target="_blank">Timeless Daytona Beach</a>. Daytona Beach, Fla: Halifax Historical Society, 2001. Transcript Daytona, Fla. Orange Avenue. avenues buggies buggy Daytona horses oaks Orange Avenue palms roads streets 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 Rock Collection Alternative Title Rock Collection Subject Music--United States Rock music--United States Lakeland (Fla.) Maitland (Fla.) Orlando (Fla.) Description Collection of digital images, documents, and other records depicting the history of rock music in Central Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. Rock music is uniquely American, emerging in the late 1940s and 1950s, with the influence of African-American blues, jazz, boogie woogie, and gospel, mixed with predominantly white country and Western swing music. This hybrid genre helped define a generation, breaking down color barriers in the South by merging African musical traditions with European instrumentation. The popularization of rock music coincided with the African-American Civil Rights Movement, which sought to end racial segregation and discrimination in the South. The sudden interest of white teens in black “race music” provoked a backlash among traditionalists and Americans found themselves in the middle of a “culture war.” The counterculture youth of the 1950s and 1960s rejected many of the mainstream cultural standards of their parents’ generation, especially in regards to race. During the First and Second Great Migration of the 20th century, African Americans and whites began living in closer proximity to one another, more so than ever before, resulting in both races emulating the other’s style in fashion, art, and music. Rock music influenced the language, attitudes, ideas, and trends of a generation. The genre continued to evolve, incorporating new elements with each subsequent decade. During the 1960s, the subgenres of folk rock, jazz rock, country rock, blues rock, psychedelic rock, glam rock, and progressive rock emerged. Musicians in the 1970s and 1980s created punk rock, Southern rock, heavy metal, new wave, and alternative rock. By the 1990s, artist continued to expand the genre by creating rap rock, reggae rock, grunge, and indie rock. Florida has been at the heart of rock music and the “culture war” since the 1950s. The recording industry was actively making rock records in Tampa during the 1960s and in Miami during the 1970s. Gram Parsons, a native of Winter Haven, is credited as the father of the country rock movement of the late 1960s, and Southern rock emerged from Jacksonville during the 1970s and 1980s, with bands such as the Allman Brothers Band, Lynyrd Skynyrd, the Outlaws, and Molly Hatchet. These contributions played an integral part in the history of rock music. Contributor Knickerbocker, Carl Wahl, Julie Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/140" target="_blank">Central Florida Music History Collection</a>, RICHES of Central Florida. Type Collection Coverage Bob Carr Theater, Orlando, Florida Enzian Theater, Maitland, Florida Great Southern Music Hall, Orlando, Florida Lakeland Civic Center, Lakeland, Florida Orange County Civic Center, Orlando, Florida Orlando-Seminole Jai Alai Fronton, Fern Park, Florida Orlando Sports Stadium, Orlando, Florida Tangerine Bowl, Orlando, Florida Curator Cepero, Laura Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference Altschuler, Glenn C. <a href="http://www.worldcat.org/oclc/51518334" target="_blank">All Shook Up: How Rock 'n' Roll Changed America</a>. Oxford: Oxford University Press, 2003. Fisher, Marc. <a href="http://www.worldcat.org/oclc/69594101" target="_blank">Something in the Air: Radio, Rock, and the Revolution That Shaped a Generation</a>. New York: Random House, 2007. Studwell, William E., and D. F. Lonergan. <a href="http://www.worldcat.org/oclc/41090615" target="_blank">The Classic Rock and Roll Reader: Rock Music from Its Beginnings to the Mid-1970s</a>. New York: Haworth Press, 1999. Language eng Moving Image A series of visual representations that, when shown in succession, impart an impression of motion. Original Format 1 audio/video recording Duration 6 minutes and 23 seconds 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 WUCF Artisodes Short: Violectric Alternative Title Violectric Artisode Subject Orlando (Fla.) Music--Florida Rock music--United States Education--Florida Description Violectric is an Orlando-based band that combines the classical sound of violins, violas, and stringed instruments with the energy and irreverence of rock music. In addition to performing, members of the groups teach music to eager students. WUCF-TV is a Public Broadcasting Service (PBS) television station serving the Central Florida television market. The station, operated by the University of Central Florida, is the region's sole PBS member station, reaching an estimated population of 4.6 million people in its aerial viewing area. Arts and culture take center stage in WUCF-TV's weekly local series: "WUCF Artisodes." Each episode airs Thursdays at 8 p.m., featuring a local artist or initiative, as well as stories on the arts from across the country. Developed in partnership with 28 PBS stations nationwide, this series is part of WUCF-TV's mission to give everyone a front-row seat to the arts. This Artisodes Short originally aired as part of "WUCF Artisodes #147: Development through Diversity" on October 16, 2014. Type Moving Image Source Original 6-minute and 23-second audio/video recording of Violectric, <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>, Orlando, Florida, April 9, 2015: WUCF-TV, University of Central Florida, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank"> Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank"> Java</a> Is Part Of <a href="http://video.wucftv.org/video/2365462795/" target="_blank">WUCF Artisodes 167: Mix & Match</a>, WUCF-TV, University of Central Florida, Orlando, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/142" target="_blank">Rock Collection</a>, Central Florida Music History Collection, RICHES of Central Florida Is Format Of <a href="http://video.wucftv.org/video/2365463463/" target="_blank">WUCF Artisodes Short: Violectric</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Coverage WUCF-TV, University of Central Florida, Orlando, Florida Dr. Phillips Center for the Performing Arts, Orlando, Florida Publisher <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Contributor Brazil, Dana Jones, Michelle May, Nathan PPurutcuoglu, Laine Raymond, Danny Trujillo, Yamilet Violectric Woodbury, Laura Date Created 2015-04-09 Date Issued 2015-04-09 Date Copyrighted 2015-04-09 Format application/website application/pdf Medium 6-minute and 23-second audio/video recording Language eng Mediator History Teacher Humanities Teacher Music Teacher Provenance Originally published by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>. Rights Holder Copyright to this resource is held by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Curator Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> External Reference Ammer, Christine. <a href="http://www.worldcat.org/oclc/5289380" target="_blank">Unsung: A History of Women in American Music</a>. Westport, Conn: Greenwood Press, 1980 "<a href="http://www.wucftv.org/local-programs/artisodes/" target="_blank">WUCF Artisodes</a>." WUCFTV.org. http://www.wucftv.org/local-programs/artisodes/ (Accessed April 13, 2015). Click to View (Movie, Podcast, or Website) <a href="https://www.youtube.com/watch?v=W2slnqI64cA" target="_blank">WUCF Artisodes Short: Violectric</a> Artisodes bass guitars bassists cellists cellos concerts Dana Brazil Danny Raymond Dr. Phillips Center for the Performing Arts drummers drums education educators Guns N' Roses James Patrick Page Jimmy Page Kashmir keyboardists keyboards Laine Purutcuoglu Laura Woodbury Led Zeppelin Maroon 5 Michaelle Jones Mix & Match Moves like Jagger music education Nathan May orlando PBS Physical Graffiti Public Broadcasting Service Robert Anthony Plant Robert Plant string quintets Sweet Child o' Mine teachers UCF University of Central Florida upright bass violas Violectric violinists violists WUCF Artisodes WUCF Artisodes Short WUCF-TV Yamilet Trujillo https://richesmi.cah.ucf.edu/omeka/files/original/98b197ccd974d7f5de48b10e4f00fce9.jpg d712706654603f0a8f2ba556fca3b9c5 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 General Collection Description Collection of digital images, documents, and other records depicting the history of Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. Florida was first inhabited by Paleo-Indians as early as 14,000 years ago. By the 16th century, several distinct Native American tribes inhabited present-day Florida, primarily the Apalachee of the Panhandle, the Timucua of North and Central Florida), the Ais of the Central Atlantic Coast, the Tocobaga of the Tampa Bay area, the Calusa of Southwest Florida, and the Tequesta of the Southeast Florida. In 1513, Juan Ponce de León of Spain became the earliest known European explorer to arrive in Florida. During the 16th, 17th, 18th, and 19th centuries, Spanish, French, and English pioneers settled various parts of the states, though not all settlement were successful. Most of the region was owned by Spain, until it was ceded to the United States via the Adams–Onís Treaty of 1819. On March 3, 1845, Florida earned statehood. Florida was marred by nearly constant warfare with the Native Americans in the region, particularly with the Seminoles during the Seminole Wars. On January 10, 1861, Florida seceded from the Union and joined the Confederate States of American on January 20th. The state's participation in the Civil War revolved mostly around the transportation of goods via ships. On June 25, 1868, Florida regained its representation in Congress. During the Reconstruction period, Florida drafted a new state constitution, which included statues that effectively disenfranchised its African-American citizens, as well as many poor white citizens. Through much of its early history, Florida's economy relied heavily upon agriculture, especially citrus, cattle, sugarcane, tomatoes, and strawberries. Florida's tourism industry developed greatly with the economic prosperity of the 1920s. However, this was halted by devastating hurricanes in the second half of the decade, the Wall Street Crash of 1929, and the Great Depression. The economy would not fully recover until manufacturing was stimulated by World War II. As of 2014, Florida was the third most populous state in the country. Contributor Humphrey, Daphne F. Alternative Title General Collection Subject Florida Eatonville (Fla.) Orlando (Fla.) Winter Park (Fla.) Sanford (Fla.) Daytona Beach (Fla.) New Smyrna Beach (Fla.) Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2" target="_blank">RICHES of Central Florida</a>. Language eng Type Collection Coverage Eatonville, Florida Orlando, Florida Winter Park, Florida Sanford , Florida Daytona Beach, Florida New Smyrna Beach, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://dos.myflorida.com/florida-facts/florida-history/" target="_blank">Florida History</a>." Florida Department of State. http://dos.myflorida.com/florida-facts/florida-history/. Knotts, Bob. <a href="http://www.worldcat.org/oclc/49672975" target="_blank">Florida History</a>. Chicago: Heinemann Library, 2003. Still Image A static visual representation. Examples of still images are: 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 Greetings from Florida's Indian River Section Postcard Alternative Title Indian River Postcard Subject Indian River (Fla.) Description A color postcard featuring the Indian River Section of Florida in 1941. The Indian River is a 121-mile long lagoon running from the Ponce de Leon inlet in New Smyrna Beach to the St. Lucie Inlet in Marion County. The lagoon was originally named Rio de Ais after the Ais tribe of East Florida. Abstract This card is part of a Beautiful Florida souvenir folder containing 18 images. Type Still Image Source Original 9 centimeter x 14 centimeter color postcard: "Greetings from Florida's Indian River Section." Curt Teich, Chicago, Illinois, 1941: Image number PC0055E, Postcard Collection, <a href="http://dos.myflorida.com/library-archives/" target="_blank">Florida State Archives</a>, Division of Library and Information Services, Florida Department of State, Tallahassee, Florida. Is Part Of Postcard Collection, <a href="http://dos.myflorida.com/library-archives/" target="_blank">Florida State Archives</a>, Division of Library and Information Services, Florida Department of State, Tallahassee, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/36" target="_blank">General Collection</a>, RICHES of Central Florida. Is Format Of Original 9 centimeter x 14 centimeter color postcard: "Greetings from Florida's Indian River Section." Curt Teich, Chicago, Illinois, 1941. Has Format Digital reproduction of original 9 centimeter x 14 centimeter color postcard: "<a href="https://www.floridamemory.com/items/show/157665" target="_blank">Greetings from Florida's Indian River Section</a>." Curt Teich, Chicago, Illinois, 1941: Image number PC0055E. Florida Memory. Coverage Indian River, Florida Publisher Curt Teich <a href="https://www.floridamemory.com/" target="_blank">Florida Memory</a> Date Created 1941 Date Copyrighted 1941 Format image/jpg Extent 55.7 KB Medium 9 x 14 centimeter color postcard Language eng Mediator History Teacher Geography Teacher Provenance Originally published by Curt Teich. Rights Holder Copyright to this resource is held by <a href="http://dos.myflorida.com/library-archives/" target="_blank">Florida Department of State, Division of Library and Information Services, Florida State Archives</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://dos.myflorida.com/library-archives/" target="_blank">Florida Department of State, Division of Library and Information Services, Florida State Archives</a> Curator Cepero, Laura Digital Collection <a href="https://www.floridamemory.com/" target="_blank">Florida Memory</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://dos.myflorida.com/library-archives/" target="_blank">Florida State Archives</a> External Reference "<a href="http://fcit.usf.edu/florida/docs/i/indriv2.htm" target="_blank">Indian River, Florida</a>." Exploring Florida. http://fcit.usf.edu/florida/docs/i/indriv2.htm. Transcript Greetings from FLORIDA'S INDIAN RIVER SECTION © CURT TEICH & CO., INC. Indian River lagoons Rio de Ais rivers 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 Central Florida Music History Collection Alternative Title Music History Collection Subject Music--Florida Orlando (Fla.) Cassadaga (Fla.) Hialeah (Fla.) Maitland (Fla.) New Smyrna Beach (Fla.) Description Collection of digital images, documents, and other records depicting the history of music in Central Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. Central Florida’s musical heritage is as rich as it is diverse, dating back to the Spanish settlers of the sixteenth century. Over the next 500 years, the region became a melting pot of Anglo-American folk and country music, African-American blues and jazz, Cuban and Latin music, traditional Native American music, gospel, rock, classical, pop, reggae, punk, metal, hip hop, and dance music. The cultural diversity of the people is reflected in the broad range of the music. Today, Central Florida is a hot spot for homegrown music and a popular stop for internationally touring artists. Some of the most popular artists of the twentieth century called Florida home, including Ray Charles, Bo Diddley, Jim Morrison, Gram Parsons, Sam Rivers, the Allman Brothers Band, Jimmy Buffett, Zora Neale Hurston, Lynyrd Skynyrd, Vassar Clements, Gloria Estefan, Tom Petty, Johnny Tillotson, Shel Silverstein, Arturo Sandoval, and Mel Tillis. The musical landscape of Florida has played an integral role in defining Floridian culture. Contributor Knickerbocker, Carl Language eng Type Collection Coverage Cassadaga, Florida Hialeah, Florida Maitland, Florida New Smyrna Beach, Florida Orlando, Florida Curator Cepero, Laura Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank" rel="noreferrer noopener">RICHES MI</a> External Reference Housewright, Wiley L. <a href="http://www.worldcat.org/oclc/48139297" target="_blank" rel="noreferrer noopener">An Anthology of Music in Early Florida</a>. Gainesville: University Press of Florida, 1999. Housewright, Wiley L. <a href="http://www.worldcat.org/oclc/21196990" target="_blank" rel="noreferrer noopener">A History of Music & Dance in Florida, 1565-1865</a>. Tuscaloosa: University of Alabama Press, 1991. Morris, Alton Chester. <a href="Morris,%20Alton%20Chester.%20Folksongs%20of%20Florida%20and%20Their%20Cultural%20Background.%201941." target="_blank" rel="noreferrer noopener">Folksongs of Florida and Their Cultural Background</a>. 1941. DeVane, Dwight, et al. <a href="http://www.worldcat.org/oclc/821216900" target="_blank" rel="noreferrer noopener">Drop on down in Florida: field recordings of African American traditional music 1977-1980</a>. 2012. McLean, Will. <a href="http://www.worldcat.org/oclc/39518212" target="_blank" rel="noreferrer noopener">Florida Sand: Original Folk Songs of Florida</a>. Tallahassee: [The Author], 1964. Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/144" target="_blank" rel="noreferrer noopener">Blues Collection</a>, Central Florida Music History Collection, RICHES. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/145" target="_blank" rel="noreferrer noopener">Classical Collection</a>, Central Florida Music History Collection, RICHES. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/69" target="_blank" rel="noreferrer noopener">Orlando Philharmonic Orchestra Collection</a>, Classical Collection, Central Florida Music History Collection, RICHES. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/143" target="_blank" rel="noreferrer noopener">Folk Collection</a>, Central Florida Music History Collection, RICHES. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/154" target="_blank" rel="noreferrer noopener">Hip Hop Collection</a>, Central Florida Music History Collection, RICHES. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/141" target="_blank" rel="noreferrer noopener">Jazz Collection</a>, Central Florida Music History Collection, RICHES. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/142" target="_blank" rel="noreferrer noopener">Rock Collection</a>, Central Florida Music History Collection, RICHES. <a href="https://richesmi.cah.ucf.edu/omeka/collections/show/227" target="_blank" rel="noreferrer noopener">Jesse Cutler Collection</a>, Central Florida Music History Collection, RICHES. Moving Image A series of visual representations that, when shown in succession, impart an impression of motion. Original Format 1 audio/video recording Duration 2 minutes and 41 seconds 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 WUCF Artisodes Short: Medical Students & Art Alternative Title Medical Students & Art Artisode Subject Orlando (Fla.) Psychology--United States Description In the hopes of lifting patients' spirits, students from the University of Central Florida's (UCF) College of Medicine have brought music into the hospital. Their therapeutic performances have had a positive impact on patients at Nemours Children's Hospital in Orlando, Florida. WUCF-TV is a Public Broadcasting Service (PBS) television station serving the Central Florida television market. The station, operated by the University of Central Florida, is the region's sole PBS member station, reaching an estimated population of 4.6 million people in its aerial viewing area. Arts and culture take center stage in WUCF-TV's weekly local series: "WUCF Artisodes." Each episode airs Thursdays at 8 p.m., featuring a local artist or initiative, as well as stories on the arts from across the country. Developed in partnership with 28 PBS stations nationwide, this series is part of WUCF-TV's mission to give everyone a front-row seat to the arts. This Artisodes Short originally aired as part of "WUCF Artisodes #139: Music Music Music" on Jul7 31, 2014. Type Moving Image Source Original 2-minute and 41-second audio/video recording of Medical Students & University of Central Florida, <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>, Orlando, Florida, April 2, 2015: WUCF-TV, University of Central Florida, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank"> Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank"> Java</a> Is Part Of <a href="http://video.wucftv.org/video/2365300701/" target="_blank">WUCF Artisodes 139: Music Music Music</a>, WUCF-TV, Orlando, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/140" target="_blank">Central Florida Music History Collection</a>, RICHES of Central Florida. Is Format Of <a href="http://video.wucftv.org/video/2365305281/" target="_blank">WUCF Artisodes Short: Medical Students & Art</a>, WUCF-TV, Orlando, Florida. Coverage WUCF-TV, University of Central Florida, Orlando, Florida College of Medicine, University of Central Florida, Orlando, Florida Nemours Children's Hospital, Orlando, Florida Publisher <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Contributor Campbell, Michael Metzner, Michael Herodier, Patty Ho, Simon Date Created 2014-07-31 Date Issued 2014-07-31 Date Copyrighted 2014-07-31 Format application/website application/pdf Medium 2-minute and 41-second audio/video recording Language eng Mediator History Teacher Humanities Teacher Music Teacher Science Teacher Psychology Teacher Provenance Originally published by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>. Rights Holder Copyright to this resource is held by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Curator Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> External Reference Hanser, Suzanne B., and Suzanne B. Hanser. <a href="http://www.worldcat.org/oclc/43762816" target="_blank">The New Music Therapist's Handbook</a>. Boston: Berklee Press, 1999 Bruscia, Kenneth E. <a href="http://www.worldcat.org/oclc/794005728" target="_blank">Case Studies in Music Therapy</a>. Phoenixville, PA: Barcelona Publishers, 1991. "<a href="http://www.wucftv.org/local-programs/artisodes/" target="_blank">WUCF Artisodes</a>." WUCFTV.org. http://www.wucftv.org/local-programs/artisodes/ (Accessed April 7, 2015). Click to View (Movie, Podcast, or Website) <a href="https://www.youtube.com/watch?v=2n1NHl8zRzg" target="_blank">WUCF Artisodes Short: Medical Students & Art</a> Artisodes Campbell, Michael children's hospitals College of Medicine doctors medical students medicines Michael Campbell Michael Metzner music Music Music Music music therapy musicians Nemours Children's Hospital Nemours Patient & Family Centered Care orlando Patty Herodier PBS physicians pianists psychotherapy Public Broadcasting Service pyschology Simon Ho therapies UCF University of Central Florida WUCF Artisodes WUCF Artisodes Short WUCF-TV 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 Rock Collection Alternative Title Rock Collection Subject Music--United States Rock music--United States Lakeland (Fla.) Maitland (Fla.) Orlando (Fla.) Description Collection of digital images, documents, and other records depicting the history of rock music in Central Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. Rock music is uniquely American, emerging in the late 1940s and 1950s, with the influence of African-American blues, jazz, boogie woogie, and gospel, mixed with predominantly white country and Western swing music. This hybrid genre helped define a generation, breaking down color barriers in the South by merging African musical traditions with European instrumentation. The popularization of rock music coincided with the African-American Civil Rights Movement, which sought to end racial segregation and discrimination in the South. The sudden interest of white teens in black “race music” provoked a backlash among traditionalists and Americans found themselves in the middle of a “culture war.” The counterculture youth of the 1950s and 1960s rejected many of the mainstream cultural standards of their parents’ generation, especially in regards to race. During the First and Second Great Migration of the 20th century, African Americans and whites began living in closer proximity to one another, more so than ever before, resulting in both races emulating the other’s style in fashion, art, and music. Rock music influenced the language, attitudes, ideas, and trends of a generation. The genre continued to evolve, incorporating new elements with each subsequent decade. During the 1960s, the subgenres of folk rock, jazz rock, country rock, blues rock, psychedelic rock, glam rock, and progressive rock emerged. Musicians in the 1970s and 1980s created punk rock, Southern rock, heavy metal, new wave, and alternative rock. By the 1990s, artist continued to expand the genre by creating rap rock, reggae rock, grunge, and indie rock. Florida has been at the heart of rock music and the “culture war” since the 1950s. The recording industry was actively making rock records in Tampa during the 1960s and in Miami during the 1970s. Gram Parsons, a native of Winter Haven, is credited as the father of the country rock movement of the late 1960s, and Southern rock emerged from Jacksonville during the 1970s and 1980s, with bands such as the Allman Brothers Band, Lynyrd Skynyrd, the Outlaws, and Molly Hatchet. These contributions played an integral part in the history of rock music. Contributor Knickerbocker, Carl Wahl, Julie Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/140" target="_blank">Central Florida Music History Collection</a>, RICHES of Central Florida. Type Collection Coverage Bob Carr Theater, Orlando, Florida Enzian Theater, Maitland, Florida Great Southern Music Hall, Orlando, Florida Lakeland Civic Center, Lakeland, Florida Orange County Civic Center, Orlando, Florida Orlando-Seminole Jai Alai Fronton, Fern Park, Florida Orlando Sports Stadium, Orlando, Florida Tangerine Bowl, Orlando, Florida Curator Cepero, Laura Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference Altschuler, Glenn C. <a href="http://www.worldcat.org/oclc/51518334" target="_blank">All Shook Up: How Rock 'n' Roll Changed America</a>. Oxford: Oxford University Press, 2003. Fisher, Marc. <a href="http://www.worldcat.org/oclc/69594101" target="_blank">Something in the Air: Radio, Rock, and the Revolution That Shaped a Generation</a>. New York: Random House, 2007. Studwell, William E., and D. F. Lonergan. <a href="http://www.worldcat.org/oclc/41090615" target="_blank">The Classic Rock and Roll Reader: Rock Music from Its Beginnings to the Mid-1970s</a>. New York: Haworth Press, 1999. Language eng Moving Image A series of visual representations that, when shown in succession, impart an impression of motion. Original Format 1 audio/video recording Duration 4 minutes and 46 seconds 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 WUCF Artisodes Short: Song Peddler Alternative Title Song Peddler Artisode Subject New Smyrna Beach (Fla.) Music--United States Rock music--United States Description After performing for years as the "Piano Man" on numerous cruise ships, Ted White grew tired of travel and built a unique musical contraption. Since then, Ted performs regularly on the beach on his bicycle/keyboard that he built to resemble a grand piano. WUCF-TV is a Public Broadcasting Service (PBS) television station serving the Central Florida television market. The station, operated by the University of Central Florida, is the region's sole PBS member station, reaching an estimated population of 4.6 million people in its aerial viewing area. Arts and culture take center stage in WUCF-TV's weekly local series: "WUCF Artisodes." Each episode airs Thursdays at 8 p.m., featuring a local artist or initiative, as well as stories on the arts from across the country. Developed in partnership with 28 PBS stations nationwide, this series is part of WUCF-TV's mission to give everyone a front-row seat to the arts. This Artisodes Short originally aired as part of "WUCF Artisodes #130" on May 15, 2014. Type Moving Image Source Original 4-minute and 46-second audio/video recording of Song Peddler, <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>, Orlando, Florida, May 15, 2014: WUCF-TV, University of Central Florida, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank"> Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank"> Java</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/142" target="_blank">Rock Collection</a>, Central Florida Music History Collection, RICHES of Central Florida. <a href="http://video.wucftv.org/video/2365246709/" target="_blank">WUCF Artisodes 130</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Is Format Of <a href="http://video.wucftv.org/video/2365253722/" target="_blank">WUCF Artisodes Short: Song Peddler</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Coverage WUCF-TV, University of Central Florida, Orlando, Florida Flagler Boardwalk, New Smyrna Beach, Florida Key West, Florida Publisher <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Contributor White, Ted Date Created ca. 2015-01-29 Date Issued 2014-05-15 Date Copyrighted 2014-05-15 Format application/website application/pdf Medium 4-minute and 46-second audio/video recording Language eng Mediator History Teacher Geography Teacher Humanities Teacher Music Teacher Economics Teacher Provenance Originally published by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>. Rights Holder Copyright to this resource is held by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Curator Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> External Reference Mason, Bim. <a href="http://www.worldcat.org/oclc/24907210" target="_blank">Street Theatre and Other Outdoor Performance</a>. London: Routledge, 1992. <a href="http://www.wucftv.org/local-programs/artisodes/" target="_blank">”WUCF Artisodes</a>.” WUCFTV.org. http://www.wucftv.org/local-programs/artisodes/ (Accessed March 31, 2015). Click to View (Movie, Podcast, or Website) <a href="https://www.youtube.com/watch?v=CVFzzWDUrSk" target="_blank">WUCF Artisodes Short: Piano Man</a> Artisodes bicycles bikes Billy Joel Flagler Boardwalk inventors Key West keyboardists keyboards mixing boards monitors musicians New Smyrna Beach orlando PBS pianists piano bicycles Piano Man pianos pop music pop rock Public Broadcasting Service soft rock Song Peddler street musicians street performances street performers Ted White UCF University of Central Florida William Martin Joel WUCF Artisodes WUCF-TV https://richesmi.cah.ucf.edu/omeka/files/original/6feb710df02d65fb5f6fb033afb05733.jpg c2d982b87a83f49142854ea15f4a37aa 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Launch Crew Members in Front of Sigma 7 Mercury-Atlas Launch Vehicle at Cape Canaveral Air Force Station Launch Complex 14 Alternative Title Sigma 7 Mercury-Atlas Launch Vehicle at Launch Complex 14 Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Description A group of launch crew members in front of the Sigma 7 Mercury-Atlas launch vehicle at the Cape Canaveral Air Force Station Launch Complex 14 Launchpad. Photographed, from the left to right, is: an unidentified individual, of Pan American Safety Don Pechi, Complex Superintendent for Pan American Jim Storky, Complex Engineer Charlie Hodsden, Quality Control Supervisor Calvin "Cal" D. Fowler, General Dynamics Launch Complex 14 Manager George P. (last name unidentified), Missile Engineer Nancy (last name unidentified), Secretary for Pan American John Filer, Pad Supervisor for Pan American (first name unidentified) Whitehurst, Second Lieutenant for the U.S. Air Force's 6555th Aerospace Test Group (first name unidentified) Watson, Pa Supervisor for Pan American Art Franklin, Complex Supervisor for the National Aeronautics and Space Administration Mel Honeycutt, First Lieutenant for the Air Force's 6555th and (first name unidentified) Meatti, Foreman for the General Dynamics Complex. Type Still Image Source Original black and white photographic print, October 8, 1962: Private Collection of Dr. Calvin "Cal" D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, October 8, 1962. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1962-10-08 Format image/jpg Extent 162 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin "Cal" D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin "Cal" D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-8/ma-8.htm">Sigma 7 MA-8 (25)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-8/ma-8.htm. 6555th Aerospace Test Group Cape Canaveral Air Force Station Launch Complex 14 Cape Canaveral Air Force Station Launch Pad 14 Filer, John Fowler, Cal Fowler, Calvin "Cal" D. Franklin, Art GDA General Dynamics/Astronautics Hodsden, Charlie Honeycutt, Mel Launch Complex 14 Launch Pad 14 LC-14 MA-8 Meatti Mercury Mercury-Atlas Mercury-Atlas 8 NASA National Aeronautics and Space Administration outer space Pan American World Airways Pechi, Don Project Mercury Sigma 7 space space exploration space program Storky, Jim Watson Whitehurst https://richesmi.cah.ucf.edu/omeka/files/original/08c752ef3296ddebdcb6177468698998.JPG 310c9a1eb606aa64bfd8a948bb80af8c 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1840 Alternative Title Census, 1840 Subject Census--United States Population--United States Description The Sixth United States Census population records for Mosquito County (including present-day Volusia, Brevard, Indian River, St. Lucie, Martin, Seminole, Osceola, Orange, Lake, Polk, and Palm Beach counties) for 1840. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. Type Dataset Source Original census data by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1840. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1840. Coverage Mosquito County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> Publisher <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> Contributor Gibson, Ella Date Created ca. 1840-06-01 Format image/jpg Extent 59.8 KB Medium 1 table Language eng Mediator History Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and published by the <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1840.html" target="_blank">1840 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1840.html. United States. <a href="https://www.census.gov/history/pdf/histstats-colonial-1970.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1840 Mosquito County* Population Total 73 Males 70 Females 3 *Includes present-day Volusia, Brevard, Indian River, St. Lucie, Martin, Seminole, Osceola, Orange, Lake, Polk, and Palm Beach counties. 6th United States Census Census of 1840 females males men Mosquito County population Sixth United States Census U.S. Census women https://richesmi.cah.ucf.edu/omeka/files/original/3d27e89f15ac83518dc1c0c4e5af908f.JPG fb5b583fd1520c829e203f4148e9eea1 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1850 Alternative Title Census, 1850 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Population--United States Description The Seventh United States Census records for Orange County (including present-day Seminole County and part of Lake County and Osceola County) and Marion County for 1850. The census divides the population by race ("White" vs. "Black") and gender. The "Black" population is further divided into slaves and "free blacks." The population is also divided by out-of-state origin and foreign origin. Finally, the census collected information on agriculture, including number of farms, cash value of farms, acres of improved land of farms, acres of unimproved land of farms, and value of livestock. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. Type Dataset Source Original census data by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1850. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1850. Coverage Orange County, Florida Marion County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> Publisher <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> Contributor Gibson, Ella Date Created ca. 1850-06-01 Format image/jpg Extent 209 KB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and published by the <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1850.html" target="_blank">1850 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1850.html. United States. <a href="https://www.census.gov/history/pdf/histstats-colonial-1970.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright.<a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1850 Population Marion County Orange County* White Population Total 2,068 238 Male 1,147 139 Female 921 99 Free Black Population Total 1 2 Male 1 2 Female 0 0 Slave Population Total 1,269 226 Male 633 107 Female 636 66 People Born Out of State Total 1,358 66 People Born Out of the United States of America Total 16 6 Agriculture Marion County Orange County* Farms Total 329 19 Cash Value of Farms Farms $346,695 $60,000 Farming Implements and Machinery $31,885 $14,095 Acres of Farmland Improved Land 11,451 963 Unimproved Land 44,168 4,083 Value of Livestock Total $174,703 $27,020 Animals Slaughtered $28,687 $1,475 *Includes present-day Seminole County and parts of present-day Lake and Osceola counties 7th United States Census African Americans agriculture animals Caucasians Census of 1850 European Americans farming implements farms females free black freedman freedmen improved land livestock machinery males Marion County men orange county population Seventh United States Census slaughter slaves U.S. Census women https://richesmi.cah.ucf.edu/omeka/files/original/2f2ea119eac56515205242e901f9b1b7.jpg 10197b9be33d1acc880744108368155f 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1860 Alternative Title Census, 1860 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) Volusia County (Fla.) Population--United States Description The Eighth United States Census records for Brevard County (including present-day St. Lucie County), Marion County, Orange County (including present-day Seminole County and parts of present-day Lake and Osceola counties), and Volusia County (including present-day Flagler County), Florida, for 1860. The census divides the population by race ("white" and "colored"), gender, and native-born vs. foreign-born. The census also documented the number of slaves and slaveholders. The census collected information on agriculture and on manufacturing. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.blm.gov/wo/st/en.html" target="_blank">General Land Office</a>, 1860. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.blm.gov/wo/st/en.html" target="_blank">General Land Office</a>, 1860. Coverage Brevard County, Florida Orange County, Florida Marion County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> <a href="http://www.blm.gov/wo/st/en.html" target="_blank">General Land Office</a> Publisher <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a> Contributor Gibson, Ella Date Created ca. 1860-06-01 Format image/jpg Extent 449 KB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.blm.gov/wo/st/en.html" target="_blank">General Land Office</a>, and published by the <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resource is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1860.html" target="_blank">1860 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1860.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1860 Population Brevard County* Marion County Orange County** Volusia County*** Population Total 246 8,609 987 1,158 White Population Total 224 3,294 823 861 Males 136 1,796 452 467 Females 88 1,498 371 394 Native-Born White Population Total 217 3,260 819 855 Males 129 1,768 449 462 Females 88 1,492 370 393 Free Colored Population Total 1 1 1 0 Males 1 1 1 0 Females 0 0 0 0 Free Foreign-Born Population Total 7 34 4 6 Foreign-Born White Population Total 7 34 4 6 Males 7 28 3 5 Females 0 6 1 1 Free Native-Born Persons Total 218 3,261 820 855 Slave Population Total 21 5,314 163 297 Males 8 2,689 88 158 Females 13 2,625 75 139 Slave Holders Total 4 345 31 38 Agriculture Brevard County* Marion County Orange County** Volusia County*** Farms Total 31 408 87 62 Acres of Land of Farms Improved Land 340 54,546 2,768 3,008 Unimproved Land 11,887 129,376 9,435 11,642 Cash Value of Farms Farms $23,340 $1,887,115 $90,555 $99,810 Farming Implements and Machinery $440 $83,790 $48,681 $9,672 Livestock $155,780 $447,268 $58,295 $113,984 Orchard Products $0 $0 $65 $44,150 Homemade Manufactures $0 $500 $372 $60 Market Garden Products $0 $10 $0 $0 Animals Slaughtered $1,900 $73,107 $9,081 6,550 Farms by Acreage 3-9 20 8 17 1 10-19 7 37 23 14 20-49 3 111 32 37 50-99 1 78 9 6 100-499 0 154 6 3 500-999 0 15 0 0 1000+ 0 5 0 1 Manufacturing Brevard County* Marion County Orange County** Volusia County*** Manufacturing Establishments Total N/A 8 N/A N/A Population Employed in Manufacturing Males N/A 65 N/A N/A Female s N/A 0 N/A N/A Capital Invested in Manufacturing Total N/A $35,500 N/A N/A Annual Costs in Manufacturing Labor N/A $23,220 N/A N/A Products N/A $49,400 N/A N/A "*Includes present-day St, Lucie County **Includes present-day Seminole County and parts of present-day Lake and Osceola counties ***Includes present-day Flagler County" agriculture animals Brevard County capital census Census of 1860 costs employees farming implements farmland farms females freeman freemen gardens labor laborers livestock machinery males manufactures manufacturing Marion County orange county orchards population slaveholders slavemasters slaves U.S. Census Volusia County https://richesmi.cah.ucf.edu/omeka/files/original/eba79a2268eb5f407da13bc844c868e6.jpg 09bca50dad90ed5d7b3a667b96d18d1e 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1870 Alternative Title Census, 1870 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) Volusia County (Fla.) Population--United States Description The Ninth United States Census records for Brevard County (including present-day St. Lucie County), Marion County, Orange County (including present-day Seminole County and parts of present-day Lake and Osceola counties), and Volusia County (including present-day Flagler County), Florida, for 1870. The census divides the population by gender, race ("white" and "colored"), native-born vs. foreign-born, and state-born vs. territory-born. Those born outside of Florida are then divided by state or country of origin. This census also collected information on agriculture and on manufacturing. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire," as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invented a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker (1840-1897), introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1870. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1870. Coverage Brevard County, Florida Orange County, Florida Marion County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> Publisher <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a> Contributor Gibson, Ella Date Created ca. 1870-06-01 Format image/jpg Extent 397 KB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and published by the <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1870.html" target="_blank">1870 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1870.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1870 Population Brevard County* Marion County Orange County** Volusia County*** Population Total 1,216 10,804 2,195 1,723 Males 703 5,507 984 560 Females 513 5,297 1,211 831 Colored Population Total 19 7,878 198 328 Native-Born Population Total 1,216 10,773 2,174 1,695 Foreign-Born Population Total 0 31 21 28 Population Born by State, Territory or Country of Origin Total 437 5,825 1,127 691 Virginia or West Virginia 14 186 16 14 South Carolina 199 2,828 151 288 Alabama 96 276 52 9 Georgia 452 957 663 558 North Carolina 12 453 94 42 Scotland 0 0 0 1 Italy 0 0 0 3 Ireland 0 7 7 4 Great Britain 0 0 0 0 Germany 0 11 1 1 France 0 0 0 0 West Indies 0 0 1 1 British America 0 0 1 2 Cuba 0 0 0 0 England and Wales 0 3 9 15 Sweden and Norway 0 0 1 0 Africa 0 6 0 0 Agriculture Brevard County* Marion County Orange County** Volusia County*** Farms Total 191 736 220 233 Farms by Acreage Less than 3 0 0 0 0 3-9 0 0 24 75 10-19 90 5 89 77 20-49 70 154 91 71 50-99 23 126 12 7 100-499 8 377 4 3 500-999 0 60 0 0 1000+ 0 14 0 0 Present Cash Value of Farms Farms $21,000 $828,795 $174,900 $146,120 Farming Implements and Machinery $3,895 $87,968 $2,618 $3,450 Agriculture Wages Paid Total $0 $80,897 $4,480 $2,940 Value of Livestock Livestock $386,950 $275,905 $124,845 $87,119 Animals Slaughtered or Sold for Slaughter $48,120 $0 $0 $786 Value of Home Manufactures Total $0 $0 $0 $210 Manufacturing Brevard County* Marion County Orange County** Volusia County*** Manufacturing Establishments Total N/A 7 6 2 Value of Manufacturing Products Total N/A $8,560 $10,240 $1,570 Value of Materials Used in Manufacturing Total N/A $4,650 $8,200 $1,150 Capital Invested in Manufacturing Total N/A $3,950 $8,000 $1,300 Hands Employed in Manufacturing Total N/A 19 12 2 Males, Aged 16+ N/A 13 12 2 Females, Aged 16+ N/A 2 0 0 Youths N/A 4 0 0 "*Includes present-day St, Lucie County **Includes present-day Seminole County and parts of present-day Lake and Osceola counties ***Includes present-day Flagler County" African Americans agriculture Anglo Americans animals Brevard County British Americans capital census Census of 1870 employees employment English Americans European Americans farming implements farms females German Americans investments Irish Americans Italian Americans labor laborers livestock machinery males manufactures manufacturing Marion County Norwegian Americans orange county population Scandinavian Americans Scotch Americans Scottish Americans slaughter Swedish Americans U.S. Census Volusia County Welsh Americans West Indian Americans https://richesmi.cah.ucf.edu/omeka/files/original/06986ab371e1b80c8cc662cca7f2fd46.jpg c924774d8aff6d620459ed7d9ea3eeb7 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1880 Alternative Title Census, 1880 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) Volusia County (Fla.) Population--United States Description The Tenth United States Census records for Brevard County (including present-day St. Lucie County), Marion County, Orange County (including present-day Seminole County and parts of present-day Lake County, Osceola County, and Volusia County), and Volusia County (including present-day Flagler County), Florida, for 1880. The census divides the population by gender, race ("white", "colored", and "Indian"), and native-born vs. foreign-born. Those born outside of Florida are then divided by state or country of origin. The census also collected information on agriculture and on manufacturing. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census," selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1880. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a>, 1880. Coverage Brevard County, Florida Orange County, Florida Marion County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> Publisher <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a> Contributor Gibson, Ella Date Created ca. 1880-06-01 Format image/jpg Extent 589 KB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and published by the <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1880.html" target="_blank">1880 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1880.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1880 Population Brevard County* Marion County Orange County** Volusia County*** Population Total 1,478 13,046 6,618 3,294 Males 819 6,580 3,863 1,796 Females 659 6,466 2,755 1,498 Population by Race White 1,379 4,471 5,595 2,756 Colored 84 8,305 1,023 538 Indian 15 0 0 0 Native-Born Population Total 1,421 12,958 6,315 3,167 Native-Born Population by State of Origin Alabama 38 337 164 31 Georgia 242 949 1,331 461 Massachusetts 9 27 95 58 New York 46 117 187 140 North Carolina 18 181 162 72 Pennsylvania 14 9 55 55 South Carolina 74 2,797 282 209 Tennessee 8 70 73 13 Virginia 5 101 133 23 Foreign-Born Population by Country of Origin Total 57 88 303 127 British America 5 13 44 20 Cuba 0 1 0 0 England and Wales 14 15 40 35 France 0 2 27 0 German Empire 13 14 38 11 Ireland 11 13 20 13 Scotland 6 3 7 11 Sweden and Norway 0 13 99 21 West Indies 2 1 2 9 Other Foreign Places 6 13 26 6 Agriculture Brevard County* Marion County Orange County** Volusia County*** Farms by Ownership and Tenure Total 231 1,434 893 244 Owner-Operated 228 1,170 875 240 Rented for Fixed Money 3 142 8 1 Rented for Shares of Products 0 122 10 3 Farms by Acreage Less than 3 11 0 0 0 3-9 44 79 39 6 10-19 23 129 71 20 20-49 46 240 162 45 50-99 33 465 135 52 100-499 69 467 460 109 500-999 3 34 19 9 1000+ 2 20 7 3 Acres of Land in Farms Improved Land 1,956 52,888 19,024 6,108 Unimproved Land 20,070 163,650 123,241 36,316 Value of Farms Farmland, Fences, and Buildings $309,055 $1,294,066 $3,245,510 $745,910 Farming Machinery and Implements $6,823 $44,391 $30,512 $9,994 Livestock $204,051 $293,360 $174,228 $47,894 Cost of Buildings and Repairing Fences Total $3,442 $34,533 $11,890 $5,542 Bushels of Crops Produced Barley $0 $90 $0 $0 Indian Corn $6,186 186,917 26,727 12,672 Oats $100 $15,629 $1,412 $375 Rye $0 $21 $160 $10 Manufacturing Brevard County* Marion County Orange County** Volusia County*** Manufacturing Establishments Total 1 15 12 4 Average Males Aged 16+ Employed in Manufacturing Total 2 38 50 9 Value of Products in Manufacturing Total $1,800 $46,381 $62,000 $21,944 Capital Invested in Manufacturing Total $1,000 $66,200 $24,500 $15,100 Value of Raw Materials in Manufacturing Total $1,025 $27,900 $33,175 $12,100 Annual Wages Paid in Manufacturing Total $300 $7,582 $8,740 $2,050 "*Includes present-day St, Lucie County **Includes present-day Seminole County and parts of present-day Lake and Osceola counties ***Includes present-day Flagler County" African Americans Amerindians Anglo Americans barley Brevard County British Americans capital census Census of 1880 corn crops Cuban Americans employees employment English Americans European Americans farming implements farmland farms females French Americans German Americans Indian corn Indians investments Irish Americans labor laborers livestock machinery males manufacturing Marion County Native Americans Norwegian Americans oats orange county population raw materials rye Scandinavian Americans Scotch Americans Scottish Americans Swedish Americans U.S. Census Volusia County wages Welsh Americans West Indian Americans https://richesmi.cah.ucf.edu/omeka/files/original/4490f890be7c96343f4206f8407c59d2.jpg 8045722343c163b52430a5fd0ace3b02 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1890 Alternative Title Census, 1890 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) Volusia County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Eleventh United States Census records for Brevard County, Lake County, Marion County, Orange County (including present-day Seminole County), Osceola County, and Volusia County (including present-day Flagler County), Florida, for 1890. The census divides the population by gender, race ("white," "black," "Chinese," and "civilized Indian"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the number of teachers and students by county, further dividing teachers and students by gender and race ("white" and "colored"). The census also collected information on agriculture and on manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquiries from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese," along with "Chinese," "Negro," "mulatto," "quadroon," "octoroon," and "White." Herman Hollerith (1860-1929), a former employee of the U.S. Census Office, invented the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.doi.gov/index.cfm/" target="_blank">Office of the Secretary of the Interior</a>, 1890. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.doi.gov/index.cfm/" target="_blank">Office of the Secretary of the Interior</a>, 1890. Coverage Brevard County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> <a href="http://www.doi.gov/index.cfm/" target="_blank">Office of the Secretary of the Interior</a> Publisher <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a> Contributor Gibson, Ella Date Created ca. 1890-06-01 Format image/jpg Extent 930 KB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.doi.gov/index.cfm/" target="_blank">Office of the Secretary of the Interior</a>, and published by the <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1890.html" target="_blank">1890 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1890.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1890 Population Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Population Total 3,401 8,034 20,796 12,584 3,133 8,467 Males 1,934 4,342 10,861 6,793 1,724 4,478 Females 1,467 3,692 9,935 5,791 1,409 3,989 White Population Total 2,836 6,190 9,310 3,039 2,657 6,004 Males 1,583 3,334 5,013 4,871 1,418 3,141 Females 1,253 2,856 4,297 4,168 1,239 2,863 Black Population Total 541 1,844 11,485 3,536 476 2,462 Chinese Population Total 1 0 1 9 0 0 Civilized Indian Population Total 23 0 0 0 0 1 Native-Born Population Total 3,109 7,558 20,199 11,540 3,005 7,924 Males 1,739 4,039 10,483 6,152 1,629 4,177 Females 1,370 3,519 9,716 5,388 1,373 3,747 Foreign-Born Population Total 292 476 597 1,044 131 543 Males 195 303 378 641 95 301 Females 97 173 219 403 36 242 Foreign-Born Population by Country of Origin Norway and Denmark 14 4 9 10 6 7 Canada and Newfoundland 58 77 71 76 13 62 Cuba and the West Indies 3 6 44 10 1 7 England 100 228 133 370 62 146 France 0 3 21 21 4 2 Germany 47 38 88 158 11 92 Ireland 30 18 38 44 20 47 Italy 2 0 89 42 1 6 Scotland 14 36 33 60 5 45 South America 1 6 10 2 1 0 Spain 1 1 4 0 0 0 Sweden 11 14 16 170 1 84 Other Countries 11 45 41 81 6 45 Education Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Teachers Total 48 70 135 93 25 72 White Teachers Total 41 57 87 74 24 57 Males 10 26 31 25 11 22 Females 31 31 56 49 13 35 Colored Teachers Total 5 13 48 19 1 15 Males 3 8 22 10 1 9 Females 2 5 26 9 0 6 Students Total 687 2,237 5,085 2,615 829 2,069 White Students Total 599 1,801 2,286 1,865 785 1,509 Males 286 875 1,198 901 400 807 Females 313 926 1,088 964 385 702 Colored Students Total 88 436 2,799 750 44 560 Males 54 238 1,333 372 26 273 Females 34 198 1,466 378 18 287 Agriculture Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Farms by Acreage Total 156 1,361 2,165 2,099 77 1,127 Less than 10 15 191 107 547 4 263 10-19 19 260 192 458 4 281 20-49 42 346 600 568 35 308 50-99 37 222 669 251 19 124 100-499 38 311 564 257 12 135 500-999 3 17 18 8 2 10 1000+ 2 14 15 10 1 6 Owner-Operated Farms by Acreage Total 156 1,311 1,945 2,075 71 1,123 Less than 10 15 188 91 544 1 262 10-19 19 244 146 450 4 280 20-49 42 326 524 561 32 308 50-99 37 217 623 247 19 123 100-499 38 305 530 255 12 134 500-999 3 17 17 8 2 10 1000+ 2 14 14 10 1 6 Cash Rental Tenant Farms by Acreage Total 0 24 146 12 2 2 Less than 10 0 3 9 2 0 0 10-19 0 9 40 6 0 1 20-49 0 10 52 3 2 0 50-99 0 1 28 0 0 0 100-499 0 1 16 1 0 1 500-999 0 0 1 0 0 0 1000+ 0 0 0 0 0 0 Share Crop Farms by Acreage Total 0 26 74 12 4 2 Less than 10 0 0 7 1 3 1 10-19 0 7 6 2 0 0 20-49 0 10 24 4 1 0 50-99 0 4 18 4 0 1 100-499 0 5 18 1 0 0 500-999 0 0 0 0 0 0 1000+ 0 0 1 0 0 0 Acres of Land on Farms Improved Land 2,311 22,219 65,315 24,561 1,803 16,185 Unimproved Land 15,544 101,317 144,702 82,711 4,963 48,402 Present Cash Value of Farming Implements and Machinery Total $4,170 $60,060 $92,940 $82,070 $2,910 $42,010 Value of Livestock Total $36,360 $153,910 $487,460 $214,490 $47,930 $231,640 Bushels of Agricultural Products Produced Total N/A $27,500 $217,941 $12,702 $4,192 $10,611 Indian Corn N/A $26,338 $166,481 $11,870 $4,192 $10,611 Oats N/A $1,381 $41,820 $832 $0 $0 Rye N/A $84 $9,640 $0 $0 $0 Manufacturing Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Manufacturing Establishments Total 8 22 28 42 2 26 Manufacturing Employees Total 18 134 336 365 N/A 123 Officers, Firm Members, and Clerks Total 5 13 32 34 N/A 14 Males, Aged 16+ 5 13 30 34 N/A 13 Females, Aged 16+ 0 1 2 0 N/A 1 Skilled and Unskilled Works Total 13 119 301 330 N/A 109 Males, Aged 16+ 12 117 269 317 N/A 102 Females, Aged 16+ 0 1 29 8 N/A 2 Children 1 1 3 5 N/A 5 Piece Workers Total 0 2 3 1 N/A 0 Annual Wages Paid in Manufacturing Establishments Total $9,018 $35,913 $156,642 $186,830 N/A $45,722 Wages Paid to Officers, Firm Members, and Clerks Total $2,438 $8,804 $24,290 $24,487 N/A $2,438 Males $2,438 $7,604 $22,590 $24,487 N/A $8,540 Females N/A $1,200 $1,700 N/A N/A $500 Wages Paid Skilled and Unskilled Works Total $6,580 $26,029 $131,152 $162,215 N/A $36,682 Males $6,430 $25,677 $120,062 $158,975 N/A $35,810 Females N/A $208 $10,240 $2,440 N/A $364 Children $150 $144 $850 $800 N/A $508 Wages Paid Piece Workers Total N/A $1,080 $1,200 $128 N/A N/A Value of Products in Manufacturing Total $18,148 $92,390 $360,140 $613,354 N/A $190,516 "*Includes present-day St, Lucie County **Includes present-day Seminole County ***Includes present-day Flagler County" African Americans agriculture Amerindians Anglo Americans British Americans Canadian Americans census Census of 1890 child labor Chinese Americans clerks corn Cuban Americans Danish Americans education educators employees English Americans European Americans farming implements farmland farms females firm members French Americans German Americans Hispanic Americans Indian corn Indians Irish Americans Italian Americans labor laborers Latin Americans Latinas Latinos livestock machinery males manufacturing Native Americans Norwegian Americans oats officers piece labor population rye Scandinavian Americans Scotch Americans Scottish Americans sharecropping skilled labor South Americans Spanish Americans students Swedish Americans teachers tenant farming tenants U.S. Census unskilled labor wages West Indian Americans https://richesmi.cah.ucf.edu/omeka/files/original/8cd9ed4bdc90b01922a119368548b64b.jpg 0944b913e80e3709b97682bb699514b7 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1900 Alternative Title Census, 1900 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) Volusia County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Twelfth United States Census records for Brevard County, Lake County, Marion County, Orange County (including present-day Seminole County), Osceola County, and Volusia County (including present-day Flagler County), Florida, for 1900. The census divides the population by gender, race ("white" and "black"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the illiterate population categorized by age, race, and gender. The census also collected information on agriculture and on manufacturing. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the Commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1900. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1900. Coverage Brevard County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a> <a href="https://www.commerce.gov/" target="_blank">U.S. Department of Commerce and Labor</a> Contributor Gibson, Ella Date Created ca. 1900-06-01 Format image/jpg Extent 787 KB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Office</a> and the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, and published by the <a href="http://www.doi.gov/index.cfm/" target="_blank">U.S. Department of the Interior</a> and the <a href="https://www.commerce.gov/" target="_blank">U.S. Department of Commerce and Labor</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1900.html" target="_blank">1900 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1900.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1900 Population Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Population Total 5,158 7,467 24,403 11,374 3,44 10,003 Males 2,842 3,959 12,918 5,767 1,783 5,153 Females 2,316 3,508 11,485 5,607 1,611 4,850 White Population Total 4,003 4,829 9,356 7,347 3,013 6,538 Males 2,188 2,474 4,927 3,698 1,547 3,323 Females 1,815 2,355 4,429 3,649 1,466 3,215 Black Population Total 1,074 2,636 15,047 4,027 431 3,464 Males 613 1,484 7,991 2,069 236 1,829 Females 461 1,152 7,056 1,958 195 1,635 Native-Born Population Total 4,796 7,220 24,058 10,769 3,369 9,538 Males 2,608 3,816 12,704 5,432 1,732 4,904 Females 2,188 3,404 11,354 5,337 1,637 4,634 Foreign-Born Population Total 362 247 345 605 75 465 Males 234 143 214 335 51 249 Females 128 104 131 270 24 216 Foreign-Born Population by Country of Origin English Canada 31 43 44 42 3 68 Cuba 1 1 23 0 0 0 Denmark 57 4 4 3 2 1 England 96 112 84 184 38 131 France 3 4 18 11 1 4 Germany 58 31 57 117 6 96 Ireland 30 8 13 31 8 30 Italy 4 0 22 14 4 0 Norway 15 1 1 3 0 2 Russia 3 3 5 4 0 1 Scotland 18 22 13 31 7 15 Spain 0 0 2 0 1 0 West Indies 13 0 18 2 0 11 Other Countries 17 8 33 48 5 34 Illiteracy Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Illiterate Population, Aged 10+ Total 265 765 3,937 993 315 899 White 50 132 180 257 183 149 Colored 206 633 3,757 736 132 750 Black 149 631 9,757 736 132 750 Males, Aged 21+ Illiterate 109 354 1,797 377 119 386 Literate 1,590 1,833 4,955 2,808 714 2,441 Agriculture Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Farms by Acreage Total 615 848 2,520 1,218 354 430 1-2 19 24 15 51 99 3 3-9 104 64 216 180 21 41 10-19 140 115 403 202 21 60 20-49 166 245 784 359 111 140 50-99 80 177 556 204 50 69 100-174 65 127 322 145 20 65 175-259 20 52 117 36 9 21 260-499 13 28 76 31 8 16 500-999 5 11 22 7 7 5 1,000+ 3 5 9 3 8 10 Farm Owners Full Owners 479 576 1,824 779 312 362 Part-Owners 11 116 228 79 7 22 Owners and Tenants of Farms Total 2 1 19 2 0 0 Farm Managers Total 99 102 85 279 1 32 Tenants Cash Tenants 12 40 228 58 26 10 Share Tenants 12 13 136 21 8 4 White Farmers Total 579 784 1,246 1,132 351 39 Farm Owners 458 542 894 732 309 338 Part-Owners of Farms 7 106 98 69 7 19 Owners and Tenants of Farms 2 0 12 2 0 0 Farm Managers 89 91 78 271 1 31 Cash Tenants 11 33 103 40 26 7 Share Tenants 12 12 60 18 8 4 Colored Farmers Total 36 64 1,274 86 3 31 Farm Owners 21 34 930 47 3 24 Part-Owners of Farms 4 10 130 10 0 3 Owners and Tenants of Farms 0 1 6 0 0 0 Farm Managers 10 11 7 8 0 1 Cash Tenants 1 7 125 18 0 3 Share Tenants 0 1 76 3 0 0 Acres Land on Farms Improved Land 2,311 22,219 65,315 24,561 1,803 16,185 Unimproved Land 15,544 101,317 144,702 82,711 4,963 48,402 Present Cash Value of Farming Implements and Machinery Total $4,170 $60,060 $92,940 $82,070 $2,910 $42,010 Value of Livestock Total $36,360 $153,910 $487,460 $214,490 $47,930 $231,640 Bushels of Agricultural Products Produced Total N/A $27,811 $217,941 $12,702 $4,192 $10,611 Indian Corn N/A $26,338 $166,481 11,870 $4,192 $10,611 Oats N/A $1,381 $41,820 $832 $0 $0 Rye N/A $84 $9,640 $0 $0 $0 Manufacturing Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Manufacturing Establishments Total 17 47 97 57 11 51 Capital Invested in Manufacturing Total $124,209 $331,703 $1,300,901 $726,223 $38,755 $390,364 Capital Invested in Plant Land of Manufacturing Establishments Plant Land $5,500 134,482 $596,203 $168,731 $16,700 $120,457 Building of Manufacturing Establishments $22,050 $27,507 $85,330 $79,582 $1,310 $32,627 Machinery, Tools, and Equipment $67,357 $72,542 $321,929 $276,081 $7,995 $138,120 Cash and Sundries $29,302 $97,172 $297,439 $201,829 $12,750 $99,160 "*Includes present-day St, Lucie County **Includes present-day Seminole County ***Includes present-day Flagler County African Americans agriculture Brevard County British Americans Canadian Americans capital Caribbean Americans census Census of 1900 corn Cuban Americans Danish Americans English Americans European Americans farm managers farmers farming implements farmings farmland females French Americans German Americans Hispanic Americans illiteracy Indian corn investments Irish Americans Italian Americans Lake County Latin Americans Latinas Latinos literacy livestock machinery males manufacturing Marion County Norwegian Americans oats orange county Osceola County population Russian Americans rye Scandinavian Americans Scotch Americans Scottish Americans Spanish Americans sundries tenant farming tenants U.S. Census Volusia County West Indian Americans https://richesmi.cah.ucf.edu/omeka/files/original/cc6b425dabe82c1220ad4d78ffbed86d.jpg 25cb585b15e648c5491b115826cf333f 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1910 Alternative Title Census, 1910 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) Volusia County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Thirteenth United States Census records for Brevard County, Lake County, Marion County, Orange County (including present-day Seminole County), Osceola County, and Volusia County (including present-day Flagler County), Florida, for 1910. The census divides the population by gender, race ("white" and "black"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the illiterate population categorized by age, race, gender, and school attendance. The census also collected information on agriculture. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt (1858-1919) supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1910. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1910. Coverage Brevard County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1910-04-15 Format image/jpg Extent 874 KB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1910.html" target="_blank">1910 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1910.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1910. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1910 Population Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Population Total 5,158 7,467 24,403 11,374 3,444 10,003 Males 2,842 3,959 12,918 5,767 1,783 5,153 Females 2,316 3,508 11,485 5,607 1,661 4,850 White Population Total 4,003 4,829 9,356 7,347 3,013 6,538 Males 2,188 2,474 4,927 3,698 1,547 3,323 Females 1,815 2,355 4,429 3,649 1,466 3,215 Black Population Total 1,074 2,636 15,047 4,027 431 3,464 Males 613 1,484 7,991 2,069 236 1,829 Females 461 1,152 7,056 1,958 195 1,635 Native-Born Population Total 4,796 7,220 24,058 10,769 3,369 9,538 Males 2,608 3,816 12,704 5,432 1,732 4,904 Females 2,188 3,404 11,354 5,337 1,637 4,634 Foreign-Born Population Total 362 247 345 605 75 465 Males 234 143 214 335 51 249 Females 128 104 131 270 24 216 Foreign-Born Population by Country of Origin English Canada 31 43 44 42 3 68 Cuba 1 1 23 0 0 0 Denmark 57 4 4 3 2 1 England 96 112 84 184 38 131 France 3 4 18 11 1 4 Germany 58 31 57 117 6 96 Ireland 30 8 13 31 8 30 Italy 4 0 22 14 4 0 Norway 15 1 1 3 0 2 Russia 3 3 5 4 0 1 Scotland 18 22 13 31 7 15 Spain 0 0 2 0 1 0 Sweden 18 10 8 115 0 72 West Indies 13 18 2 0 11 Other Countries 17 8 33 48 5 34 Education Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Illiterate Population, Aged 10+ Total 265 765 3,937 993 315 899 White 50 132 180 257 183 149 Colored 206 633 3,757 736 132 750 Total 149 631 9,757 736 132 750 Male Population, Aged 21+ Illiterate 109 354 1,797 377 119 386 Literate 1,590 1,833 4,955 2,808 714 2,441 Agriculture Brevard County* Lake County Marion County Orange County** Osceola County Volusia County*** Farms Total 615 848 2,520 1,218 354 430 Farmers by Ownership, Management, and Tenure Full Owners 479 576 1,824 779 312 362 Part Owners 11 116 228 79 7 22 Owners and Tenants 2 1 19 2 0 0 Farm Managers 99 102 85 279 1 32 Cash Tenants 12 40 228 58 26 10 Share Tenants 12 13 136 21 8 4 White Farmers by Ownership, Management, and Tenure Total 579 784 1,246 1,132 351 399 Full Owners 458 542 894 732 309 338 Part Owners 7 106 98 69 7 19 Owners and Tenants 2 0 12 2 0 0 Farm Managers 89 91 78 271 1 31 Cash Tenants 11 33 103 40 26 7 Share Tenants 12 12 60 18 8 4 Colored Farmers by Ownership, Management, and Tenure Total 36 64 1,274 86 3 31 Full Owners 21 34 930 47 3 24 Part Owners 4 10 130 10 0 3 Owners and Tenants 0 1 6 0 0 0 Farm Managers 10 11 7 8 0 1 Cash Tenants 1 7 125 18 0 3 Share Tenants 0 1 76 3 0 0 Acres of Farm Land Improved Farm Land 7,290 22,171 72,755 20,790 5,251 10,741 Unimproved Farm Land 30,823 65,928 128,717 64,719 48,875 36,017 Farms by Acreage 1-2 19 24 15 51 99 3 3-9 104 64 216 180 21 41 10-19 140 115 403 202 21 60 20-49 166 245 784 359 111 140 50-99 80 177 556 204 50 69 100-174 65 127 322 145 20 65 175-259 20 52 117 36 9 21 260-499 13 28 76 31 8 16 500-999 5 11 22 7 7 5 1,000+ 3 5 9 3 8 10 Acres of Farm Land Improved Farm Land 7,290 22,171 72,755 20,790 5,251 10,741 Unimproved Farm Land 30,823 65,928 128,717 64,719 48,875 36,017 Value of Land and Buildings on Farms Farm Buildings $483,590 $400,610 $704,230 $659,570 $66,130 $316,640 Farm Implements and Machinery $26,440 $46,840 $112,030 $71,580 $11,030 $32,330 Farm Products $207,942 $227,451 $227,451 $355,891 $229,068 $178,869 Livestock $160,625 $176,259 $176,259 $362,058 $783,030 $220,568 "*Includes present-day St, Lucie County **Includes present-day Seminole County ***Includes present-day Flagler County" African Americans agriculture Brevard County British Americans Canadian Americans Caribbean Americans Caucasian Americans census Census of 1910 Cuban Americans Danish Americans education English Americans European Americans farm managers farming implements farmland farms females French Americans German Americans illiteracy Irish Americans Italian Americans Lake County Latin Americans literacy livestock machinery males Marion County Norwegian Americans orange county Osceola County population Russian Americans Scandinavian Americans Scotch Americans Scottish Americans sharecropping Spanish Americans Swedish Americans tenant farmers tenant farming U.S. Census Volusia County West Indian Americans https://richesmi.cah.ucf.edu/omeka/files/original/12393dba254f2ac70d22b9a23a09c12d.jpg 8137091dfcd240d36abc411d790e6f51 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1920 Alternative Title Census, 1920 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Fourteenth United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida for 1920. The census divides the population by gender, race ("white" and "black"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by age, school attendance, race, and literacy. The census also collected information on agriculture and on manufacturing. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C., and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every 10 years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, the censuses of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode," the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates, and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquiries related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1920. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1920. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1920-01-01 Format image/jpg Extent 1.39 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1920.html" target="_blank">1920 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1920.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1920. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1920 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 8,505 2,442 12,744 23,968 19,890 7,195 10,986 23,374 Males 4,483 1,439 6,612 12,048 10,042 3,662 5,695 11,663 Females 4,022 1,003 6,132 11,920 9,848 3,563 5,291 11,711 White Population Total 6,006 1,481 8,927 11,080 14,423 6,072 5,933 15,159 Males 3,139 833 4,590 5,599 7,22 3,054 3,095 7,435 Females 2,867 648 4,337 5,481 7,201 3,018 2,838 7,724 Black Population Total 2,483 958 3,817 12,887 5,464 1,122 5,044 8,199 Males 1,335 605 2,022 6,448 2,817 578 2,594 4,216 Females 1,148 353 1,795 6,439 2,647 544 2,450 3,983 Native-Born Population Total 5,615 1,317 8,486 10,698 13,609 5,771 5,559 14,070 Males 29,919 730 4,353 5,397 6,786 2,884 2,879 6,897 Females 2,696 587 4,133 5,301 6,823 2,887 2,680 7,173 Foreign-Born Population Total 391 164 441 382 814 301 374 1,089 Males 220 103 237 202 436 170 216 538 Females 171 61 204 180 378 131 158 551 Under Age 7 1,213 347 1,744 3,725 2,485 836 1,532 2,766 Aged 7-13 1,139 347 1,834 4,118 2,589 908 1,628 3,059 Aged 14-15 300 92 484 1,098 653 240 416 786 Aged 16-17 283 91 472 1,037 681 215 368 739 Aged 18-20 434 129 635 1,261 1,039 341 592 1,264 Aged 21-44 3,053 945 4,340 7,501 7,011 1,987 4,282 8,349 Aged 45+ 2,083 491 3,235 5,228 5,432 2,668 2,168 6,411 Foreign-Born Population by Country of Origin Canada 52 23 76 63 130 74 53 228 Austria 13 7 5 4 11 11 5 25 Cuba 0 0 0 1 1 0 0 6 Denmark 13 3 7 4 15 3 3 14 England 74 34 111 86 157 64 51 247 France 7 2 8 14 12 3 12 24 Germany 75 22 51 61 166 66 61 139 Greece 5 2 0 8 3 0 3 14 Holland and the Netherlands 15 3 2 5 13 3 0 9 Born in Hungary 6 1 1 6 10 5 29 9 Ireland 15 4 17 14 37 17 19 57 Italy 11 0 10 20 17 4 22 16 Norway 10 3 6 5 4 4 2 18 Poland 5 35 6 3 13 1 0 19 Romania 2 0 0 0 11 0 8 0 Russia 5 0 2 6 45 5 6 25 Scotland 11 8 24 22 26 9 17 63 Spain 0 0 0 0 2 0 3 1 Sweden 14 3 50 15 61 11 44 93 Switzerland 5 0 6 7 7 12 8 13 Syria 0 0 0 25 8 0 4 6 West Indies 9 0 0 3 5 0 0 11 Other Countries 44 14 59 11 61 9 24 58 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Attending School Total 1,499 393 2,191 5,297 3,523 1,268 2,212 3,969 Ages 7-13 1,025 294 1,481 3,635 2,391 831 1,520 2,708 Ages 14-15 266 61 380 916 587 216 376 665 Ages 16-17 148 29 227 560 375 137 208 384 Ages 18-20 60 9 103 186 170 84 108 212 Population Not Attending School Total 657 266 1,234 2,217 1,439 436 792 1,879 Ages 7-13 114 53 353 483 198 77 108 351 Ages 14-15 34 31 104 182 66 24 40 121 Ages 16-17 135 62 245 477 306 78 160 355 Ages 18-20 374 120 532 1,075 869 257 484 1,052 Illiterate Population, Aged 10+ Total 236 319 759 1,685 743 256 713 1,241 White 57 29 91 143 123 68 73 74 Black 179 290 668 1,541 620 188 640 1,167 Other 0 0 0 1 0 0 0 0 Literate Population, Aged 10+ Total 6,555 1,633 9,428 16,823 15,535 5,700 8,091 18,134 White 4,770 1,136 7,089 8,549 11,739 4,993 4,671 12,572 Black 1,776 495 2,339 8,274 3,793 706 3,339 5,549 Other 9 2 0 0 3 1 9 13 Population, Aged 21+ Total 5,136 1,436 7,575 12,729 12,443 4,655 6,450 14,760 Illiterate Population, Aged 21+ Total 211 249 602 1,449 685 233 625 1,157 Males 126 160 334 718 386 122 333 672 Females 85 89 268 731 299 111 292 485 Literate Population, Aged 21+ Total 4,925 1,187 6,973 11,280 11,758 4,422 5,825 13,603 Males 2,675 755 3,603 5,865 5,945 2,256 3,138 6,714 Females 2,250 432 3,370 5,415 5,813 2,166 2,687 6,889 Agriculture Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Number of Farms by Race Ownership Total 672 187 876 2,215 10,093 304 573 998 White-Owned 628 179 826 1,143 1,013 292 510 899 Black-Owned and Other Non-White-Owned 110 8 50 1,072 80 12 63 99 Farms by Acreage Less than 3 15 0 14 5 7 8 19 31 3-9 110 8 65 153 180 34 138 241 10-19 116 37 135 323 234 64 134 219 20-49 169 86 297 770 309 96 139 282 50-99 80 31 160 448 181 47 63 119 100-174 130 21 114 255 100 20 50 54 175-259 22 1 34 110 30 6 14 27 260-499 19 1 40 96 34 7 3 15 500-999 4 1 10 34 7 13 3 3 1,000+ 7 1 7 21 11 9 10 7 Owner-Operated Farms Total 587 152 733 1,802 988 274 463 803 Owners Owning Entire Farm Total 574 139 707 1,458 927 263 418 798 Owners Hiring Additional Land Total 13 13 26 344 61 11 45 5 Farms by Tenure Total 7 25 69 382 41 9 63 48 Share Tenants 2 2 24 123 12 2 11 7 Share-Cash Tenants 0 0 0 1 0 0 2 1 Share-Cropper Tenants 0 0 21 116 7 3 8 11 Stand-In Renters 0 0 0 0 0 0 0 0 Cash Tenants 4 20 24 113 16 2 38 26 Tenants, Tenure Not Specified 1 3 0 29 6 2 4 3 Farm Ownership and Management by Race White 551 148 703 971 914 263 409 726 Black/Non-White 36 4 30 831 74 11 54 77 Tenant Farmers by Race White 7 22 54 143 36 9 56 40 Black/Non-White 0 3 15 239 5 0 7 8 Acres of Land in Farms Improved Land 10,945 4,070 32,917 105,471 70,572 6,304 11,795 18,258 Unimproved Land 47,625 6,547 55,422 119,577 171,871 60,614 53,671 51,365 Acres of Land in Farms by Ownership, Tenure, and Management Total 58,570 10,617 88,339 225,048 242,443 66,918 65,466 69,623 Operated by Owners 50,963 7,289 64,190 182,244 114,688 56,622 50,272 44,706 Operated by Tenants 451 741 6,390 18,093 1,414 191 11,752 1,836 Operated by Managers 7,156 2,587 17,759 24,711 126,341 10,105 3,442 23,081 Value of All Farm Property Total 8,351,940 1,103,571 10,148,325 9,490,125 16,322,344 3,349,955 7,202,407 7,677,096 Land $6,179,710 743,250 7,544,815 5,771,755 12,329,463 2,084,905 4,982,110 4,733,950 Buildings $1,628,265 166,750 1,607,360 1,618,814 2,569,440 485,100 1,265,235 1,742,930 Farming Implements and Machinery $263,303 65,083 512,813 462,004 663,834 121,052 429,834 272,770 Livestock $280,662 128,488 483,337 1,637,552 760,433 658,898 525,228 927,448 Value of All Crops Total 1,459,327 390,476 1,731,903 23,156,002 3,254,302 518,552 3,231,896 1,312,882 Cereal 6,012 10,390 75,515 663,888 90,784 29,382 50,085 78,907 Other Grains and Seeds 1,869 327 10,580 205,601 2,409 7,636 2,287 3,695 Hay and Forage 18,347 20,300 77,736 146,957 96,155 20,536 24,449 34,967 Vegetables 112,003 344,267 374,821 657,611 608,884 88,695 2,559,886 307,790 Fruits and Nuts 1,319,907 7,688 1,148,708 473,202 2,448,047 367,217 586,161 $865,762 All Other Crops 1,189 7,504 44,543 168,343 8,023 5,086 9,028 $21,761 Manufacturing Manufacturing Establishments Total 32 16 34 53 51 15 25 63 Average Number of Wage Earners in Manufacturing Total 343 212 517 1,173 521 186 560 1,218 Manufacturing Costs Total 520,298 240,385 790,364 1,764,111 1,491,813 288,603 1,533,377 2,152,679 Wages 313,365 146,611 468,808 770,684 410,203 146,663 600,842 981,679 Rents and Taxes 30,919 6,412 10,913 70,415 38,732 12,034 64,289 62,799 Materials 176,014 87,362 340,643 923,012 1,042,876 129,099 868,246 1,108,836 Value of Products of Manufacturing Establishments Total 735,535 330,664 1,343,070 2,568,991 1,938,183 459,099 1,799,142 3,020,521 Primary Horsepower in Manufacturing Establishments, Rated Capacity of Engines, Motors, etc. Total 1,519 575 1,739 2,523 1,519 260 1,541 2,616 African Americans Anglo Americans Austrian Americans Brevard County British Americans Canadian Americans Caribbean Americans Caucasian Americans census Census of 1920 cereals crops Cuban Americans Dutch Americans education employees English Americans European Americans farm managers farming implements farmland farms females Flagler County forage French Americans fruits German Americans grains Greek Americans hay Hispanic Americans horsepower Hungarian Americans illiteracy Irish Americans Italian Americans labor laborers Lake County Latin Americans Latinas Latinos literacy machinery males manufacturing Marion County Middle Eastern Americans Norwegian Americans nuts orange county Osceola County Polish Americans population Romanian Americans Russian Americans Scandinavian Americans Scotch Americans Scottish Americans seeds Seminole County sharecroppers sharecropping students Swedish Americans Swiss Americans Syrian Americans taxes tenant farmers tenant farming tenants U.S. Census vegetables Volusia County wages West Indian Americans workers https://richesmi.cah.ucf.edu/omeka/files/original/ee509e0bf2aa8f9ca179841ea5393069.jpg ae7185ec1a3e743ab87b32dd6dd4c446 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1930 Alternative Title Census, 1930 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Fifteenth United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida, for 1930. The census divides the population by gender, race ("white" and "black"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by age, family size (as well as rural families vs. urban families), family radio ownership, marital status, school attendance, and literacy. The census also collected information on agriculture, on manufacturing, and on unemployment. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for censuses of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their respective territories. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demand and the bureau was accused of presenting unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1930. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1930. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1930-04-01 Format image/jpg Extent 1.99 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1930.html" target="_blank">1930 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1930.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1930. https://www.census.gov/history/pdf/wright-hunt.pdf. Transcript U.S. Census of 1930 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 13,283 2,466 23,161 29,578 49,737 10,699 18,735 42,757 Males 6,766 1,355 11,673 14,970 24,034 5,500 9,467 20,850 Females 6,517 1,111 11,488 14,608 25,703 5,199 9,268 21,907 White Population Total 9,062 1,613 16,717 15,065 37,495 7,610 10,302 30,205 Males 4,642 874 8,346 7,664 18,260 3,773 5,228 14,746 Females 4,420 739 8,371 7,401 19,235 3,837 5,074 15,459 Native-Born Population Total 8,593 1,491 16,068 14,645 35,498 7,316 9,875 28,379 Males 4,390 802 7,992 7,439 17,270 3,608 4,984 13,829 Females 4,203 689 8,076 7,206 18,228 3,708 4,891 14,549 Foreign-Born Population Total 469 122 649 420 1,997 294 427 1,827 Males 252 72 354 225 990 165 244 917 Females 217 50 295 195 1,007 129 183 910 Black Population Total 4,199 852 6,442 14,513 12,226 3,056 8,431 12,537 Males 2,112 480 3,235 7,306 5,764 1,710 4,238 6,093 Females 2,087 372 3,117 7,207 6,462 1,346 4,193 6,444 Other Race Population Total 22 1 2 0 16 33 2 15 Males 12 1 2 0 10 17 1 11 Females 10 0 0 0 6 16 1 4 Population by Age Under 1 205 49 393 523 785 180 338 648 1-4 1,028 196 1,894 2,345 3,558 761 1,474 2,938 5-9 1,336 264 2,349 3,126 4,709 1,000 1,911 4,001 10-14 1,230 238 2,109 3,022 4,353 929 1,846 3,729 15-19 1,117 220 2,114 3,092 4,433 933 1,883 3,435 20-24 1,159 235 1,992 2,874 4,486 888 1,753 3,524 25-29 1,068 214 1,826 2,298 4,349 852 1,689 3,471 30-34 981 184 1,656 1,905 3,826 691 1,488 3,132 35-44 1,826 343 3,047 3,653 7,036 1,331 2,703 6,141 45-54 1,452 250 2,326 3,081 5,344 1,100 1,861 4,700 55-64 1,030 162 1,721 2,065 3,711 917 1,022 3,665 65-74 615 79 1,219 1,105 2,184 623 549 2,266 75+ 224 31 498 457 924 470 214 1,033 Age Unknown 12 1 17 32 39 24 4 74 Number of Families Total 3,761 653 6,460 7,483 13,852 3,198 5,043 12,444 Farm 462 131 1,506 2,559 1,308 451 781 892 Rural Farm 454 131 1,468 2,557 1,257 433 722 876 Urban Farm 8 0 38 2 51 18 59 16 Non-Farm 3,299 522 4,954 4,924 12,544 2,747 4,262 11,552 Rural Non-Farm 2,523 522 3,106 3,028 3,775 1,898 1,590 3,887 Urban Non-Farm 776 0 1,848 1,896 8,769 849 2,672 7,665 Number of Families by Size 1 Person 597 91 912 968 1,654 593 611 1,905 2 Persons 1,078 186 1,814 1,778 4,030 984 1,288 3,855 3 Persons 715 123 1,225 1,412 2,895 548 1,052 2,368 4 Persons 514 84 955 1,144 2,117 447 814 1,734 5 Persons 359 60 639 779 1,383 246 516 1,127 6 Persons 196 39 392 530 837 160 319 666 7 Persons 116 33 221 348 422 96 192 378 8 Persons 82 23 144 224 238 65 121 189 9 Persons 52 10 81 135 130 30 67 116 10 Persons 19 3 29 76 84 18 33 60 11 Persons 18 0 19 45 32 7 18 27 12+ Persons 15 1 29 44 30 4 12 19 Radio Ownership Families Reporting Radios 783 57 1,072 680 2,638 323 729 2,164 Urban Families Reporting Radios 165 0 434 319 1,850 140 491 1,526 Rural Families Reporting Radios 618 57 638 361 786 183 238 638 Families Without Radios 2,978 596 5,388 6,803 11,216 2,875 4,314 10,280 Urban Families Without Radios 619 0 1,452 1,579 6,970 727 2,240 6,155 Rural Families Without Radios 2,359 596 3,936 5,224 4,246 2,148 2,074 4,125 Population by Marital Status, Aged 15+ Total 9,484 1,719 16,416 20,562 36,332 7,829 13,166 31,441 Single 2,352 427 4,010 5,432 8,705 1,754 3,094 7,221 Married 6,127 1,170 10,540 12,562 23,568 4,894 8,821 20,237 Widowed 898 104 1,603 2,141 3,404 1,091 1,059 3,388 Divorced 105 18 241 404 474 83 183 539 Unknown Marital Status 2 0 22 23 181 7 9 56 Male Population by Marital Status, Aged 15+ Total 4,850 963 8,306 10,465 17,303 4,080 6,633 15,090 Single 1,442 308 2,407 3,217 4,634 1,138 1,814 3,993 Married 3,060 601 5,252 6,294 11,615 2,454 4,371 10,007 Widowed 299 43 512 747 833 449 348 829 Divorced 49 11 122 193 171 34 94 231 Unknown Marital Status 0 0 13 14 50 5 6 30 Female Population by Marital Status, Aged 15+ Total 4,634 756 8,110 10,097 19,029 3,749 6,533 16,351 Single 910 119 1,603 2,215 4,071 616 1,280 3,228 Married 306 569 5,288 6,268 11,953 2,440 4,450 10,230 Widowed 599 61 1,091 1,394 2,571 642 711 2,559 Divorced 56 7 119 211 303 49 89 308 Unknown Marital Status 2 0 9 9 131 2 3 26 Foreign-Born Population by Country of Origin Austria 18 5 11 7 40 14 1 27 Canada 84 9 140 80 486 62 79 399 Cuba 2 0 0 4 7 3 2 8 Czechoslovakia 27 4 9 2 52 3 28 16 Denmark 6 2 15 8 24 5 3 31 England 76 20 132 101 361 67 62 438 France 8 1 12 11 35 5 10 47 Germany 96 15 59 59 273 50 51 233 Greece 6 0 7 4 58 0 11 36 Irish (free state) 16 0 12 6 51 12 9 50 Italy 17 0 27 15 48 11 12 30 Northern Ireland 2 2 3 7 18 2 2 13 Norway 11 1 9 2 20 1 7 24 Palestine and Syria 0 1 0 18 28 1 4 28 Poland 5 30 8 8 22 0 5 32 Rumania 5 0 3 0 20 1 21 9 Russia 2 8 11 12 83 1 11 32 Scotland 18 6 29 29 68 8 23 61 Spain 0 0 0 2 2 2 1 5 Sweden 17 4 81 18 124 24 40 106 Switzerland 8 2 10 9 23 4 15 24 West Indies 4 0 3 5 13 3 2 14 West Indies, Others 6 0 3 1 6 0 0 6 Other Countries 41 12 68 17 147 18 30 172 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population, Aged 7-20 Total 3,387 646 6,029 8,598 12,507 2,646 5,221 10,252 Population Attending School, Aged 7-20 Total 2,589 441 4,295 6,304 9,178 1,894 3,764 7,924 Ages 7-13 1,765 297 2,871 4,167 6,043 1,250 2,514 5,285 Ages 14-15 424 81 709 1,049 1,493 320 618 1,288 Ages 16-17 259 43 458 751 1,057 221 426 872 Ages 18-20 141 20 257 367 585 103 206 479 Population Not Attending School, Aged 7-20 Total 798 205 1,734 2,294 3,329 752 1,457 2,328 Ages 7-13 34 32 206 181 274 94 126 159 Ages 14-15 64 19 131 176 265 46 133 144 Ages 16-17 184 42 380 513 725 196 320 523 Ages 18-20 516 112 1,017 1,424 2,065 416 878 1,502 Population, Aged 10+ Total 10,714 1,957 18,525 23,584 40,685 8,758 15,012 35,170 White 7,365 1,266 13,493 12,047 30,806 6,262 8,311 24,894 Black 3,334 690 5,030 11,537 9,865 2,472 6,699 10,262 Other 15 1 2 0 14 24 2 14 Illiterate Population, Aged 10+ Total 503 182 1,089 2,216 1,738 547 1,280 1,749 White 35 13 158 145 257 86 59 161 Black 463 169 931 2,071 1,479 444 1,220 1,585 Other 5 0 0 0 2 17 1 3 Literate Population, Aged 10+ Total 10,211 1,775 17,436 21,368 38,947 8,211 13,732 33,421 White 7,330 1,253 13,335 11,902 30,549 6,176 8,252 24,733 Black 2,871 521 4,099 9,466 8,386 2,028 5,479 8,677 Other 10 1 2 0 12 7 1 11 Agriculture Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Number of Farms by Race Total 633 144 1,981 2,175 1,608 497 780 1,013 White 39 3 109 955 56 10 40 49 Colored 594 141 1,872 1,220 1,552 487 740 964 Acreage of Farms by Race Total 25,608 13,463 127,027 204,467 102,347 75,608 34,471 76,681 White 24,825 13,418 124,578 169,229 100,982 75,501 33,834 75,363 Colored 783 45 2,449 35,238 1,365 107 637 1,318 Farms by Ownership, Tenure, and Management Full Owners 501 105 1,468 1,451 1,380 416 615 900 Part Owners 7 11 66 351 38 21 53 34 Manager-Operated 97 9 285 78 110 22 61 25 Tenant-Operated 28 19 162 295 80 38 51 54 Cash Tenant-Operated 13 16 54 114 48 16 35 31 Other Tenant-Operated 15 3 108 181 32 22 16 23 Farm Acreage by Ownership, Tenure, and Management Full Owners 25,608 13,463 127,027 204,467 102,347 75,608 34,471 76,681 Part Owners 18,856 10,976 70,810 118,675 54,674 23,426 20,430 61,131 Manager-Operated 505 1,015 6,660 33,026 3,982 2,787 1,573 2,753 Tenant-Operated 5,334 345 38,524 32,722 18,419 48,614 10,690 11,441 Cash Tenant-Operated 913 1,127 11,033 20,044 25,272 781 1,778 1,356 Other Tenant-Operated 516 1,043 4,721 7,667 24,182 381 1,392 766 Farms by Acreage Less than 3 15 0 88 16 87 31 36 47 3-9 137 5 391 166 342 92 180 206 10-19 169 17 487 343 416 115 221 251 20-49 183 67 547 793 455 150 237 265 50-99 57 33 234 406 168 60 57 117 100-174 52 12 136 225 71 21 30 69 175-259 13 2 43 94 27 7 9 22 260-499 3 5 32 76 17 7 4 14 500-999 4 1 10 34 16 8 3 8 1,000-4,999 0 2 11 20 7 4 2 14 5,000+ 0 0 2 2 2 2 1 0 Value of Farms Total $12,560,869 $1,152,345 $34,719,355 $14,108,455 $32,468,362 $4,352,981 $13,207,921 $17,052,127 Farmland $9,974,127 $645,100 $28,863,318 $9,560,832 $24,961,455 $3,067,920 $9,712,100 $12,293,764 Buildings $1,402,675 $282,025 $3,100,276 $2,397,812 $4,063,348 $691,705 $1,774,708 $2,600,511 Farmers' Dwellings $982,800 $143,450 $235,270 $1,573,405 $2,866,942 $463,220 $1,241,200 $1,752,640 Farming Implements and Machinery $201,267 $81,770 $405,491 $576,406 $576,617 $130,136 $479,913 $405,212 Value of All Crops Total $2,024,972 $560,114 $3,896,294 $2,489,061 $4,330,237 $434,275 $3,761,321 $1,840,084 Cereal $164 $32,327 $16,425 $293,916 $9,133 $5,830 $36,218 $14,457 Other Grains and Seeds $481 $2,801 $5,359 $85,029 $2,706 $1,859 $50 $4,129 Hay and Forage $145 $10,124 $9,207 $64,930 $19,444 $3,035 $16,658 $12,075 Vegetables $101,832 $496,606 $472,268 $973,677 $395,621 $60,768 $2,904,857 $203,665 Fruits and Nuts $1,910,835 $6,253 $3,356,253 $931,117 $3,878,778 $351,429 $774,298 $1,576,158 All Other Crops $0 $2,213 $8,048 $53,978 $1,576 $2,132 $0 $3,594 Garden Vegetables $11,515 $9,790 $28,734 $86,414 $22,979 $9,222 $29,240 $26,006 Manufacturing Manufacturing Establishments Total 20 12 35 52 62 19 21 60 Average Number of Wage Earners in Manufacturing Total 257 413 619 913 716 1,202 611 781 Annual Wages in Manufacturing Total $194,907 $195,277 $568,133 $515,673 $741,979 $686,476 $602,100 $681,583 Value of Products of Manufacturing Establishments Total $640,042 $4,359,445 $1,789,513 $2,027,539 $3,695,845 $2,144,695 $3,034,534 $2,613,996 Wholesale Establishments Total 24 5 35 36 62 9 30 46 Number of Employees of Wholesale Establishments Total 91 6 588 106 1,902 15 335 236 Males 78 6 529 96 1,429 14 251 198 Females 13 0 59 10 473 1 84 38 Salaries and Wages Paid in Wholesale Establishments Total $134,450 $13,672 $425,507 $306,370 $1,177,251 $42,041 $394,430 $306,052 Retail Distribution Stores Total 317 68 368 444 799 149 295 801 Number of Retail Distribution Proprietors and Firm Members Total 282 63 351 423 725 137 265 687 Full-time Employees of Retail Stores Total 361 43 560 732 1945 188 393 1427 Labor Force (Gainful Workers, Unemployed, and Lay-off) Total 5,644 1,037 9,382 12,206 22,751 4,373 8,429 18,154 Unemployed (Out of job, Able to work, and Looking for a job) Total 223 8 476 220 1,733 199 224 942 Males 173 7 361 153 1,172 154 162 710 Females 50 1 115 67 561 45 62 232 Registered Fully Unemployed Persons Total 529 39 629 1,290 1,952 405 809 1,956 White 221 34 425 546 1,286 322 289 918 White Males 146 24 269 360 780 208 199 586 White Females 75 10 156 186 506 114 90 332 Black 308 5 204 744 663 83 520 1,036 Black Males 107 4 103 352 346 37 336 499 Black Females 201 1 101 392 317 46 184 537 African Americans agriculture Anglo Americans Austrian Americans Brevard County British Americans Canadian Americans Caribbean Americans Caucasian Americans census Census of 1930 cereals crops Cuban Americans Czech Americans Czechoslovakian Americans Danish Americans distribution divorced dwellings education employees English Americans European Americans families farm farmers farming farming implements farmland farms females firm members Flagler County forage French Americans fruits gainful workers garden vegetables German Americans grains Greek Americans hay Hispanic Americans illiteracy Irish Americans Italian Americans labor laborers Lake County Latin Americans Latinas Latinos lay-offs literacy machinery males manufacturing Marion County marital status married Middle Eastern Americans Northern Irish Americans Norwegian Americans nuts orange county Osceola County Palestinian Americans Polish Americans population proprietors radios retail Romanian Americans rural Russian Americans Scandinavian Americans school Scotch Americans Scottish Americans seeds Seminole County single Slovakian Americans Spanish Americans stores Swedish Americans Swiss Americans Syrian Americans tenant farmers tenant farming tenants U.S. Census unemployment urban vegetables Volusia County wages West Indian Americans wholesale widowed workers https://richesmi.cah.ucf.edu/omeka/files/original/3bee9bb2e9e2f39ea2b9ec6fd93d25b3.jpg ce2af4d58276e348032e8c08d8bf1102 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1940 Alternative Title Census, 1940 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Sixteenth United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida for 1940. The census divides the population by gender, race ("white" and "black"), and native-born vs. foreign-born. Those who were foreign born were further divided by country of origin. The census then lists the population categorized by age, primary and secondary school attendance, and college attendance. The census also collected information on agriculture, on manufacturing, on commerce, on unemployment, and on labor. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probablity sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and was also able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1940. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1940. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1940-04-01 Format image/jpg Extent 2.05 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Civics/Government Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1940.html" target="_blank">1940 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1940.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1940. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="http://www.census.gov/1940census/" target="_blank">Taking You Back to the 1940s</a>." U.S. Census Bureau. http://www.census.gov/1940census/. Transcript U.S. Census of 1940 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 16,142 3,008 27,255 31,243 70,074 10,119 22,304 53,710 Males 8,175 1,631 13,553 15,574 33,901 5,118 11,234 25,899 Females 7,967 1,377 13,702 15,669 36,173 5,001 11,070 27,811 Black Population Total 5,256 1,334 7,602 13,671 16,940 2,061 10,751 14,787 Other Race Population Total 15 5 0 0 2 12 3 18 Native-Born Population Total 10,421 1,561 19,039 17,220 50,977 7,777 11,182 36,813 Males 7,912 1,569 13,224 15,374 32,841 4,967 11,024 24,890 Females 7,753 1,329 13,411 15,511 35,059 4,878 10,898 26,692 Foreign-Born Population Total 450 108 614 352 2,155 269 368 2,092 Males 263 62 329 200 1,060 151 210 1,009 Females 214 48 291 158 1,114 123 172 1,119 Foreign-Born Population by Country of Origin Latvia 1 0 0 0 2 0 0 0 Finland 4 0 28 1 2 1 3 18 Rumania 0 0 1 3 15 0 10 7 Bulgaria 0 0 3 0 2 0 8 2 Greece 5 0 4 4 29 1 9 34 Italy 28 1 25 11 80 8 10 51 Lithuania 2 4 3 0 3 1 0 5 U.S.S.R. (Russia) 4 3 13 6 86 0 10 58 Yugoslavia 4 0 2 0 7 1 0 25 Hungary 3 6 14 2 33 4 8 36 Austria 16 4 12 6 59 14 4 40 Czechoslovakia 29 3 3 1 47 0 29 6 Belgium 1 0 4 0 10 0 1 8 Netherlands 15 1 7 8 22 3 2 32 Denmark 22 0 10 4 27 4 3 33 Sweden 13 5 73 13 107 12 31 107 Norway 11 1 11 4 38 2 2 23 Irish Free State 19 1 11 9 44 18 8 43 Northern Ireland 1 0 6 4 18 2 4 23 Wales 7 0 4 0 16 4 0 13 Scotland 8 5 25 20 69 11 20 81 England 71 18 102 73 372 48 57 489 Poland 5 34 22 17 40 1 2 43 Germany 91 8 73 60 266 54 44 267 France 12 6 6 11 46 3 9 33 Switzerland 3 0 10 3 27 4 9 24 Spain 1 0 1 0 6 1 2 5 Portugal 0 0 0 0 1 0 0 9 Azores 0 0 0 1 0 0 0 5 Australia 0 1 5 1 7 0 0 7 Central and South America 1 0 6 1 12 0 4 12 Cuba and Other West Indies 5 0 6 3 44 2 4 27 Mexico 1 0 1 0 5 1 1 1 Canada, Other 61 5 102 57 481 59 56 441 French Canada 2 1 9 4 34 6 2 33 Asian Countries 0 0 6 0 21 1 2 9 Turkey (Asia) 1 0 0 1 28 1 4 3 Palestine and Syria 0 1 0 22 22 1 5 27 Other European Countries 0 0 1 0 3 0 0 2 Luxemburg 2 0 0 1 2 1 5 0 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Attending School by Age 5-6 188 29 279 323 650 76 239 493 7-13 1,830 329 3,008 4,001 7,671 1,011 2,592 5,559 14-15 505 81 836 1,131 2,071 298 677 1,705 16-17 373 44 592 848 1,597 207 482 1,259 18-20 199 21 354 422 906 86 276 845 21-24 37 10 81 91 227 29 68 184 Years of School Completed for Males 0 181 112 431 669 688 176 429 639 1-4 847 286 1,367 1,715 3,008 456 1,501 2,054 5-6 650 130 1,103 1,286 2,356 499 1,019 1,946 7-8 1,313 208 2,065 1,932 4,810 1,062 1,377 4,283 Years of High School Completed for Males 1-3 619 101 941 1,133 2,861 389 727 2,181 4 639 54 958 834 3,231 359 650 2,260 Years of College Completed for Males 1-3 308 33 500 346 1,505 139 322 1,091 4+ 255 19 489 307 1,602 127 224 1,165 Males with School Completion Not Reported Total 55 11 64 188 257 13 34 81 Years of School Completed for Females 0 133 50 224 467 493 90 265 447 1-4 575 178 940 1,309 2,141 294 1,138 1,596 5-6 577 116 983 1,249 2,414 384 1,024 1,828 7-8 1,199 157 1,912 1,981 4,999 1,026 1,248 4,536 Years of High School Completed for Females 1-3 689 100 1,197 1,357 3,529 523 852 3,005 4 887 77 1,339 1,102 4,939 546 891 3,678 Years of College Completed for Females 1-3 389 31 670 477 1,849 163 420 1,547 4+ 200 14 437 295 1,334 98 237 1,016 Females with School Completion Not Reported Total 26 5 44 46 191 1 12 74 Agriculture Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Number of Farms by Race White 715 104 1,966 1,324 2,337 432 706 1,454 Non-White 49 3 51 822 62 10 54 64 Acreage of Farms by Race White 169,671 30,726 111,511 188,138 207,353 488,471 64,934 261,864 Non-White 1,268 60 2,013 31,912 2,482 117 810 1,422 Farms by Ownership and Management Full Owners 649 88 1,767 1,399 1,399 355 583 1,292 Part Owners 25 12 50 334 334 25 68 80 Manager-Operated 60 2 117 69 69 15 39 34 Farms by Tenure Total 30 5 83 344 107 47 70 112 Share Tenants and Croppers 0 0 11 62 12 3 9 12 Share-Cash Tenants 0 0 0 8 1 0 1 2 Cash Tenant-Operated 9 4 34 171 53 30 45 63 Other Tenant-Operated 21 1 38 103 41 14 15 37 Farm Acreage by Ownership and Management Full Owners 8,750 3,175 32,704 34,004 33,942 3,409 7,140 12,749 Part Owners 292 1,446 2,384 16,380 1,586 198 1,917 1,862 Manager-Operated 28,717 N/A 17,453 34,549 41,939 62,552 4,211 70,395 Acres of Land in Farms of Full Owners Total 28,438 8,868 83,123 123,333 135,783 189,299 41,437 65,959 Acres of Land in Farms of Part Owners Total 112,463 18,743 8,080 36,018 28,108 143,323 18,300 118,971 Owned Land 31,403 1,233 3,468 21,809 4,996 14,542 11,861 9,179 Farm Acreage by Tenure Total 1,321 61 4,868 26,150 4,005 93,414 1,796 7,961 Share Tenants and Croppers 0 N/A 369 4,255 N/A 138 N/A 5,257 Share-Cash Tenants 0 61 0 379 518 0 308 0 Cash Tenants 236 N/A 2,191 15,049 1,377 92,716 661 1,235 Other Tenants 1,085 N/A 2,308 6,467 2,110 560 827 1,469 Farms by Acreage 3-9 162 6 327 216 567 84 211 381 10-19 274 26 819 559 898 138 267 568 20-29 174 13 523 306 585 91 169 375 30-49 126 28 336 431 371 80 100 205 50-69 47 12 141 190 143 23 56 86 70-99 43 8 145 256 138 29 29 74 100-139 30 4 93 125 85 15 31 52 140-179 26 9 36 112 50 11 10 23 175-179 0 2 3 5 2 0 1 2 180-219 9 3 29 68 30 3 9 14 220-259 4 0 2 38 16 3 1 14 260-379 7 3 21 61 22 9 1 20 380-499 4 1 12 26 11 3 5 5 500-699 3 1 9 23 10 3 4 4 700-999 7 1 6 13 10 2 1 3 1,000+ 14 5 10 24 9 36 7 24 Acres of Cropland Harvested on Farms of Managers Total 2,935 N/A 9,271 8,325 11,386 931 2,944 2,844 Acres of Cropland Harvested on Farms of Tenants Total 560 26 1,911 8,442 528 313 555 506 Share Tenants and Croppers 0 N/A 125 2,023 N/A 81 N/A 71 Share-Cash Tenants 0 26 0 112 150 0 162 0 Cash Tenants 31 N/A 450 4,160 143 106 307 305 Other Tenants 529 N/A 1,336 2,147 235 126 86 130 Value of Farms Under 10 Acres Total $170 $6 $340 $220 $606 $87 $239 $423 Value of Farm Buildings on Tenant Farms Total $57,580 $800 $49,350 $176,635 $77,100 $39,475 $61,275 $124,190 Share Tenants and Croppers $0 $0 $4,950 $27,655 $17,700 $6,100 $21,300 $17,100 Share-Cash Tenants $0 $0 $0 $3,710 $0 $0 N/A $0 Cash Tenants $13,450 N/A $29,850 $98,250 $35,250 $23,450 $33,425 $70,750 Other Tenants $44,130 N/A $14,550 $47,020 $24,150 $9,925 $5,550 $36,340 Value of Farm Land Buildings By Ownership and Management Full Owners $6,524,000 $468,000 $14,608,732 $4,220,440 $20,378,911 $2,041,470 $4,986,379 $8,333,465 Part Owners $490,700 $153,500 $642,155 $1,160,466 $1,037,610 $345,313 $1,465,319 $1,031,531 Manager-Operated $2,179,500 N/A $3,940,936 $2,136,970 $6,052,604 $320,880 $1,363,018 $1,820,022 Value of Farm Land Buildings on Tenant Farms Total $480,200 $4,150 $234,380 $624,360 $472,190 $449,085 $382,550 $342,185 Share Tenants and Croppers $0 N/A $16,995 $93,490 N/A $28,000 N/A $51,200 Share-Cash Tenants $0 $4,150 $0 $10,465 $139,200 $0 $95,600 $0 Cash Tenants $24,400 N/A $87,745 $341,600 $143,020 $357,335 $226,550 $188,325 Other Tenants $455,800 N/A $129,640 $178,805 $189,970 $63,750 $60,400 $102,660 Value of Farm Land Buildings by Race White $9,373,800 $686,850 $19,282,088 $7,485,731 $7,485,731 $3,139,498 $8,104,051 $11,357,438 Non-White $300,600 $5,000 $144,115 $656,505 $656,505 $17,250 $93,215 $169,765 Value of Farm Implements and Machinery by Ownership and Operation Full Owners $1,250,220 $145,775 $2,398,955 $1,444,823 $3,787,109 $470,435 $1,209,070 $2,139,500 Part Owners $47,600 $25,325 $96,645 $365,566 $157,250 $30,650 $220,675 $199,935 Manager-Operated $218,500 N/A $196,090 $192,015 $444,016 $37,651 $139,524 $148,894 Value of Farm Implements and Machinery on Tenant Farms Total $9,575 $800 $16,610 $89,513 $13,085 $9,873 $27,177 $30,840 Share Tenants and Croppers $0 $0 $1,975 $13,255 $2,440 $1,970 $11,117 $2,535 Share-Cash Tenants $0 $0 $0 $1,165 N/A $0 N/A $0 Cash Tenants $6,250 N/A $14,080 $54,562 $8,550 $6,040 $14,650 $23,975 Other Tenants $3,325 N/A $555 $20,531 $2,070 $1,863 $1,210 $4,330 Value of Farm Implements and Machinery by Ownership and Operation Full Owners $260,622 $80,526 $333,441 $380,938 $510,070 $81,756 $332,728 $345,871 Part Owners $30,540 $42,717 $41,220 $159,302 $59,630 $7,890 $133,112 $58,115 Manager-Operated $62,470 N/A $178,375 $113,821 $145,223 $10,400 $53,052 $59,095 Value of All Crops Harvested Total $1,038,148 $501,412 $2,922,914 $1,410,710 $3,796,758 $307,552 $3,083,712 $1,401,807 Vegetables (for sale and for farm households) $39,560 $78,230 $239,125 $392,898 $219,593 $26,705 $2,325,406 $81,734 Fruits and Nuts $942,134 $2,429 $2,393,123 $486,945 $3,350,438 $271,885 $406,025 $809,119 Horticultural Specialties $52,249 N/A $238,247 $25,111 $197,802 $2,127 $298,859 $470,353 All Other Crops $878 N/A $2,932 $17,901 $807 $877 $95 $1,459 Irish and Sweet Potatoes $2,688 $367,580 $10,344 $24,872 $2,903 $3,244 $20,856 $17,578 Cereals N/A $28,406 $7,927 $165,793 $2,500 $631 $27,304 $8,604 Corn (harvested for grain) N/A $28,406 $7,909 $164,222 $2,448 $610 $27,304 $8,572 Other Grains and Seeds $24 $290 $5,264 $120,720 $362 $570 $71 $2,151 Hay and Forage $99 $23,572 $9,705 $145,127 $22,353 $1,513 $4,853 $10,809 Forest Products Sold Total 755 N/A 5,263 36,190 1,421 3,133 2,322 18,088 Manufacturing and Labor Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Manufacturing Establishments Total 15 7 30 39 71 12 16 59 Wages Paid in Manufacturing Total $71,590 $4,073 $471,766 $382,112 $842,257 $371,217 $162,698 $467,223 Value of Products of Manufacturing Establishments Total $329 $93 $1,923 $2,447 $5,991 $1,020 $1,488 $2,451 Cost of Materials, Supplies, Fuels, Purchased Electrical Energy Total $120 $64 $872 $1,208 $2,964 $367 $792 $1,021 Wholesale Business Establishments Total 31 5 53 36 146 9 16 69 Active Proprietors of Unincorporated Wholesale Business Establishments Total 22 3 37 27 75 9 23 55 Number of Employees of Wholesale Business Establishments Total 495 4 1,285 356 3,284 90 744 479 Service Business Establishments Total 89 7 107 66 369 37 125 270 Active Proprietors of Unincorporated Service Business Establishments Total 89 5 104 64 366 42 131 274 Retail Stores Total 409 59 442 362 1,192 146 411 1,083 Amount of Retail Sales Total $5,366 $478 $7,010 $7,734 $31,510 $2,144 $5,189 $19,364 Active Proprietors of Unincorporated Retail Businesses Total 381 48 407 306 1,046 143 357 977 Persons in the Labor Force Males 4,908 1,059 7,909 9,021 20,740 2,776 6,842 14,854 Females 1,835 187 2,634 3,111 10,132 851 3,081 6,907 Employed Persons Males 4,385 1,016 6,941 8,090 18,408 2,424 6,293 12,236 Females 1,615 164 2,294 2,603 8,864 690 2,841 6,076 Employed Clerical, Sales, and Kindred Workers Males 352 26 609 648 2,860 180 488 1,562 Females 230 15 384 390 1,879 113 291 1,100 Employed Craftsmen, Foremen, and Kindred Workers Males 429 68 632 675 2,396 301 561 1,685 Females 6 0 5 8 66 4 9 27 Employed Operatives and Kindred Workers Males 543 83 766 992 2,461 307 1,128 1,513 Females 165 1 267 158 999 78 592 330 Employed Domestic Service Workers Males 67 7 121 80 457 8 51 338 Females 623 56 769 903 2,971 176 627 2,134 Employed Service Workers, Except Domestic Males 234 33 310 351 1,343 104 227 1,208 Females 221 12 240 278 1,145 127 183 1,129 Employed Proprietors, Managers and Officials Males 601 92 745 790 2,545 262 665 1,978 Females 128 12 144 148 441 66 85 424 Employed Professional Workers Males 149 18 248 257 835 84 167 669 Females 136 12 311 314 1,025 85 191 693 Employed Semiprofessional Workers Males 38 2 50 36 175 15 30 151 Females 9 0 12 3 57 9 6 34 Employed Farm Laborers, Unpaid Family Workers Males 15 11 40 186 39 21 46 38 Females 2 1 8 55 9 3 16 51 Employed Laborers, Except Farm Males 758 419 995 1,093 2,007 664 689 1,656 Females 4 2 13 35 31 3 49 18 Employed Farmers and Farm Managers Males 345 84 675 1,518 767 228 480 596 Females 43 2 43 68 69 13 37 46 Employed Female Farm Laborers and Foremen (Wage Workers) Total 20 50 73 222 116 3 826 52 Registered Emergency Workers Total 248 56 310 463 653 192 344 693 White Males 90 31 165 234 302 110 101 311 White Females 61 19 69 58 173 40 77 118 Black Males 80 6 54 136 118 30 139 245 Black Females 17 0 22 35 60 12 27 19 Persons Employed in Public Emergency Workers Males 217 21 315 411 723 147 243 1,106 Females 89 17 132 146 367 76 130 252 Employed Persons, Occupation Not Reported Males 35 6 79 46 139 19 31 73 Females 28 1 25 21 56 10 11 38 Totally Unemployed Persons, Registered Total 529 39 629 1,290 1,952 405 809 1,956 White Males 146 24 269 360 780 208 199 586 White Females 75 10 156 186 506 114 90 332 Black Males 107 4 103 352 346 37 336 499 Black Females 201 1 101 392 317 46 184 537 Partially Unemployed Persons, Registered Total 606 43 723 1,090 1,736 322 810 1,724 White Males 179 24 368 356 905 159 196 682 White Females 48 5 64 47 204 70 35 114 Black Males 233 13 208 512 424 54 410 646 Black Females 126 1 82 174 201 39 169 281 Persons Seeking Work Males 306 22 653 520 1,609 205 306 1,512 Females 131 6 208 362 901 85 110 579 New Persons Workers Seeking Work Males 26 2 24 32 68 8 12 97 Females 9 1 11 28 65 7 5 53 African Americans agriculture Asian Americans Australian Americans Azorean Americans Belgian Americans Brevard County British Americans Bulgarian Americans Canadian Americans Caribbean Americans Caucasian Americans census Census of 1940 Central Americans cereals clerical college corn crop cropland Cuban Americans Czech Americans Czechoslovakian Americans Danish Americans domestic service Dutch Americans education electricity emergency workers employees employment energy English Americans European Americans farm laborers farm managers farm workers farming farming implements farms females Finnish Americans Flagler County forage forest products forestry French Americans fruits fuel German Americans grain Greek Americans hay Hispanic Americans horticultural specialties horticulture Hungarian Americans Irish Americans Irish potatoes Italian Americans kindred labor laborers Lake County Latin Americans Latinas Latinos Latvian Americans Lithuanian Americans Luxembourger Americans machinery males managers manufacturing Marion County Mexican Americans Northern Irish Americans Norwegian Americans nuts officials operatives orange county Osceola County Palestinian Americans Polish Americans population Portuguese Americans potatoes primary education professionals proprietors public emergency workers retail Romanian Americans Russian Americans sales Scandinavian Americans school Scotch Americans Scottish Americans secondary education seeds Seminole County semiprofessionals service industry sharecroppers sharecropping Slovakian Americans South Americans Soviet Americans Spanish Americans stores Swedish Americans sweet potatoes Swiss Americans Syrian Americans tenant farmers tenant farming tenants Turkish Americans U.S. Census unemployment university vegetables Volusia County wages Welsh Americans West Indian Americans wholesale workers Yugoslavian Americans https://richesmi.cah.ucf.edu/omeka/files/original/a7d8519a5cfcc6f86fc02ecc0498a2ec.jpg 3d767678891393a5630a9771d2e217e8 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1950 Alternative Title Census, 1950 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Seventeenth United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida, for 1950. The census divides the population by gender, race ("white" and "black"), and native-born vs. foreign-born. The census then lists the population categorized by age, marital status, primary and secondary school attendance, and college attendance. The census also collected information on agriculture, on unemployment, and on labor. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerated Americans living abroad to account for members of the Armed Forces, vessel crew members, and government employees residing in foreign countries. The Department of Defense (DOD), the Department of State (DOS), the Maritime Administration (MARAD), and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1950. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1950. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor <a href="http://www.defense.gov/" target="_blank">U.S. Department of Defense</a> <a href="http://www.state.gov/" target="_blank">U.S. Department of State</a> <a href="http://www.marad.dot.gov/" target="_blank">U.S. Maritime Administration</a> Gibson, Ella Date Created ca. 1950-04-01 Format image/jpg Extent 1.59 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Civics/Government Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1950.html" target="_blank">1950 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1950.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1950. https://www.census.gov/history/pdf/wright-hunt.pdf. Office of the Assistant Director for Statistical Standards, Statistical Reports Division. <a href="http://www2.census.gov/prod2/decennial/documents/1950/proceduralHistory/1950proceduralhistory.zip" target="_blank">The 1950 Censuses How They Were Taken</a>. Washington: U.S. Government Printing Office, 1955. Transcript U.S. Census of 1950 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 23,653 3,367 36,340 38,187 114,950 11,406 26,883 74,229 Males 11,830 1,757 17,876 18,648 55,112 5,496 13,129 35,474 Females 11,823 1,610 18,464 19,539 59,838 5,910 13,754 38,755 White Population Total 17,652 1,833 27,798 23,593 92,184 9,914 14,943 57,844 Males 8,849 942 13,631 11,643 43,937 4,748 7,383 27,653 Females 8,803 891 14,167 11,950 48,247 5,166 7,560 30,191 Native-Born Population Males 8,397 85 13,176 11,366 42,144 4,544 7,105 25,983 Females 8,352 826 13,698 11,680 46,263 4,947 7,309 28,455 Foreign-Born Population Males 452 92 455 277 1,793 204 278 1,670 Females 451 65 469 270 1,984 219 251 1,736 Black Population Males 2,972 813 4,240 7,002 11,156 746 5,742 7,799 Females 3,012 718 4,293 7,587 11,575 742 6,193 8,550 Other Race Population Males 9 2 5 3 19 2 4 22 Females 8 1 4 2 16 2 1 14 Population by Marital Status, Aged 14+ Total 17,999 2,445 26,993 27,532 87,882 9,044 19,692 58,330 Single 3,145 414 4,711 5,214 15,291 1,362 3,822 10,445 Married 12,738 1,759 19,245 18,945 62,061 6,249 13,472 39,786 Widowed or Divorced 2,116 272 3,037 3,373 10,530 1,433 2,398 8,099 Male Population by Marital Status, Aged 15+ Total 8,992 1,308 13,249 13,237 41,526 4,311 9,441 27,509 Single 1,967 288 2,702 2,901 8,054 780 2,186 5,566 Married 6,379 901 9,665 9,395 30,748 3,101 6,577 19,819 Widowed or Divorced 646 119 882 941 2,724 430 678 2,104 Female Population by Marital Status, Aged 15+ Total 9,007 1,137 13,744 14,295 46,356 4,733 10,251 30,821 Single 1,178 126 2,009 2,313 7,237 582 1,636 4,859 Married 6,359 858 9,580 9,550 31,313 3,148 6,895 19,967 Widowed or Divorced 1,470 153 2,155 2,432 7,806 1,003 1,720 5,995 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population by School Completion No School Completed 310 90 500 750 1,085 175 595 1,120 At Least Some Elementary 5,985 1,090 9,610 10,855 27,050 3,685 7,665 17,065 1-4 Years of Elementary 1,555 480 2,730 3,380 6,255 695 2,890 3,795 5-6 Years 1,380 285 2,450 2,750 6,340 890 1,970 3,635 7 Years 900 85 1,295 1,375 4,460 610 970 2,330 8 Years 2,150 240 3,135 3,350 9,995 1,490 1,835 7,305 At Least Some High School 5,585 390 7,510 6,915 28,585 2,445 4,390 18,655 1-3 Years of High School 2,545 215 3,595 3,445 12,440 1,235 2,210 8,400 4 Years of High School 3,040 175 3,915 3,470 16,145 121 2,180 10,255 At Least Some College 2,115 165 3,345 2,300 12,960 995 1,760 8,765 1-3 Years of College 1,125 90 1,795 1,315 7,010 650 995 4,890 4 Years of College 990 75 1,550 985 5,950 345 765 3,875 Unknown Years 840 60 565 570 1,790 250 440 1,235 Agriculture Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Farms by Race Total 705 111 1,711 1,906 1,780 399 541 1,066 White 686 111 1,669 1,348 1,740 397 521 1,038 Non-White 19 0 42 558 40 2 20 28 Acreage of Farms Total 277,842 170,435 249,815 621,134 354,080 766,899 155,595 210,933 Farms by Tenure Livestock-Share Tenants 1 0 0 4 0 0 0 0 Croppers 1 0 4 12 3 0 0 1 Other and Unspecified Tenants 15 4 24 54 20 9 7 19 Other Tenants 9 3 5 20 3 1 1 0 Unspecified Tenants 6 1 19 34 17 8 6 19 All Tenants 22 5 42 116 39 11 17 32 Cash Tenants 4 1 10 37 12 1 8 8 Share-Cash Tenants 1 0 0 5 4 1 1 1 Farms of Full Owners Total 617 89 1,500 1,433 1,585 344 446 919 Tenants with Landlord Living on Farm Total 2 2 9 31 6 1 2 8 Farm Acreage by Ownership and Management Full Owners 94,958 78,912 161,135 255,841 182,321 191,967 92,919 114,807 Part Owners 72,157 70,244 61,915 139,905 112,627 357,850 54,985 50,729 Land Managers 109,430 17,900 24,588 207,067 45,699 213,813 7,362 43,335 Operated by Owner 150,373 106,563 197,473 351,029 268,274 445,689 130,590 136,635 Rented by Farm Operator 18,133 48,555 32,498 71,612 53,907 113,192 17,646 34,672 Managed by Farm Operator 109,945 17,900 24,588 210,715 54,258 213,813 7,442 43,335 Rented Out by Farm Operator 609 2,583 4,744 12,222 22,359 5,795 83 3,709 Farms by Acreage Less than 3 45 5 100 34 124 6 18 51 3-9 140 8 232 194 428 51 113 224 Less than 10 185 13 332 228 552 57 131 275 10-29 214 21 477 415 517 103 178 366 30-49 83 12 266 328 210 56 72 133 50-69 48 8 139 144 107 23 34 66 100-139 34 3 103 129 76 21 31 39 140-179 26 5 52 94 41 13 15 19 180-219 16 5 36 63 20 7 6 23 220-499 8 2 26 47 17 2 3 6 260-499 23 10 62 111 51 23 14 28 500-999 16 7 42 61 39 20 9 20 1,000+ 20 17 48 76 52 50 15 28 Value of All Farm Products Sold Total $4,464,184 $1,789,539 $17,744,044 $6,952,360 $26,072,891 $2,150,345 $9,812,180 $6,618,609 Value of All Crops Sold Total $3,818,351 $1,193,522 $16,777,487 $4,256,057 $23,135,632 $898,137 $9,204,491 $4,854,773 Field Crops, Other Than Vegetables $12,387 $835,574 $56,427 $222,924 $40,197 $8,394 $45,592 $20,241 Vegetables $60,813 $306,610 $691,211 $1,250,620 $1,715,864 $35,666 $6,786,987 $186,424 Fruits and Nuts $3,672,443 $50,858 $15,097,477 $2,738,300 $19,527,596 $853,082 $1,530,597 $3,389,325 Horticultural Specialties $72,708 $480 $932,372 $44,213 $1,851,975 $995 $841,315 $1,258,783 Labor Population in Labor Force Total 9,232 1,317 13,948 142,833 45,869 3,535 10,530 27,998 Civilian Labor Force 8,679 1,316 13,924 14,267 45,750 3,526 10,520 27,944 Armed Forces 553 1 24 16 119 9 10 54 Employed 8,270 1,295 13,486 13,791 43,635 3,333 10,178 26,659 Unemployed 409 21 438 476 2,115 193 342 1,285 Not in Labor Force 8,767 1,128 13,045 13,249 42,013 5,509 9,162 30,332 Male Population in Labor Force Total 6,502 1,009 9,946 10,027 31,191 2,558 6,972 18,757 Civilian Labor Force 5,956 1,008 9,925 10,011 31,085 2,550 6,965 18,705 Armed Forces 546 1 21 16 106 8 7 52 Employed 5,688 996 9,650 9,722 29,651 2,414 6,736 17,870 Unemployed 268 12 275 289 1,434 136 229 835 Not in Labor Force 2,490 299 3,303 3,210 10,335 1,753 2,469 8,752 Female Population in Labor Force Total 2,730 308 4,002 4,256 14,678 977 3,558 9,241 Civilian Labor Force 2,723 308 3,999 4,256 14,665 976 3,555 9,239 Armed Forces 7 0 3 0 13 1 3 2 Employed 2,582 299 3,836 4,069 13,984 919 3,442 8,789 Unemployed 141 9 163 187 681 57 113 450 Not in Labor Force 8,277 829 9,742 10,039 31,678 3,756 6,693 21,580 Population by Sector Private Sector Workers 5,176 937 9,591 9,519 33,124 2,158 7,946 18,466 Government Workers 1,022 98 965 1,182 3,495 379 626 2,489 Self-Employed 1,973 233 2,800 2,850 6,727 772 1,537 5,419 Unpaid Family Works 99 27 130 240 289 24 69 285 Male Population by Sector Private Sector Workers 3,396 730 6,706 6,571 22,041 1,515 5,088 12,037 Government Workers 699 59 580 641 2,127 248 351 1,581 Self-Employed 1,569 198 2,320 2,397 5,426 648 1,266 4,177 Unpaid Family Works 24 9 44 113 57 3 31 75 Female Population by Sector Private Sector Workers 1,780 207 2,885 2,948 11,083 643 2,858 6,429 Government Workers 323 39 385 541 1,368 131 275 908 Self-Employed 404 35 480 453 1,301 124 271 1,242 Unpaid Family Works 75 18 86 127 232 21 38 210 Population by Industry Professional/Technical/Kindred Workers 535 62 866 941 3,780 263 607 2,502 Managers/Proprietors 1,558 236 2,399 2,667 6,189 569 1,304 4,639 Clerical/Kindred Workers 654 29 843 996 4,466 222 658 2,357 Sales Workers 516 34 795 944 4,425 269 557 2,216 Craftsmen/Foremen/Kindred Workers 999 107 1,363 1,446 5,404 431 963 3,584 Operative Workers 933 184 1,955 1,873 5,887 477 1,677 2,816 Private Household Workers 533 22 716 720 2,641 122 408 1,690 Service Workers 737 89 766 1,062 3,685 310 513 3,172 Laborers, Except Mine 1,679 510 3,469 3,011 6,542 592 3,247 3,297 Occupation Not Reported 126 22 314 131 616 78 244 386 Male Population by Industry Professional/Technical/Kindred Workers 309 39 473 469 2,068 140 319 1,451 Managers/Proprietors 1,249 207 2,080 2,341 5,253 482 1,114 3,665 Clerical/Kindred Workers 223 12 271 348 1,436 86 235 772 Sales Workers 319 14 500 591 3,148 156 404 1,424 Craftsmen/Foremen/Kindred Workers 984 106 1,334 1,416 5,273 421 942 3,510 Operative Workers 655 160 1,416 1,516 4,384 387 1,081 2,232 Private Household Workers 26 3 36 23 140 8 14 116 Service Workers 290 23 288 451 1,588 118 237 1,406 Laborers, Except Mine 1,543 418 3,068 2,480 5,957 565 2,245 3,036 Occupation Not Reported 90 14 184 87 404 51 145 258 Female Population by Industry Professional/Technical/Kindred Workers 226 23 393 472 1,712 123 288 1,051 Managers/Proprietors 309 29 319 326 936 87 190 974 Clerical/Kindred Workers 431 17 572 648 3,030 136 423 1,585 Sales Workers 197 20 295 353 1,277 113 153 792 Craftsmen/Foremen/Kindred Workers 15 1 29 30 131 10 21 74 Operative Workers 278 24 539 357 1,503 90 596 584 Private Household Workers 507 19 680 697 2,501 114 394 1,574 Service Workers 447 66 478 611 2,097 192 276 1,766 Laborers, Except Mine 136 92 401 531 585 27 1,002 261 Occupation Not Reported 36 8 130 44 212 27 99 128 African Americans agriculture Anglo Americans Armed Forces Brevard County Caucasian Americans census Census of 1950 civilian labor clerical colleges craftsman craftsmen crops divorced domestic service education employees European Americans farm operators farm products farmland farms females field crops Flagler County foreman foremen forewoman forewomen fruits government horticultural specialties kindred labor labor force laborers Lake County land managers landlords livestock males managers Marion County marital status married nuts operative orange county Osceola County population primary education private household private sector professionals proprietors public sector sales schools secondary education Seminole County service industry sharecroppers sharecropping single technical tenant farmers tenant farming tenants U.S. Census unemployment universities university vegetables Volusia County widowed workers https://richesmi.cah.ucf.edu/omeka/files/original/f1daededa509d63078e20ecb89f2a2f4.jpg 3a7ef7ad3a7ce370fedcc74612a39049 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1960 Alternative Title Census, 1960 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Eighteenth United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida, for 1960. The census divides the population by gender, race ("white", "black", "Japanese", "Chinese", "Filipino", and "other"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by age, military service, transportation use, primary and secondary school attendance, and college attendance. The census also collected information on labor and on unemployment. The Census of 1960 was the first to be mailed to respondents. The U.S. Post Office Department delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of work and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1960. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1960. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1960-04-01 Format image/jpg Extent 1.75 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Civics/Government Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1960.html" target="_blank">1960 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1960.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1970. https://www.census.gov/history/pdf/wright-hunt.pdf. U.S. Bureau of the Census. <a href="http://www2.census.gov/prod2/decennial/documents/1960/proceduralHistory/1960proceduralhistory.zip" target="_blank">1960 Censuses of Population and Housing: Procedural History</a>. Washington: U.S. Government Printing Office, 1966. Transcript U.S. Census of 1960 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 111,435 4,566 57,383 51,616 263,540 19,029 54,947 125,319 Males 56,724 2,297 28,893 24,940 129,843 9,237 27,495 59,635 Females 54,711 2,269 28,490 26,676 133,697 9,792 27,452 65,684 White Population Total 98,909 2,826 46,209 33,586 224,105 17,021 41,373 104,177 Males 50,286 1,406 22,691 16,535 109,757 8,239 20,900 49,530 Females 48,623 1,420 23,518 17,051 114,348 8,782 20,473 54,647 Black Population Total 12,334 1,733 11,122 18,001 39,088 1,977 13,500 21,048 Males 6,348 887 6,173 8,392 19,924 982 6,559 10,053 Females 5,986 846 4,949 9,609 19,164 995 6,941 10,995 Indian Population Total 78 2 34 16 89 21 3 24 Males 49 1 18 7 46 11 2 13 Females 29 1 16 9 43 10 1 11 Japanese Population Total 52 0 6 8 102 4 34 13 Males 11 0 2 2 42 2 14 5 Females 41 0 4 6 60 2 20 8 Chinese Population Total 14 0 0 0 60 0 0 19 Males 10 0 0 0 25 0 0 14 Females 4 0 0 0 35 0 0 5 Filipino Population Total 13 4 0 0 35 4 15 6 Males 5 2 0 0 14 2 9 3 Females 8 2 0 0 21 2 6 3 Other Race Population Total 35 1 12 5 61 2 22 32 Males 15 1 9 4 35 1 11 17 Females 20 0 3 1 26 1 11 15 Native-Born Population Total 11,374 N/A 5,825 2,751 27,317 2,065 4,391 20,186 Foreign-Born Population Total 100,061 N/A 51,558 48,865 236,223 16,964 50,556 105,133 Foreign-Born Population by Country of Origin United Kingdom 1,810 N/A 924 314 4,390 434 728 4,106 Irish Free State 414 N/A 171 97 845 96 113 1,010 Norway 164 N/A 113 20 444 34 59 290 Sweden 440 N/A 274 110 984 114 168 883 Denmark 158 N/A 75 33 321 28 66 259 Netherlands 147 N/A 77 32 381 26 74 253 Switzerland 103 N/A 87 52 287 29 48 215 France 295 N/A 109 83 543 63 78 430 Germany 1,969 N/A 981 516 4,214 460 737 3,566 Poland 433 N/A 157 390 1,125 58 183 634 Czechoslovakia 392 N/A 109 27 632 18 217 256 Austria 297 N/A 86 102 721 40 104 604 Hungary 197 N/A 74 48 577 33 70 415 Yugoslavia 73 N/A 31 21 222 28 31 201 USSR 275 N/A 77 63 931 13 98 555 Lithuania 118 N/A 12 61 154 4 30 120 Finland 88 N/A 55 4 166 9 66 129 Rumania 29 N/A 11 4 151 4 12 92 Greece 135 N/A 28 36 221 4 71 216 Italy 983 N/A 264 149 1,814 70 299 1,178 Portugal 57 N/A 4 4 43 0 12 74 Other European Countries 181 N/A 50 52 382 8 83 318 Asia 217 N/A 21 46 726 7 70 279 Canada 1,583 N/A 665 365 4,087 400 665 3,147 Mexico 46 N/A 26 0 167 4 4 33 Other North American Countries 533 N/A 1,194 79 2,115 61 139 508 Other 163 N/A 33 27 185 4 95 81 Unknown 74 N/A 117 16 489 16 71 334 Male Population by Marital Status Single 7,306 322 4,528 3,726 18,536 1,120 3,924 7,981 Married 28,357 1,125 15,250 11,960 66,364 5,148 13,327 33,219 Married, but Separated 587 76 372 545 1,967 108 491 990 Widowed 914 64 965 780 2,772 419 650 2,397 Divorced 960 36 448 444 2,189 177 345 1,230 Female Population by Marital Status Single 4,355 242 2,825 3,199 13,670 850 2,501 7,463 Married 28,245 1,072 14,909 1,304 66,413 5,155 12,350 33,699 Married, but Separated 664 52 371 781 2,394 135 656 1,357 Widowed 2,924 165 2,947 2,871 11,093 1,275 2,128 8,398 Divorced 1,017 28 494 584 3,038 178 442 1,974 Veteran Population by War or Conflict Total 178,181 491 6,962 5,615 35,621 2,555 6,478 18,002 Korean War 3,987 28 863 820 6,248 294 954 2,274 Korean War and World War II 1,529 32 233 204 2,485 136 454 605 World War II 9,091 293 3,420 3,068 18,672 1,105 3,488 8,857 World War I 1,389 33 1,552 832 4,014 611 800 4,269 Other Services 1,822 105 894 691 4,202 409 782 1,997 Population by Work Transportation Method Private Automobile 33,840 1,038 13,369 12,143 73,302 3,999 14,640 28,467 Railroad or Subway 17 N/A 13 4 13 N/A 8 70 Bus or Streetcar 542 18 71 64 4,505 42 70 1,510 Walking 3,022 144 1,859 2,081 7,529 617 1,689 4,002 Other Means 1,543 224 1,785 1,655 5,327 328 1,464 2,295 Working from Home 816 113 526 1,112 2,384 338 518 2,120 Not Reported 1,541 109 819 571 3,701 325 439 2085 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population by School Enrollment Kindergarten 944 9 232 268 1,252 21 275 571 Public Kindergarten 317 5 129 111 558 11 172 370 Elementary (1-8 Years) 18,421 789 8,805 9,288 42,850 2,771 9,801 16,565 Public Elementary (1-8 Years) 17,139 785 8,708 9,078 40,071 2,739 9,026 15,728 High School (1-4 Years) 5,195 125 2,846 3,179 13,018 865 2,782 6,484 Public High School (1-4 Years) 5,005 125 2,755 3,155 12,091 850 2,528 6,204 College 494 16 111 402 1,936 25 162 2,412 Male Population by School Completion No School Completed 342 60 333 617 1,073 137 453 520 1-4 Years of Elementary School 1,583 251 1,808 2,008 5,133 476 1,402 2,372 5-6 Years of Elementary School 1,510 71 2,008 1,331 5,362 619 1,136 2,490 7 Years of Elementary School 1,262 86 1,164 822 3,617 548 750 2,035 8 Years of Elementary School 3,572 194 2,589 1,990 9,061 1,141 1,686 6,482 1-3 Years of High School 5,463 218 3,274 2,291 13,015 1,120 2,503 6,953 4 Years of High School 7,911 242 3,094 2,318 16,949 1,002 3,277 8,929 1-3 Years of College 3,804 56 1,236 898 8,107 366 1,519 3,681 4 Years of College 4,353 29 1,556 868 8,213 332 1,153 3,972 Female Population by School Completion No School Completed 180 30 179 378 742 79 224 384 1-4 Years of Elementary School 946 196 910 1,575 3,201 308 1,019 1,920 5-6 Years of Elementary School 1,439 112 1,569 1,413 4,499 441 1,157 2,243 7 Years of Elementary School 1,355 85 952 1,057 3,396 398 847 1,850 8 Years of Elementary School 3,199 158 2,613 1,894 9,234 1,370 1,645 6,566 1-3 Years of High School 5,829 270 3,615 3,237 15,859 1,496 3,306 9,149 4 Years of High School 10,140 277 4,317 3,353 23,559 1,449 4,282 13,131 1-3 Years of College 3,423 70 1,892 1,173 8,443 475 1,386 486 4 Years of College 2,047 25 1,249 815 5,536 307 830 3,404 Labor Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Male Population in Labor Force Total 31,421 1,243 14,506 12,168 70,773 4,158 14,005 27,526 Civilian Labor Force 28,918 1,243 14,482 12,148 64,546 4,041 11,892 27,425 Armed Forces 2,505 N/A 24 20 6,227 117 2,113 101 Employed 27,957 1,208 13,391 11,662 61,565 3,901 11,232 26,188 Unemployed 961 35 1,091 486 2,981 140 660 1,237 Not in Labor Force 6,257 305 6,683 4,742 19,083 2,706 4,241 17,261 Female Population in Labor Force Total 12,608 499 6,105 6,840 33,714 1,965 6,458 16,457 Employed 11,865 473 5,689 6,411 31,725 1,867 6,127 15,474 Unemployed 727 26 414 429 1,881 98 331 979 Not in Labor Force 23,981 1,008 15,074 12,118 60,497 5,493 12,143 35,117 Employment by Industry Agriculture 1,118 299 3,913 2,400 6,685 626 2,216 1,591 Forestry and Fishery 74 55 46 97 31 27 69 129 Mining 28 9 29 214 54 5 4 21 Construction 4,223 109 1,912 1,542 9,669 783 2,139 4,502 Manufacturing 9,782 367 1,714 1,889 15,701 808 1,976 3,860 Furniture, Lumber, and Wood Products Manufacturing 100 147 235 689 500 217 126 401 Primary Metal Manufacturing 12 N/A 7 N/A 52 4 N/A 53 Fabricated Metal 3,570 N/A 146 56 6,987 266 522 235 Machinery, Except Electrical, Manufacturing 339 4 61 19 570 17 69 199 Electrical Machinery and Equipment Manufacturing 4,141 5 25 49 896 24 146 283 Motor Vehicle Manufacturing 16 N/A 4 12 68 18 4 34 Transportation Equipment, Except Motor Vehicle, Manufacturing 582 N/A 71 74 224 33 51 247 Durable Goods Manufacturing 228 200 294 92 890 47 220 857 Food and Kindred Products Manufacturing 402 N/A 625 524 3,379 74 308 553 Textile Mill Manufacturing 12 N/A 4 5 47 N/A 8 17 Apparel Manufacturing 36 N/A 8 124 195 N/A 154 190 Printing and Publishing 242 11 100 179 1,060 65 244 638 Chemical 35 N/A 102 36 475 22 88 49 Other Non-Durable Goods Manufacturing 67 N/A 31 30 358 21 36 104 Railroad and Railways Services 102 15 106 214 180 39 351 603 Trucking Services and Warehouse 191 36 139 180 1,118 50 242 261 Other Transportation 288 4 110 116 633 47 126 307 Communication 447 N/A 247 228 1,576 28 260 609 Utilities and Sanitary Services 515 18 157 218 1,231 93 327 764 Wholesale and Trade 702 51 1,315 597 4,605 187 706 1,030 Food and Dairy Product 930 50 587 568 2,505 194 349 1,382 Eating and Drinking Establishments 1,397 85 619 915 2,622 213 446 2,121 Other Retail Services 3,345 118 2,213 2,326 10,799 640 1,988 5,783 Finance, Insurance, and Real Estate 1,134 41 675 638 5,258 183 855 1,969 Business Services 3,603 N/A 156 112 1,345 20 157 601 Repair Services 379 14 282 235 1,574 61 297 797 Private Households 1,661 62 936 1,189 4,803 358 986 2,496 Other Personal Services 1,394 94 670 896 3,519 262 635 3,329 Entertainment and Recreation Service 238 4 96 234 922 34 232 647 Hospital 350 29 298 224 1,866 103 270 749 Education Services with the Government 1,306 41 644 826 2,581 257 542 1,431 Education Services with the Private Sector 358 9 134 80 1,115 28 202 911 Welfare and Non-Profit Organizations 295 13 331 210 1,248 85 177 584 Other Professional Services 871 17 439 364 3,184 104 396 1,332 Public Administration 3,322 40 594 827 4,317 237 870 1,707 Industry Not Reported 1,769 101 716 734 4,147 298 541 2,146 Male Population by Employment Technical and Kindred Workers 6,078 61 820 744 7,109 283 956 387 Engineers and Technical Workers 2,107 5 70 65 2,045 39 149 273 Medical and Other Health-Related Salaried Workers 52 N/A 56 38 278 14 32 109 Medical and Other Health-Related Self-Employed Workers 136 N/A 63 54 424 24 48 169 Teachers 251 4 149 133 414 52 139 259 Farmers and Farm Managers 159 53 462 660 663 132 257 348 Managers and Official Workers 3,934 172 1,970 1,788 9,023 490 1,708 4,711 Managers and Official Salaried Workers 2,467 89 1,054 902 5,362 267 944 2,296 Self-Employed Retail Trade Workers 541 45 363 370 1,360 99 304 920 Other Retail Workers 926 38 553 516 2,301 124 460 1,495 Clerical and Kindred Workers 1,894 30 472 487 3,741 171 581 1,226 Sales Workers 1,004 31 757 754 5,234 169 836 2,238 Retail Sales Workers 455 24 375 346 1,930 96 370 983 Sales Other Than Retail Workers 549 7 382 408 3,304 73 466 1,255 Craftsmen and Foremen 6,668 223 2,355 2,019 12,301 868 2,571 5,839 Construction Craftsmen 2,689 73 1,052 854 4,846 448 1,159 2,560 Foremen 841 26 308 191 1,487 79 241 457 Mechanics and Repair Men 1,837 88 644 577 2,949 180 600 1,538 Metal Craftsmen 295 13 53 66 630 49 52 214 Other Craftsmen 1,006 23 278 331 2,389 112 519 1,070 Operative Workers 2,744 196 1,967 2,047 8,192 595 1,537 2,969 Drivers and Deliverymen Workers 976 94 923 870 3,668 288 656 1,289 Private Household Workers 44 N/A 30 39 157 7 11 87 Service Workers 1,543 47 476 609 2,993 205 427 1,942 Protective Services Workers 531 14 148 144 659 61 132 497 Waiters, Bartenders, and Cooks 255 4 114 115 500 16 76 483 Other Service Workers 757 29 214 350 1,834 128 219 962 Farm Laborer and Farm Foremen 468 144 2,384 937 3,734 311 983 615 Laborers, Except Farm and Mine 1,802 185 1,160 1,095 5,175 440 966 2,212 Construction Laborers 713 24 313 271 1,775 172 401 713 Manufacturing Laborers 96 73 170 284 515 105 88 190 Other Industry Laborers 993 88 677 540 2,885 163 477 1,309 Occupation Not Reported 1,619 66 558 483 3,243 230 399 1,614 Female Population by Employment Technical and Kindred Workers 1,495 37 685 693 3,940 241 667 1,883 Medical and Other Health-Related Salaried Workers 245 8 197 111 981 46 152 471 Medical and Other Health-Related Self-Employed Workers 24 N/A 28 4 230 21 12 71 Teachers 690 20 321 326 1,533 112 308 672 Farmers and Farm Managers 12 N/A 37 49 61 16 16 44 Managers and Official Workers 816 41 401 426 1,473 95 344 1,209 Managers and Official Salaried Workers 438 33 165 204 898 44 201 512 Self-Employed Retail Trade Workers 210 8 151 121 322 21 96 318 Self-Employed Other Than Retail Manager Workers 168 N/A 85 101 253 30 47 379 Clerical and Kindred Workers 4,022 54 1,267 1,189 9,493 309 1,468 3,468 Secretaries, Stenographers, and Typists 1,805 4 337 365 3,525 98 515 1,057 Other Clerical Workers 2,217 50 930 824 5,968 211 953 2,411 Sales Workers 818 27 467 517 2,371 141 419 1,396 Retail Sales Workers 678 22 409 455 1,931 126 334 1,191 Sales Other Than Retail Workers 140 5 58 62 440 15 85 205 Craftsmen and Foremen 97 N/A 16 54 294 27 41 145 Private Household Workers 1,481 52 765 1,606 4,064 305 911 2,019 Service Workers 1,665 118 878 1,195 4,376 439 728 3,097 Waiters, Bartenders, and Cooks 902 45 375 571 1,763 220 323 1,268 Other Service Workers 761 73 503 624 2,613 219 405 1,829 Farm Laborer and Farm Foremen 21 48 277 306 772 25 619 174 Laborers 43 25 64 152 11 64 52 Occupation Not Reported 691 47 274 399 1,778 124 263 943 African Americans agriculture Amerindians Anglo Americans apparel Armed Forces Asian Americans Austrian Americans automobiles bars bartenders Brevard County British Americans bus buses business services Canadian Americans cars Caucasian Americans census Census of 1960 Central Americans chemical Chinese Americans civilian labor clerical college education communication construction cooks crafts craftsman craftsmen Czech Americans Czechoslovakian Americans dairy Danish Americans deliverymen deliverywomen divorced domestic services drinking establishments drivers durable goods Dutch Americans eating establishments education educations electrical equipment electrical machinery elementary education employees engineers English Americans entertainment European Americans fabricated metal farm managers farmers females Filipino Americans finance Finnish Americans fishery Flagler County food food products foreman foremen forestry forewoman forewomen French Americans furniture German Americans government Greek Americans health care high school education Hispanic Americans hospitals Hungarian Americans immigrants immigration Indians insurance Irish Americans Italian Americans Japanese Americans kindergarten kindred products Korean War labor labor force laborers Lake County Latin Americans Latinas Latinos Lithuanian Americans lumber machinery males managers manufacturing Marion County marital status married mechanics medical Mexican Americans mining motor vehicles Native Americans non-durable goods non-profit organizations North Americans Norwegian Americans officials operative orange county Osceola County pedestrians personal services Polish Americans population Portuguese Americans primary education primary metal printing professionals protective services public administration public education public transportation publishing railroad services railroads railway services real estate recreation repair restaurants retail Romanian Americans Russian Americans salaried sales sanitary services Scandinavian Americans schools secondary education self-employed Seminole County separated single Slovakian Americans Soviet Americans streetcars subways Swedish Americans Swiss Americans teachers technicak technicians textile mills trade transportation transportation equipment trucking services U.S. Census unemployment university education utilities veterans Volusia County waiters waitresses walking warehouses warehousing welfare wholesale widowed wood products workers World War I World War II WWI WWII Yugoslavian Americans https://richesmi.cah.ucf.edu/omeka/files/original/7d7e2487b93969a4abf35b4756c23383.jpg 88b5aabf531eb18928b6abbf7524e70b 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1970 Alternative Title Census, 1970 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Nineteenth United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida, for 1970. The census divides the population by gender, race ("white," "black," "Spanish," and "other"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by marital status, type of residence, military service, primary and secondary school attendance, and college attendance. The census also collected information on labor, on unemployment, on transportation, and on ownership of various types of technology. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, was an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1970. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1970. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1970-04-01 Format image/jpg Extent 2.23 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Civics/Government Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1970.html" target="_blank">1970 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1970.html. United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1970. https://www.census.gov/history/pdf/wright-hunt.pdf. U.S. Bureau of the Census. <a href="http://www2.census.gov/prod2/decennial/documents/1970/proceduralHistory/1970proceduralhistory.zip" target="_blank">Procedural History: 1970 Census of Population and Housing</a>. Washington: U.S. Government Printing Office, 1966. Transcript U.S. Census of 1970 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 230,006 4,454 69,305 69,030 344,311 25,267 83,692 169,487 Males 115,184 2,211 33,350 33,005 167,980 12,095 40,605 79,328 Females 114,822 2,243 35,955 36,025 176,331 13,172 43,087 90,159 Population by Race White 208,436 3,068 57,104 50,914 294,653 23,098 69,582 145,320 Black 20,664 1,365 12,056 18,060 48,593 2,148 13,977 23,984 Other Race 906 21 145 56 1,065 21 133 183 Population by Descent or Origin Spanish Descent or Origin 5,100 5 761 875 6,940 194 1,012 1,304 Not Spanish Descent or Origin 224,900 4,449 68,544 68,155 337,371 25,073 82,680 168,183 Households Occupied 68,560 1,488 24,621 22,317 108,645 9,092 25,757 62,747 Husband-Wife Families 51,151 949 16,866 15,104 75,525 6,055 19,194 39,510 Other Family Units 7,069 193 2,478 2,768 12,589 1,005 2,619 7,300 Family Units with Male Head 1,731 71 619 729 2,294 229 468 1,417 Family Units with Female Head 5,338 122 1,859 2,039 10,295 776 2,151 5,883 Male Primary Individual Household Units 5,028 168 1,862 1,676 7,213 677 1,420 5,035 Female Primary Individual Household Units 5,312 178 3,415 2,769 13,318 1,355 2,524 10,902 Population in Group Quarters Total 3,250 77 1,163 1,394 10,655 391 446 4,972 Institutionalized People 289 7 800 1,157 2,669 239 267 1,519 Inmates of Mental Hospitals 0 0 0 6 38 0 0 17 Inmates of Homes for the Aged and Dependent 231 0 582 147 1,063 119 245 957 Inmates of Other Institutions 58 7 218 1,004 1,568 120 22 545 Population Not Institutionalized 2,961 70 363 237 7,986 152 179 3,453 Rooming Houses 209 23 175 83 346 32 99 663 Military Barracks 1,824 0 0 0 5,534 0 4 7 College Dormitories 682 0 24 26 1,276 0 0 2,327 Other Group Quarters 246 47 164 128 830 90 76 456 Population by Marital Status Never Married 35,563 735 9,597 10,702 59,514 3,295 12,091 26,855 Married 108,282 2,018 35,798 32,303 158,034 12,957 39,775 83,513 Spouse Present 104,133 1,924 34,419 30,832 153,144 12,550 38,847 80,356 Spouse Absent 4,149 94 1,379 1,471 4,890 407 928 3,157 Separated 2,627 127 1,115 1,460 5,710 384 1,580 2,539 Widowed 7,930 328 5,694 4,822 19,390 2,226 4,149 16,508 Divorced 5,779 78 1,713 1,766 10,333 677 1,752 5,682 Veteran Population by War or Conflict Vietnam Conflict 5,998 16 1,020 1,470 10,602 470 2,556 3,358 Korean War 8,513 125 1,264 1,384 3,522 521 1,957 3,259 Korean War and World War II 2,589 11 278 335 3,764 186 1,083 960 World War II 13,782 334 4,177 4,181 20,725 1,354 4,576 10,861 World War I 984 45 1,623 793 2,873 583 691 4,307 Other Services 5,916 18 1,060 1,505 6,359 493 1,769 3,172 Non-Veterans 31,721 919 14,626 12,902 52,302 5,056 13,199 32,679 Native-Born Population Total 222,761 4,403 67,996 67,786 333,532 24,479 81,601 160,528 Foreign-Born Population Total 6,429 161 1,468 1,710 9,378 699 1,716 9,474 Foreign-Born Population by Country of Origin United Kingdom 1,084 60 188 208 1,705 157 199 1,954 Ireland 190 8 8 6 138 25 0 257 Norway 25 0 19 21 836 0 18 142 Sweden 110 0 44 7 173 39 6 244 Denmark 72 0 26 27 56 0 41 130 Netherlands 88 0 75 0 148 6 31 132 Switzerland 64 0 8 12 59 13 16 74 France 119 9 6 20 157 17 35 179 Germany 966 11 163 306 1,008 129 233 1,647 Poland 73 41 59 279 216 0 12 268 Czechoslovakia 97 0 36 15 160 0 128 70 Austria 62 0 38 38 142 64 44 359 Hungary 178 5 64 0 202 26 18 209 Yugoslavia 29 0 11 27 119 0 11 133 Russia 84 0 7 61 207 6 35 232 Lithuania 15 0 8 11 62 0 13 45 Finland 32 0 51 0 48 0 5 36 Romania 5 0 0 7 48 5 0 39 Greece 35 0 13 0 123 0 11 118 Italy 348 6 60 73 420 5 117 617 Portugal 8 0 0 0 40 0 0 16 Other Europe 177 9 33 26 84 23 77 150 Southwest Asia 125 0 13 6 114 0 77 148 China 35 0 0 0 77 0 0 33 Japan 104 0 0 0 126 17 20 35 Other Asia 252 0 8 24 171 4 26 93 Canada 1,045 12 385 362 1,465 124 275 1,550 Mexico 35 0 27 15 46 4 38 32 Cuba 273 0 7 50 788 0 85 152 Other America 379 0 54 95 660 18 81 195 Africa 44 0 9 7 134 0 0 24 All Other 151 0 39 7 111 10 19 78 Not Reported 125 0 9 0 285 7 45 83 Population by Work Transportation Method Private Automobile 77,928 1,170 18,827 20,689 114,255 7,113 26,710 46,121 Private Driver Automobile 67,363 921 16,021 17,708 98,709 6,038 23,245 39,700 Private Passenger Automobile 10,565 249 2,806 2,981 15,546 1,078 3,465 6,421 Bus or Streetcar 382 41 486 203 4,364 49 475 825 Subway or Elevated Transportation 5 0 15 0 8 0 8 0 Railroad 0 0 0 6 12 8 24 11 Taxicab 245 0 205 248 559 30 230 552 Walking 3,538 125 1,383 984 7,142 499 1,031 3,287 Multiple Means of Transportation 2,839 55 1,300 1,121 4,704 288 1,354 2,410 Work at Home 1,191 23 511 847 2,469 199 450 1,875 Population by Automobile Ownership None 4,227 304 3,398 3,509 13,081 1,433 2,548 9,174 1 30,228 654 13,914 11,530 51,115 5,223 11,884 35,319 1+ 64,333 1,184 21,223 18,808 95,564 7,659 23,209 53,573 2 29,003 447 6,103 6,002 37,100 2,046 9,343 15,419 3+ 5,102 83 1,206 1,276 7,349 390 1,982 2,835 Population by Television Ownership None 2,544 124 1,135 1,461 4,967 266 881 2,488 1 45,788 1,181 18,269 17,649 71,421 7,277 16,907 46,312 1+ 65,864 1,432 23,492 20,856 103,625 8,826 24,876 60,348 2+ 20,076 251 5,223 3,207 32,204 1,549 7,969 14,036 Population by Home Appliance Ownership Clothes Washing Machine 48,116 1,149 16,374 15,148 73,520 5,566 18,445 36,415 Automatic or Semi-Automatic Clothes Washing Machine 46,670 931 14,727 13,226 69,686 4,767 16,836 33,695 Wringer or Separate Clothes Washing Machine 1,446 218 1,647 1,922 3,834 769 1,609 2,720 No Clothes Washing Machine 20,292 407 8,253 7,169 35,072 3,526 7,312 26,421 Clothes Dryers 28,429 358 5,233 5,429 35,056 1,441 8,542 14,018 Electrically-Heated Clothes Dryers 25,214 339 4,867 5,314 33,661 1,247 8,169 13,378 Gas-Heated Clothes Dryers 3,215 19 366 115 1,395 194 373 640 No Clothes Dryers 39,979 1,198 19,394 16,888 73,536 7,651 17,215 48,818 Dishwashers 18,302 121 3,449 3,081 25,069 652 6,851 8,712 No Dishwashers 50,106 1,435 21,178 19,236 83,523 8,440 18,906 54,124 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population by School Completion No School Completed 689 59 544 582 2,234 192 574 1,036 Elementary School Completed 15,957 876 13,005 11,913 41,362 5,010 10,838 25,266 1-4 Years of Elementary School 2,288 216 2,378 2,397 6,987 563 2,109 3,398 5-6 Years of Elementary School 3,252 222 2,864 2,687 9,767 978 2,389 5,179 7 Years of Elementary School 2,552 118 1,980 1,910 7,213 806 1,901 3,652 8 Years of Elementary School 7,865 320 5,783 4,919 17,395 2,663 4,439 13,037 High School Completed 64,037 1,264 21,359 19,580 96,067 8,354 23,695 55,823 1-3 Years of High School 18,199 501 9,032 8,146 36,723 3,621 8,999 20,155 4 Years of High School 45,838 763 12,327 11,534 59,344 4,733 14,696 35,668 College Completed 38,264 395 8,702 6,924 45,204 2,278 9,681 25,773 1-3 Years of College 20,287 272 4,715 4,043 23,709 1,219 5,467 14,225 4 Years of College 11,605 87 2,713 1,924 13,488 643 2,620 7,418 5+ Years of College 6,372 36 1,274 957 8,007 416 1,594 4,130 Male Population by School Completion No School Completed 374 44 372 360 1,132 116 305 592 Elementary School Completed 8,156 466 6,759 6,245 20,538 2,594 5,371 12,485 High School Completed 27,446 556 8,998 8,514 40,077 3,563 10,183 22,667 College Completed 22,576 194 4,273 3,324 24,310 1,124 5,334 12,547 Female Population by School Completion No School Completed 315 15 172 222 1,102 76 269 444 Elementary School Completed 7,801 410 6,246 5,668 20,824 2,416 5,467 12,781 High School Completed 36,591 708 12,361 11,166 55,990 4,791 13,512 33,156 College Completed 15,688 201 4,429 3,600 20,894 1,154 4,347 13,226 White Population by School Completion No School Completed 408 18 269 247 1,315 128 214 543 Elementary School Completed 12,362 516 10,019 7,779 31,235 4,452 7,168 20,503 1-4 Years of Elementary School 1,082 59 1,210 879 3,581 339 617 1,703 5-6 Years of Elementary School 2,256 117 2,082 1,453 6,801 781 1,365 3,756 7 Years of Elementary School 2,024 71 1,637 1,369 5,614 746 1,375 3,026 8 Years of Elementary School 7,000 269 5,090 4,078 15,239 2,586 3,811 12,018 High School Completed 59,985 1,072 19,070 16,359 87,158 8,014 21,558 51,512 1-3 Years of High School 16,017 406 7,659 6,080 31,501 3,416 7,620 17,807 4 Years of High School 43,968 666 11,411 10,279 55,657 4,598 13,938 33,705 College Completed 37,227 376 8,369 6,253 43,325 2,244 9,343 24,448 1-3 Years of College 19,754 260 4,578 3,730 22,871 1,200 5,274 13,519 4 Years of College 11,249 80 2,579 1,660 12,802 637 2,533 7,035 5+ Years of College 6,224 36 1,212 863 7,652 407 1,536 3,894 Black Population by School Completion No School Completed 277 41 270 335 905 64 360 493 Elementary School Completed 3,570 355 2,972 4,129 9,954 558 3,657 4,757 1-4 Years of Elementary School 1,206 152 1,168 1,518 3,358 224 1,492 1,691 5-6 Years of Elementary School 996 105 772 1,229 2,930 197 1,015 1,423 7 Years of Elementary School 521 47 339 541 1,567 60 522 626 8 Years of Elementary School 847 51 693 841 2,101 77 628 1,014 High School Completed 3,835 176 2,268 3,314 8,603 329 2,076 4,262 1-3 Years of High School 2,128 79 1,357 2,059 5,097 199 1,355 2,330 4 Years of High School 1,707 97 911 1,255 3,506 130 721 1,932 College Completed 841 19 328 659 1,763 34 321 1,294 1-3 Years of College 444 12 132 301 786 19 181 696 4 Years of College 275 4 0 264 657 6 87 366 5+ Years of College 122 0 62 94 320 9 53 232 Other Race Population by School Completion No School Completed 4 0 5 0 14 0 0 0 Elementary School Completed 25 5 14 5 173 0 13 9 1-4 Years of Elementary School 0 5 0 0 50 0 0 4 5-6 Years of Elementary School 0 0 10 5 36 0 9 0 7 Years of Elementary School 7 0 4 0 32 0 4 0 8 Years of Elementary School 18 0 0 0 55 0 0 5 High School Completed 217 16 21 7 306 1 61 49 1-3 Years of High School 54 16 16 7 125 6 24 18 4 Years of High School 163 0 5 0 181 5 37 31 College Completed 196 0 5 12 116 0 17 31 1-3 Years of College 89 0 5 12 52 0 12 10 4 Years of College 81 0 0 0 29 0 0 17 5+ Years of College 26 0 0 0 35 0 5 4 Spanish Population by School Completion No School Completed 7 0 18 0 8 0 5 0 Elementary School Completed 197 0 114 84 707 9 26 100 1-4 Years of Elementary School 21 0 27 20 157 0 5 0 5-6 Years of Elementary School 39 0 37 31 208 9 8 5 7 Years of Elementary School 26 0 5 13 73 0 6 15 8 Years of Elementary School 111 0 45 20 269 0 7 80 High School Completed 1,069 5 67 136 1,291 25 249 362 1-3 Years of High School 213 5 20 38 385 7 73 42 4 Years of High School 856 0 47 98 906 18 176 320 College Completed 1,008 0 117 153 948 44 202 282 1-3 Years of College 500 0 70 69 503 6 133 146 4 Years of College 279 0 27 32 235 20 34 58 5+ Years of College 229 0 20 52 210 18 35 78 Labor Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population in Labor Force Total 92,489 1,481 24,045 25,369 142,011 8,509 32,266 58,551 Armed Forces 4,502 23 68 62 8,953 28 461 157 Civilian Labor Force 87,987 1,458 23,977 25,307 133,058 8,481 31,805 58,394 Employed 83,051 1,437 22,830 24,428 126,731 8,233 30,242 56,054 Unemployed 4,936 21 1,147 879 6,327 248 1,563 2,340 Not in Labor Force 57,079 1,598 27,182 22,829 96,488 9,994 23,283 70,519 Male Population in Labor Force Total 61,033 951 14,804 15,420 89,238 5,316 20,195 33,902 Armed Forces 4,437 23 68 57 8,817 28 435 150 Civilian Labor Force 56,596 928 14,736 15,363 80,421 5,288 19,760 33,752 Employed 53,911 916 14,100 14,943 77,240 5,114 18,948 32,515 Unemployed 2,685 12 636 420 3,181 174 812 1,237 Not in Labor Force 12,743 542 9,344 7,201 24,663 3,383 6,040 24,880 Female Population in Labor Force Total 31,456 530 9,241 9,949 52,773 3,193 12,071 24,649 Armed Forces 65 0 0 5 136 0 26 7 Civilian Labor Force 31,391 530 9,241 9,944 52,637 3,193 12,045 24,642 Employed 29,140 521 8,730 9,485 49,491 3,119 11,294 23,539 Unemployed 2,251 9 511 459 3,146 74 751 1,103 Not in Labor Force 44,336 1,056 17,838 15,628 71,825 6,611 17,243 45,639 White Population in Labor Force Total 84,261 1,016 19,134 19,279 122,059 7,775 26,956 49,696 Armed Forces 4,121 14 62 50 7,774 28 441 157 Civilian Labor Force 80,140 1,002 19,072 19,229 114,735 7,747 26,515 49,539 Employed 75,669 988 18,219 18,614 109,551 7,508 25,348 47,647 Unemployed 4,471 14 853 615 5,184 239 1,167 1,892 Not in Labor Force 53,174 1,286 24,555 18,017 85,934 9,463 20,093 64,512 Black Population in Labor Force Total 7,870 454 4,850 6,083 19,054 723 5,279 8,786 Armed Forces 297 9 6 12 1,070 0 20 0 Civilian Labor Force 7,573 445 4,844 6,071 17,984 723 5,259 8,786 Employed 7,118 438 4,550 5,807 16,858 714 4,863 8,343 Unemployed 455 7 294 264 1,126 9 396 443 Not in Labor Force 3,688 302 2,613 4,795 10,214 521 3,118 5,928 Other Race Population in Labor Force Total 358 11 61 7 448 11 31 69 Armed Forces 84 0 0 0 109 0 0 0 Civilian Labor Force 274 11 61 7 339 11 31 69 Employed 264 11 61 7 322 11 31 64 Unemployed 10 0 0 0 17 0 0 5 Not in Labor Force 217 10 14 17 340 10 72 79 Spanish Population in Labor Force Total 1,919 5 260 349 2,741 42 355 511 Armed Forces 183 0 0 0 290 5 8 0 Civilian Labor Force 1,736 5 260 349 2,451 37 347 511 Employed 1,610 5 234 336 2,260 37 317 493 Unemployed 126 0 26 13 191 0 30 18 Not in Labor Force 119 0 171 144 1,467 77 291 421 Employment by Sector Private Sector 60,990 1,011 17,072 18,020 98,386 5,974 23,570 41,989 Private Company 59,979 983 16,609 17,744 95,860 5,852 23,034 40,937 Own Corporation 1,011 28 463 276 2,526 122 536 1,052 Public Sector 17,663 296 3,108 4,007 18,233 1,414 4,109 7,893 Federal Government Workers 8,404 32 366 500 4,992 227 1,139 1,189 State Government Workers 1,513 98 615 1,140 3,018 251 755 1,368 Local Government Workers 7,746 166 2,127 2,367 10,223 936 2,215 5,336 Self-Employed Workers 4,018 120 2,479 2,271 9,297 804 2,400 5,726 Unpaid Family Workers 380 10 171 130 815 41 163 446 Male Employment by Sector Private Company 39,740 623 10,193 11,091 57,829 3,563 14,444 23,051 Own Corporation 817 23 394 237 2,111 116 461 833 Federal Government Workers 6,291 27 226 355 3,677 162 835 868 State Government Workers 733 66 331 543 1,320 180 389 730 Local Government Workers 3,315 62 974 864 4,748 464 930 2,586 Self-Employed Workers 2,952 107 1,938 1,827 7,339 617 1,849 4,383 Unpaid Family Workers 63 5 44 26 216 12 40 64 Female Employment by Sector Private Company 20,239 360 6,416 6,653 38,031 2,289 8,590 17,886 Own Corporation 194 5 69 39 415 6 75 219 Federal Government Workers 2,113 5 140 145 1,315 65 304 321 State Government Workers 780 32 284 597 1,698 71 366 638 Local Government Workers 4,431 101 1,153 1,503 5,475 472 1,285 2,750 Self-Employed Workers 1,066 13 541 444 1,958 187 551 1,343 Unpaid Family Workers 317 5 127 104 599 29 123 382 Employment by Industry Agriculture, Forestry and Fishery 1,335 186 3,827 2,518 6,018 922 2,024 2,461 Mining 59 0 82 171 81 12 11 50 Construction 5,255 103 1,689 2,111 11,156 974 2,980 5,013 Furniture and Lumber 39 89 262 447 549 183 144 257 Primary Metal 6 0 62 22 158 6 83 56 Fabricated Metal 7,765 0 116 125 6,051 200 867 673 Machinery, Except Electrical 705 0 115 65 817 129 261 298 Electrical Machinery, Equipment, and Supply 7,959 38 118 36 1,830 94 1,053 1,665 Motor Vehicle 1,252 5 228 506 642 183 272 400 Other Durable Goods 1,004 8 430 347 1,540 134 434 994 Food and Kindred Products 234 0 680 516 2,563 95 359 388 Textile and Fabric 31 0 42 234 233 6 391 177 Printing and Publishing 770 17 164 176 1,731 160 358 698 Chemical 151 0 164 137 484 5 114 93 Other Non-Durable Goods 373 17 187 284 1,240 120 260 313 Railroad and Railways Services 28 7 84 183 222 11 338 231 Trucking Services and Warehousing 390 10 329 193 1,964 119 447 319 Other Transportation 1,547 35 193 171 1,400 90 347 698 Communication 1,187 16 324 422 2,696 104 555 883 Utilities and Sanitary 1,361 42 330 428 2,459 194 598 1,128 Wholesale Trade 1,617 35 1,547 1,100 7,977 268 1,525 1,358 Food and Bakery 2,238 26 710 624 3,203 266 951 1,578 Eating and Drinking Establishments 2,718 72 599 907 4,186 362 879 2,984 General Merchandise Retail 2,641 5 343 585 4,689 170 1,068 1,629 Motor Vehicle Retail 2,159 37 920 1,098 4,091 295 912 1,964 Other Retail Trade 4,141 79 1,577 1,723 8,146 404 1,658 4,488 Banking and Credit 1,033 0 321 316 2,282 136 534 1,108 Insurance, Real Estate, and Finance 2,024 24 550 768 6,109 202 1,369 2,174 Business Service 5,507 3 158 243 2,993 102 681 927 Repair Service 1,483 18 337 379 2,516 97 608 990 Private Household 1,069 48 777 815 2,874 133 606 1,578 Other Personal Services 3,233 147 908 1,129 4,538 304 940 4,205 Entertainment and Recreation Service 640 14 154 545 1,582 39 548 906 Hospital 1,760 67 563 586 3,887 254 828 2,210 Medical and Other Health Service 1,350 14 543 399 2,740 229 658 1,594 School-Related 6,544 114 1,723 1,920 8,361 542 2,024 4,420 Government 5,039 104 1,482 1,578 6,459 479 1,589 2,736 Private 1,505 10 241 342 1,902 63 435 1,684 Other Education and Kindred 283 0 110 61 488 22 66 235 Welfare, Religious, and Non-Profit 930 13 326 345 2,061 92 473 695 Legal, Engineering, and Miscellaneous Professional 1,995 22 467 553 3,629 139 571 1,578 Public Administration 8,235 126 771 1,240 6,545 436 1,447 2,638 Professional, Technical, and Kindred 22,143 200 2,624 2,634 18,976 874 4,281 7,756 Engineer and Technical 6,402 0 128 84 2,788 75 546 791 Physicians, Dentists, and Related Practitioners 395 9 126 104 808 22 134 386 Medical and Health Workers, Except Practitioners 1,059 14 364 344 1,896 87 454 1,103 Teachers, Elementary and Secondary Schools 3,243 75 853 852 4,346 331 975 1,682 Technicians, Except Health 3,835 7 207 181 1,350 69 502 645 Other Professional Workers 7,209 95 946 1,069 7,788 290 1,670 3,149 Managers and Administrators, Except Farms 7,693 162 2,119 2,324 11,907 701 3,270 6,149 Salaried Managers and Administrators 6,686 134 1,595 1,683 9,820 456 2,754 4,407 Salaried Manufacturing Managers and Administrators 1,239 11 179 158 1,281 45 370 436 Salaried Retail Managers and Administrators 1,694 34 434 474 2,533 113 743 1,355 Salaried Other Managers and Administrators 3,753 89 982 1,051 6,006 298 1,641 2,616 Self-Employed Workers 1,007 28 524 641 2,087 245 516 1,742 Self-Employed Retail Trade Workers 436 24 240 334 966 115 223 797 Self-Employed Other Industry Workers 571 4 284 307 1,121 130 293 945 Sales Workers 5,259 59 1,776 1,907 12,620 490 2,972 5,144 Manufacturing and Wholesale Trade Workers 629 10 203 277 2,777 56 728 656 Retail Sales Workers 3,353 38 1,128 1,085 6,413 300 1,445 2,975 Other Sales Workers 1,277 11 445 545 3,430 134 799 1,513 Clerical and Kindred Workers 15,177 145 2,747 3,558 24,021 1,041 4,747 8,942 Bookkeepers 1,495 25 435 618 2,907 154 589 1,141 Secretaries, Stenographers, and Typists 4,728 29 756 1,000 7,382 251 1,399 2,488 Other Clerical Workers 8,954 91 1,556 1,940 13,732 636 2,759 5,313 Craftsmen, Foremen, and Kindred Workers 12,101 172 2,836 3,251 17,269 1,382 4,609 7,896 Automobile Mechanics and Body Workers 1,072 11 365 372 1,980 149 462 881 Mechanics and Repair Men, Except Auto 2,633 22 385 477 2,589 131 748 1,145 Machinists 242 0 26 46 248 39 28 130 Metal Craftsmen, Except Mechanics and Machinists 169 5 29 67 451 46 107 199 Carpenters 962 14 312 438 1,628 196 505 686 Construction Craftsmen 2,526 33 651 792 4,161 383 1,139 2,063 Others Craftsmen 4,497 87 1,068 1,059 6,212 438 1,620 2,792 Operatives, Except Transport, Workers 4,832 128 2,150 2,180 9,301 837 2,674 3,442 Manufacturing Durable Goods Workers 2,137 36 556 492 2,608 386 946 1,235 Manufacturing Non-Durable Goods Workers 343 8 388 623 1,751 96 589 349 Non-Manufacturing Industry 2,352 84 1,206 1,065 4,942 355 1,139 1,858 Transport Equipment Operators 1,803 47 1,179 1,115 5,309 388 1,213 1,719 Truck Drivers 658 26 703 528 2,463 223 631 659 Other Transport Equipment Operatives 1,145 21 476 587 2,846 165 582 1,060 Laborers, Except Farms 2,947 126 1,138 1,445 6,263 417 1,440 2,925 Construction Laborers 767 37 269 299 1,578 116 457 639 Freight, Stock, and Material Handlers 949 23 298 473 2,076 123 395 612 Other Laborers, Except Farm 1,231 66 571 673 2,609 178 588 1,674 Farmers and Farm Managers 169 44 560 587 566 156 220 335 Farm Laborers and Farm Foremen 595 101 2,595 1,466 3,797 574 1,357 973 Farm Laborers, Unpaid Family Workers 12 0 26 13 49 6 9 14 Farm Laborers, Except Unpaid and Farm Foremen 583 101 2,569 1,453 3,748 568 1,348 959 Service Workers, Except Private Household 9,233 208 2,351 3,143 13,759 1,202 2,836 9,290 Cleaning Service Workers 2,168 100 467 674 2,473 199 588 2,063 Food Service Workers 2,974 56 810 1,103 4,824 414 973 3,362 Health Service Workers 765 10 333 307 1,889 236 420 1,174 Personal Service Workers 1,282 10 322 437 1,958 101 400 1,112 Protective Service Workers 1,366 24 224 402 1,493 144 301 885 Service Workers, Except Private Household 678 8 195 220 1,122 108 154 694 Private Household Workers 1,099 45 755 818 2,943 171 623 1,483 administrators African Americans aged agriculture Armed Forces Asian Americans assisted living facilities Austrian Americans automobiles bakeries bakers bakery banking bars bookkeepers Brevard County British Americans bus buses business cabs Canadian Americans Caribbean Americans carpenters cars Caucasian Americans census Census of 1970 Central Americans chemicals Chinese Americans civilian labor cleaning services clerical college dormitories college dorms college education communications construction crafts craftsman craftsmen credit Cuban Americans Czech Americans Czechoslovakian Americans Danish Americans dentists dependents dishwashers divorced divorcees doctors domestic service drinking establishment dryers durable goods Dutch Americans eating establishment education educations electric heat electrical equipment electrical machinery electrical supply elementary education elevated transportation employees employment engineering engineers English Americans entertainment European Americans fabricated metal fabrics families farm managers farmers farming federal government females finance Finnish Americans fishery Flagler County food food services foreman foremen forestry freight French Americans furniture gas eat German Americans government Greek Americans group quarters health care health services high school education higher education Hispanic Americans hospitals households Hungarian Americans inmates institutionalized insurance Irish Americans Italian Americans Japanese Americans kindred Korean War labor labor force laborers Lake County Latin Americans Latinas Latinos legal Lithuanian Americans local government lumber machinery machinists males managers manufacturing Marion County marital status married material handlers mechanics medical medical practitioners mental hospitals merchandise Mexican Americans Middle Eastern Americans military barracks mining motor vehicles non-durable goods non-profit Norwegian Americans nursing homes old folks homes operatives orange county Osceola County pedestrians personal 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widowed widowers widows workers World War I World War II wringers WWI WWII Yugoslavian Americans https://richesmi.cah.ucf.edu/omeka/files/original/8b547d3a5224a9bfe187723655b82ccf.jpg 3dee748e21788c4592f42ef2eacfc09f 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1980 Alternative Title Census, 1980 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Twentieth United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida for 1980. The census divides the population by gender, race ("white," "black," "American Indian, Eskimo, and Aleut," "Asian and Pacific Islander," "Spanish," "Mexican American," "Puerto Rican American," "Cuban American," "Other Spanish American," "Chinese American," "Japanese American," "Filipino American," "Korean American," "Asian Indian American," "Vietnamese American," "Hawaiian American," "Guamanian American," and "Samoan American"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by marital status, type of residence, military service, primary and secondary school attendance, and college attendance. The census also collected information on labor, on unemployment, and on transportation. Due to the success of the 1970 Census' mail-out/mail-back questionnaire, the program was expanded for the Census of 1980 to include approximately 95 percent of the population. The short-form questionnaire for this census contained seven questions related to population and 11 questions related to housing; whereas the long-form questionnaire included 26 questions on population and 10 questions on housing. A question regarding Spanish or Hispanic origin, separate from race inquires, was used in all questionnaires due to its success in a five-percent sample for the 1970 Census. Two surveys were included in the new census: the Components of Inventory Change Survey, making inquiries regarding the number and characteristics of housing units that either changed or remained the same between 1973 and 1980; and the Residential Finance Survey, which collected information on mortgages, shelter costs, housing characteristics, and owner characteristics. The U.S. Census Bureau's Census Publicity Office, established in 1978, directed an extensive public service advertising campaign focusing on public awareness of the census and encouraging individuals to participate. A special effort was made to enumerate groups that have historically been undercounted in previous censuses: "M-Night" focused on counting individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories; "T-Night" focused on the enumeration of hotels and motels with permanent residents. The State Data Center Program was established to simplify public access to census data via computer tapes. The Census Bureau was to provide free copies of electronic and printed census information and products to each state; in return, the state agreed to develop a network of affiliated organizations, such as state executive departments, chambers of commerce, councils of government, university research departments, and libraries, by which census information would be housed for public access. All states had joined the program by the middle of the decade. Despite various technological and procedural advances, the U.S. Census undercounted the national population, as it typically did in previous censuses. The African-American population had an estimated net undercount rate that was 3.7 percentage points higher than the rate for all other races combined. Various cities and states, beginning with the City of Detroit, filed suit against the U.S. Census Bureau, demanding that statistical adjustment be used to compensate for census estimates that had been omitted or improperly counted. In the Fall of 1980, the Bureau announced that it would not adjust its population totals because it was unable to determine the number and distribution of illegal aliens and other undercounted groups. A federal district court ruled in favor of the City of New York and the State of New York that same year, ordering the Census Bureau to correct its numbers. The U.S. Supreme Court stayed this ruling, as well as other similar rulings, in December of 1980, which allowed the Bureau to report its figures to the President unadjusted. In 1987, a federal appeals court ruled that the census figures should not be adjusted because the Census Bureau's decision not to adjust the figures was not arbitrary nor capricious. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1980. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1980. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1980-04-01 Format image/jpg Extent 2.26 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Civics/Government Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form;</li> <li>create derivative works;</li> <li>perform the work publicly;</li> <li>display the work;</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1980.html" target="_blank">1980 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1980.html. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1970. https://www.census.gov/history/pdf/wright-hunt.pdf. U.S. Bureau of the Census. <a href="http://www2.census.gov/prod2/decennial/documents/1980/proceduralHistory/1980proceduralhistory.zip" target="_blank">Procedural History: 1980 Census of Population and Housing</a>. Washington: U.S. Government Printing Office, 1966. Transcript U.S. Census of 1980 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 272,959 10,913 104,870 122,488 471,016 49,287 179,752 258,762 Males 134,937 5,297 49,999 58,908 229,001 23,573 86,869 122,668 Females 138,022 5,616 54,871 63,850 242,015 25,714 92,883 136,094 Population by Race White 245,223 9,552 90,196 101,336 390,383 45,468 159,067 227,324 Black 23,832 1,303 13,240 20,276 69,557 3,012 18,026 28,883 American Indian, Eskimo, and Aleut 588 6 191 259 1,351 119 316 427 Asian and Pacific Islander 1,739 29 259 250 3,712 284 1,294 1,046 Other 1,577 23 984 367 6,013 404 1,049 1,082 Population by Descent or Origin Not Spanish Descent or Origin 267,623 10,725 102,615 120,476 451,290 48,198 174,595 254,638 Total 5,336 188 2,255 2,012 19,726 1,089 5,157 4,124 Mexican American 964 38 1,497 451 3,959 258 583 835 Puerto Rican American 1,239 30 170 586 6,662 417 2,079 1,242 Cuban American 760 32 83 218 4,099 148 851 349 Other Spanish American 2,373 88 505 757 5,006 266 1,644 1,698 Japanese American 286 3 27 40 349 23 116 125 Chinese American 333 4 26 74 599 32 281 276 Filipino American 351 14 53 22 918 66 240 143 Korean American 215 4 25 28 314 59 191 96 Asian Indian American 323 4 34 34 418 52 214 232 Vietnamese American 157 0 79 32 923 36 210 113 Hawaiian American 53 0 13 15 115 8 31 37 Guamanian American 16 0 1 4 45 1 6 10 Samoan American 5 0 1 1 31 7 5 14 Households by Race White 93,614 3,971 37,344 39,065 147,099 17,490 56,977 96,107 Black 7,094 369 3,993 6,146 20,699 918 5,518 8,873 American Indian, Eskimo, and Aleut 218 2 71 84 444 41 107 176 Asian and Pacific Islander 403 9 65 54 901 73 330 299 Other 454 8 177 109 1,611 93 315 318 Population by Marital Status Single 49,790 1,474 13,935 18,016 98,234 7,283 29,725 44,851 Married 136,618 5,956 56,658 61,718 204,810 24,636 86,312 127,066 Separated 4,085 174 1,705 2,130 9,805 774 2,618 4,378 Widowed 14,781 750 9,103 8,508 26,475 3,607 8,740 23,400 Divorced 15,655 556 4,846 6,703 32,299 2,891 10,146 15,694 Population in Group Quarters Total 3,787 66 1,856 2,359 15,496 780 1,065 6,031 Institutionalized 1,772 0 1,081 1,929 3,065 522 803 2,468 Inmates of Mental Hospitals 58 0 0 16 52 0 29 42 Inmates of Homes for the Aged 682 0 534 375 1,395 412 551 1,450 Inmates of Other Institutions 1,032 0 547 1,538 1,618 110 223 976 Population Not Institutionalized 215 66 775 430 12,431 258 262 3,563 College Dormitories 1,146 0 206 15 1,340 237 0 3,072 Other Group Quarters 869 66 569 415 11,091 21 262 491 Not in Group Quarters 269,172 108,477 103,014 120,129 455,520 48,507 178,687 252,731 Veteran Population Veterans 48,557 1,962 15,611 18,260 68,100 7,156 28,670 41,139 Non-Veterans 163,042 6,794 68,894 76,268 283,154 31,121 105,124 170,179 Male Veterans 46,069 1,860 14,889 17,456 64,590 6,823 27,126 39,012 Male Non-Veterans 55,977 2,347 24,724 27,362 100,641 11,022 36,005 5,902 Female Veterans 2,488 102 722 804 3,510 333 1,544 2,127 Female Non-Veterans 107,065 4,447 44,170 49,266 182,513 20,099 69,119 111,159 Veteran Population by War or Conflict Veterans from May 1975 or Later 1,657 23 448 535 2,734 173 847 1,345 Vietnam Era 14,973 496 3,492 4,308 23,837 2,205 10,351 9,349 Korean Conflict 9,599 216 2,405 2,504 11,891 1,064 4,882 5,856 World War II 16,684 1,035 7,006 8,424 20,913 2,518 8,578 18,820 World War I 646 17 764 285 1,179 275 318 1,617 Other Engagements 4,998 175 1,496 2,204 7,546 921 3,694 4,152 Native-Born Population Total 258,528 10,351 101,031 118,567 447,689 47,619 181,319 243,731 Born in Florida 65,987 2,804 33,817 49,553 148,940 13,564 50,386 68,762 Born in Different State 188,506 7,493 66,600 68,120 290,061 33,497 118,029 172,711 Born Abroad 435 54 614 894 8,688 558 2,904 2,258 Foreign-Born Population Total 14,431 562 3,839 3,921 23,327 1,668 8,433 15,031 Households by Energy Usage Using Utility Gas for Heat 17,729 141 8,249 6,414 17,954 664 7,657 13,854 Using Bottled, Tank or LP Gas for Heat 9,703 689 8,024 12,765 14,378 6,063 4,210 11,473 Using Electricity for Heat 57,725 2,723 18,616 16,529 97,398 9,877 40,506 51,722 Using Fuel Oil, Kerosene, Etc. for Heat 14,452 619 5,491 7,598 39,819 1,562 9,929 26,858 Using Coal and Coke for Heat 0 0 8 6 6 0 0 5 Using Wood for Heat 1,139 136 979 1,782 1,561 340 619 1,546 Using Other Fuel for Heat 90 8 18 22 92 6 11 37 Using No Fuel for Heat 945 43 265 312 1,546 103 315 548 Population by Work Transportation Method Cars 105,631 3,368 32,929 38,876 195,317 18,106 75,974 82,121 Driving Alone 76,581 2,584 25,033 30,618 151,238 13,316 60,762 64,044 Carpooling 29,050 784 7,896 8,258 44,079 4,790 15,212 18,077 Public Transportation 471 0 387 254 4,752 105 638 1,260 Walking 3,330 196 1,769 1,444 13,113 588 1,557 4,241 Other Means 4,443 144 1,031 8,789 7,073 470 1,722 3,874 Working from Home 1,420 78 675 953 2,652 287 1,167 1,962 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population by School Completion Elementary School Completed 19,017 895 14,551 16,265 39,319 6,090 12,165 27,795 High School Completed 87,757 4,136 38,182 44,147 141,202 17,626 52,568 94,031 1-3 Years of High School 22,827 1,292 12,981 15,607 41,698 5,888 13,558 30,353 4 Years of High School 64,930 2,844 25,201 28,540 99,504 11,738 39,010 63,678 College Completed 63,518 2,455 19,401 18,205 93,290 7,342 43,339 51,988 1-3 Years of College 34,376 1,427 10,279 10,686 50,228 4,499 22,223 29,456 4+ Years of College 29,142 1,028 9,122 7,519 43,062 2,843 21,116 22,532 White Population by School Completion Elementary School Completed 15,391 619 11,323 12,428 28,406 5,592 8,242 23,155 High School Completed 81,569 3,876 34,898 39,129 122,450 16,651 48,146 86,944 1-3 Years of High School 20,549 1,122 11,425 13,330 33,986 5,434 11,510 27,148 4 Years of High School 61,020 2,754 23,473 25,799 88,464 11,217 36,636 59,796 College Completed 60,523 2,345 18,453 16,292 85,718 7,044 41,325 48,368 1-3 Years of College 32,596 1,343 9,764 9,593 45,750 4,316 21,126 27,358 4+ Years of College 27,927 1,002 8,689 6,699 39,368 2,728 20,199 21,010 Black Population by School Completion Elementary School Completed 3,269 270 2,877 3,631 9,750 386 3,675 4,267 High School Completed 5,234 260 2,964 4,833 16,519 734 3,797 6,417 1-3 Years of High School 2,083 170 1,396 2,228 7,072 365 1,881 3,008 4 Years of High School 3,151 90 1,568 2,605 9,447 369 1,916 3,409 College Completed 2,270 88 792 1,805 6,168 167 1,328 3,021 1-3 Years of College 1,534 70 421 1,011 3,710 112 788 1,812 4+ Years of College 736 18 371 794 2,458 55 540 1,209 Native American, Eskimo, Aleut Population by School Completion Elementary School Completed 70 0 38 52 125 35 46 110 High School Completed 214 0 93 106 475 112 107 215 1-3 Years of High School 60 0 63 35 240 55 63 53 4 Years of High School 154 0 30 71 235 57 44 162 College Completed 123 0 18 39 154 21 112 106 1-3 Years of College 74 0 18 39 112 21 67 78 4+ Years of College 49 0 0 0 42 0 45 28 Asian and Pacific Islander Population by School Completion Elementary School Completed 220 0 26 69 209 32 100 102 High School Completed 579 0 141 39 918 48 354 353 1-3 Years of High School 122 0 53 7 164 18 63 100 4 Years of High School 457 0 88 32 754 30 291 253 College Completed 436 0 65 33 750 66 403 352 1-3 Years of College 116 0 17 21 358 20 138 105 4+ Years of College 320 0 48 12 392 46 265 247 Other Population by School Completion Elementary School Completed 67 6 287 85 829 45 102 161 High School Completed 161 0 86 40 840 81 164 102 1-3 Years of High School 13 0 44 7 236 16 41 44 4 Years of High School 148 0 42 33 604 65 123 58 College Completed 166 22 73 36 500 44 171 141 1-3 Years of College 56 14 59 22 298 30 104 103 4+ Years of College 110 8 14 14 202 14 67 38 Spanish Population by School Completion Elementary School Completed 318 15 480 406 2,573 11 500 578 High School Completed 1,220 31 244 633 4,204 238 1,144 960 1-3 Years of High School 288 12 94 248 1,153 49 319 330 4 Years of High School 932 19 150 385 3,051 189 825 630 College Completed 1,274 17 167 349 3,036 135 1,155 707 1-3 Years of College 621 17 105 182 1,821 60 569 432 4+ Years of College 653 0 62 167 1,215 75 586 275 Labor Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population in Labor Force Armed Forces 4,022 9 123 93 12,487 23 418 239 Civilian Labor Force 121,034 4,148 39,585 46,567 225,975 21,311 86,174 102,437 Employed 113,941 3,861 37,625 43,511 215,888 20,262 82,316 96,113 Unemployed 7,093 287 1,960 3,056 10,087 1,049 3,858 6,324 Not in Labor Force 90,565 4,608 44,920 48,321 125,279 16,966 47,620 108,881 Male Population in Labor Force Total 73,284 2,415 22,599 26,504 134,581 11,812 49,306 57,030 Armed Forces 3,563 9 101 55 9,080 15 367 239 Civilian Labor Force 69,721 2,406 22,498 26,449 125,501 11,797 48,939 56,791 Employed 66,269 2,261 21,641 24,946 120,264 11,237 46,910 53,436 Unemployed 3,452 145 857 1,503 5,237 560 2,029 3,355 Not in Labor Force 32,325 1,801 17,115 18,369 39,730 6,048 14,192 41,241 Female Population in Labor Force Total 51,772 1,742 17,109 20,156 103,881 9,522 37,286 45,646 Armed Forces 459 0 22 38 3,407 8 51 0 Civilian Labor Force 51,313 1,742 17,087 20,118 100,474 9,514 37,235 45,646 Employed 47,672 1,600 15,984 18,565 95,624 9,025 35,406 42,677 Unemployed 3,641 142 1,103 1,553 4,850 489 1,829 2,969 Not in Labor Force 58,240 2,807 27,805 29,952 85,549 10,918 33,428 67,640 Employment and Unemployment by Race White Employed 104,353 3,404 32,066 36,975 184,092 18,727 74,817 84,965 White Unemployed 5,965 240 1,374 2,355 7,586 932 3,313 5,259 Black Employed 8,147 419 4,868 6,279 27,377 1,119 6,221 10,036 Black Unemployed 933 47 511 659 2,224 461 461 981 American Indian, Eskimo, Aleut Employed 325 0 96 121 653 150 181 318 American Indian, Eskimo, Aleut Unemployed 71 0 33 18 75 33 7 45 Asian and Pacific Islander Employed 750 0 106 41 1,536 106 699 471 Asian and Pacific Islander Unemployed 95 0 0 7 54 0 47 19 Other Employed 366 38 489 95 2,230 160 398 323 Other Unemployed 29 0 42 17 148 18 30 20 Spanish Employed 2,070 45 848 783 8,399 420 2,368 1,568 Spanish Unemployed 146 0 66 63 726 35 154 128 Employment by Industry Agriculture, Forestry, Fisheries, and Mining 2,279 298 5,604 3,493 10,157 1,083 2,315 3,407 Construction 9,660 560 2,794 3,997 15,594 1,594 6,706 8,800 Manufacturing 24,729 311 3,577 5,120 25,260 2,384 11,932 10,456 Non-Durable Goods 1,959 54 1,590 1,843 8,639 674 2,818 2,921 Durable Goods 22,770 257 1,987 3,277 16,621 1,710 9,114 7,535 Transportation 3,243 129 1,145 1,507 8,614 693 2,622 2,632 Communications and Other Public Utilities 3,151 86 1,567 1,306 7,095 431 3,325 2,866 Wholesale Trade 2,798 132 1,279 2,393 10,457 521 4,146 2,684 Retail Trade 20,979 523 6,755 8,373 40,454 4,131 15,856 22,590 Finance, Insurance, and Real Estate 5,863 449 2,037 2,551 14,953 1,092 7,167 6,399 Business and Repair Services 6,614 234 1,493 1,612 11,688 675 4,195 3,914 Personal, Entertainment, and Recreation Services 5,605 258 2,687 2,793 24,224 3,926 4,503 8,372 Professional and Related Services 21,398 679 7,242 8,060 37,987 2,720 15,476 18,898 Health Services 6,138 272 2,765 2,743 13,024 1,088 5,232 7,318 Educational Services 8,401 240 3,016 3,792 14,652 1,064 6,658 7,877 Other Professional and Related Services 6,859 167 1,461 1,525 10,311 568 3,586 3,703 Public Administration 7,622 202 1,445 2,306 9,405 1,012 4,073 5,095 Employment by Occupation Managerial and Professional Employees 30,782 1,047 7,424 8,492 48,352 3,451 22,954 21,782 Executive, Administrative and Managerial Employees 13,963 578 3,535 4,369 23,782 2,061 12,020 10,977 Professional Specialty Employees 16,819 469 3,889 4,123 24,750 1,390 10,934 10,805 Technical, Sales, and Administrative Employees 36,748 943 10,391 12,380 69,197 5,980 28,991 29,634 Technicians and Related Support Employees 5,757 63 892 813 6,162 399 2,857 2,798 Sales Employees 12,171 348 4,251 5,073 26,111 2,603 12,084 12,168 Administrative Support, Including Clerical Employees 18,820 532 5,248 6,494 36,924 2,978 14,050 14,668 Service Employees 14,689 579 5,364 6,462 34,770 4,003 9,384 17,248 Private Household Employees 581 43 432 409 1,715 96 375 828 Protective Service Employees 2,166 86 481 763 3,737 444 1,097 2,051 Service, Except Protective and Household Employees 11,942 450 4,451 5,290 29,318 3,463 7,912 14,369 Farming, Forestry, and Fishing Employees 1,772 314 4,018 2,729 7,760 1,071 1,736 3,150 Precision Production, Craft, and Repair Employees 16,292 501 4,806 6,268 25,789 2,731 9,974 12,978 Operators, Fabricators, and Laborers 13,658 477 5,622 7,180 29,840 3,026 9,277 11,321 Machine Operators, Assemblers, and Inspectors 6,205 112 1,848 2,476 10,498 1,026 3,709 4,336 Transportation and Material Moving Employees 3,173 248 1,800 2,223 9,533 1,124 2,221 3,197 Handlers, Equipment Cleaners, Helpers, and Laborers 4,280 117 1,974 2,481 9,809 876 3,347 3,788 Employment by Sector Private Wage and Salary Workers 85,872 2,694 28,084 30,835 172,595 16,228 64,582 72,551 Federal Government Workers 6,842 55 737 882 6,538 270 1,975 1,753 State Government Workers 2,934 134 1,234 2,236 6,410 501 2,598 2,859 Local Government Workers 10,681 358 3,741 4,852 17,411 1,748 7,119 9,605 Self-Employed Workers 6,894 544 3,497 4,278 12,127 1,427 5,582 8,652 Unpaid Family Workers 718 76 332 428 807 88 460 693 administrators African Americans agriculture Aleuts American Indians Amerindians Armed Forces Asian Americans Asian Indian Americans assembles assisted living facilities automobiles bottle gas Brevard County business Caribbean Americans carpooling carpools cars Caucasian Americans census Census of 1980 Central Americans Chinese Americans civilian labor clerical coals Coke college dormitories college dorms college education communications construction craft Cuban Americans divorced divorcees domestic service durable goods education educators electricity elementary education employees employment energy usage entertainment equipment cleaners Eskimos European Americans executives fabricators farmers farming federal government females Filipino Americans finance fishery Flagler County forestry fuel fuel oil gas heat government group quarters Guamanian Americans handlers Hawaiian Americans health care health services helpers high school education higher education Hispanic Americans homes for the aged households immigrants immigration Indian Americans inmates inspectors institutionalized insurance Japanese Americans kerosene Korean Americans Korean War labor labor force laborers Lake County Latin Americans Latinas Latinos local government LP gas machine operators males managers manufacturing Marion County marital status married material movers medical mental hospitals Mexican Americans mining motor vehicles Native Americans non-durable goods nursing homes old folks homes operators orange county Osceola County Pacific Islanders pedestrians personal services population precision production primary education professionals protective services public administration public transportation public utilities Puerto Rican Americans Puerto Ricans real estate recreation repair retail salaried salaries sales Samoan Americans schools secondary education self-employed Seminole County separated service industry servicemen servicewomen single Spanish Americans state government tank gas teachers technicians trade transportation U.S. Census unemployment utility gas veterans Vietnam War Vietnamese Americans Volusia County wages walkers walking wholesale widowed widowers widows wood workers World War I World War II WWI WWII https://richesmi.cah.ucf.edu/omeka/files/original/b7fe9b73a3d3dc95e3d2c4ff36030f1b.jpg d192eb411d8345af9e2318eda47216c1 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 1990 Alternative Title Census, 1990 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Twenty-First United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida, for 1990. The census divides the population by gender, race ("white," "black," "American Indian, Eskimo, or Aleut," "Asian or Pacific Islander," "other," "Hispanic," "Mexican," "Puerto Rican," "Cuban," "Other Hispanic," "Dominican," "Central American Hispanic," "Guatemalan," "Honduran," "Nicaraguan," "Panamanian," "Salvadorian," "Other Central American Hispanic," "South American Hispanic," "Columbian," "Ecuadorian," "Peruvian," "Other South American Hispanic," "Chinese," "Japanese," "Filipino," "Korean," "Asian Indian," "Vietnamese," "Cambodian," "Laotian," "Thai," and "Other Asian"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by marital status and military service. The census also collected information on labor, on unemployment, on energy usage, and on transportation. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20-percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compared to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the U.S. Department of Commerce. A federal district court ruleded in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1990. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 1990. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 1990-04-01 Format image/jpg Extent 1.65 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Civics/Government Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/1990.html" target="_blank">1990 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/1990.html. United States, and Carroll D. Wright. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1970. https://www.census.gov/history/pdf/wright-hunt.pdf. U.S. Bureau of the Census. <a href="http://www2.census.gov/prod2/decennial/documents/1990/history/Chapter1-14.zip" target="_blank">Procedural History: 1990 Census of Population and Housing</a>. Washington: U.S. Government Printing Office, 1966. Transcript U.S. Census of 1990 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 398,978 28,701 152,104 194,833 677,491 107,728 287,529 370,712 Males 197,163 13,756 72,929 93,813 336,061 52,716 140,587 179,481 Females 201,815 14,945 79,175 101,020 341,430 55,012 146,952 191,231 Population by Race White 358,391 25,831 135,619 167,094 539,061 96,231 253,621 328,530 Black 31,417 2,366 14,191 24,844 103,092 5,902 24,314 33,455 American Indian, Eskimo, and Aleut 1,369 52 384 638 2,036 360 803 915 Asian and Pacific Islander 5,379 283 566 945 13,994 1,637 4,843 2,739 Other 2,422 169 1,344 1,312 19,308 3,598 3,948 5,073 Population by Descent or Origin Hispanic 12,279 1,280 4,154 5,705 63,087 12,813 18,758 14,668 Mexican 1,724 82 2,358 685 7,439 1,161 1,801 4,652 Puerto Rican 4,785 418 595 2,535 34,091 8,091 9,521 5,832 Cuban 1,248 240 366 648 7,056 943 2,091 1,257 Other Hispanic 4,522 540 835 1,837 14,501 2,618 5,345 2,927 Dominican 181 38 58 109 1,785 411 484 45 Central American Hispanic 879 34 279 152 2,552 518 667 429 Guatemalan 114 0 50 37 476 165 51 23 Honduran 190 27 27 71 513 56 72 52 Nicaraguan 50 0 0 0 374 42 101 50 Panamanian 248 7 179 44 640 109 274 117 Salvadorian 85 0 15 0 266 96 127 154 Other Central American Hispanic 192 0 8 0 283 50 42 33 South American Hispanic 1,229 222 122 586 5,386 827 2,325 1,047 Colombian 507 90 84 312 3,081 438 1,188 383 Ecuadorian 136 0 0 76 493 120 298 198 Peruvian 213 0 16 37 602 99 161 54 Other South American Hispanic 373 132 22 161 1,210 170 678 412 Other Hispanic American 2,233 246 376 990 4,778 862 1,869 1,406 Chinese 828 47 79 127 2,133 339 873 489 Filipino 1,058 147 114 136 2,450 392 760 435 Japanese 493 11 43 60 697 65 235 198 Asian Indian 1,059 29 114 318 3,244 427 1,235 669 Korean 601 12 66 149 1,046 73 582 273 Vietnamese 474 8 70 71 2,686 87 551 264 Cambodian 33 8 2 0 77 8 21 11 Laotian 11 0 0 0 186 7 103 66 Thai 272 4 21 20 233 61 109 67 Other Asian 358 12 28 38 717 112 277 161 Population by Marital Status Never Married 66,486 3,592 18,793 27,666 154,225 17,676 54,036 65,316 Married 194,871 16,588 82,858 97,858 281,616 51,243 131,451 176,551 Separated 6,527 379 2,236 3,635 14,056 1,690 4,765 6,040 Widowed 24,229 1,873 13,044 14,375 32,388 5,945 13,294 31,185 Divorced 32,790 1,687 10,150 15,039 58,114 8,245 23,290 30,347 Veteran Population Veterans 70,358 5,665 26,923 32,473 83,928 14,560 37,374 60,087 Non-Veterans 246,413 18,064 98,512 123,910 436,056 68,764 185,243 245,155 Veteran Population by War or Conflict Veterans from May 1975 or Later 10,467 326 1,961 3,386 15,270 2,049 5,129 6,322 Vietnam Era 16,445 800 4,821 6,262 23,690 4,279 12,158 12,431 Korean Conflict 8,301 758 2,888 3,887 9,453 1,783 4,041 6,856 World War II 20,618 2,816 12,720 14,030 19,755 4,059 8,087 24,826 World War I 137 0 112 41 98 58 48 306 Multiple Wars 8,515 523 2,162 2,130 7,587 879 3,298 4,103 Other Service 5,875 442 2,259 2,737 8,075 1,453 4,613 5,243 Native-Born Population Total 378,016 26,326 146,809 187,848 626,436 100,071 269,494 349,372 Foreign-Born Population Total 20,962 2,375 5,295 6,985 51,055 7,657 18,035 21,340 Naturalized 11,803 1,577 3,119 4,185 22,480 3,554 8,779 12,076 Non-Citizen 9,159 798 2,176 2,800 28,575 4,103 9,256 9,262 Households by Energy Usage for Heat Gas (Utility, Bottled, Tank, or LP Gas) 28,232 1,127 17,521 23,407 30,664 6,505 12,834 22,707 Electricity 123,633 10,080 42,252 47,220 203,089 30,855 88,181 113,935 Fuel Oil, Kerosene, Etc. 7,230 476 2,713 5,270 18,190 1,165 5,736 14,278 Coal, Coke, and Wood 791 114 846 1,883 1,047 333 491 1,287 Solar Energy 89 17 17 72 60 28 40 102 Other Fuel 159 29 30 91 290 36 40 337 No Fuel 1,231 37 237 234 1,512 228 335 730 Population by Work Transportation Method Car, Truck, or Van 171,569 9,578 52,519 68,824 319,961 48,215 141,039 139,505 Public Transportation 505 25 181 125 7,671 206 740 1,648 Motorcycles 1,309 92 299 331 1,641 235 500 1,373 Bicycles 1,616 79 255 185 2,345 387 709 1,507 Walking 3,564 210 1,662 1,614 15,755 1,043 2,472 4,145 Other Means 931 107 619 618 2,475 503 668 1,282 Working from Home 3,775 293 1,399 1,825 6,423 655 3,805 3,604 Labor Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population in Labor Force Total 198,490 11,280 61,591 80,415 381,101 55,154 159,464 165,864 Armed Forces 3,773 20 106 107 12,529 39 717 430 Civilian Work Force 194,717 11,260 61,485 80,308 368,572 55,115 158,747 165,434 Employed 183,692 10,542 57,965 74,958 350,953 52,455 151,377 155,529 Unemployed 11,025 718 3,520 5,350 17,619 2,660 7,370 9,905 Not in Work Force 122,054 12,469 63,950 76,075 151,412 28,209 63,870 139,808 Male Population in Labor Force Total 110,881 6,106 33,653 43,092 209,060 29,754 86,497 89,643 Armed Forces 3,395 9 81 100 10,247 34 594 405 Civilian Work Force 107,486 6,097 33,572 42,992 198,813 29,720 85,903 89,238 Employed 101,530 5,786 31,679 40,226 189,907 28,281 82,157 83,833 Unemployed 5,956 311 1,893 2,766 8,906 1,439 3,746 5,405 Not in Work Force 46,033 5,175 25,774 30,815 52,562 10,539 21,026 56,768 Female Population in Labor Force Total 87,609 5,174 27,938 37,323 172,041 25,400 72,967 76,221 Armed Forces 378 11 25 7 2,282 5 123 25 Civilian Work Force 87,231 5,163 27,913 37,316 169,759 25,395 72,844 76,196 Employed 82,162 4,756 26,286 34,732 161,046 24,174 69,220 71,696 Unemployed 5,069 407 1,627 2,584 8,713 1,221 3,624 4,500 Not in Work Force 76,021 7,294 38,176 45,260 98,850 17,670 42,844 83,040 Employment and Unemployment by Race White Employed 167,811 9,574 51,334 65,887 290,042 47,449 136,251 139,601 White Unemployed 9,129 577 2,680 4,180 12,253 2,174 6,220 7,921 Black Employed 11,740 682 5,499 7,647 42,870 2,487 9,920 11,720 Black Unemployed 1,456 98 738 1,144 4,110 255 783 1,681 American Indian, Eskimo, Aleut Employed 816 72 226 405 1,267 202 569 592 American Indian, Eskimo, Aleut Unemployed 82 0 0 36 103 0 51 40 Asian and Pacific Islander Employed 2,266 131 316 469 7,243 814 2,348 1,103 Asian and Pacific Islander Unemployed 268 21 30 37 323 32 153 81 Other Race Employed 1,059 83 590 550 9,531 1,503 2,019 2,513 Other Race Unemployed 90 22 72 15 830 199 163 182 Hispanic Employed 5,533 433 2,020 2,003 30,876 5,588 8,768 6,479 Hispanic Unemployed 412 63 110 139 2,336 521 761 634 Employment by Industry Agriculture, Forestry, and Fishery 3,437 395 4,054 4,030 7,682 1,252 3,095 5,468 Mining 148 8 170 213 215 24 46 138 Construction 14,823 13,559 5,058 5,691 26,863 4,679 11,660 13,254 Manufacturing Non-Durable Goods 3,381 205 2,581 2,884 10,562 1,139 4,434 4,724 Manufacturing Durable Goods 32,952 1,022 3,392 7,910 24,101 2,703 13,580 12,075 Transportation 6,688 396 2,137 2,172 17,333 2,387 5,398 5,128 Communications and Other Public Utility 3,942 314 2,201 1,883 10,585 1,382 4,897 4,189 Wholesale Trade 5,836 357 2,534 3,894 17,169 1,770 8,848 5,477 Retail Trade 34,686 2,006 11,698 15,125 65,210 11,627 29,513 34,590 Finance, Insurance, and Real Estate 10,033 750 3,403 4,856 25,976 2,581 13,789 10,693 Business and Repair Services 11,175 504 2,313 3,543 22,772 2,346 9,592 7,598 Personal Services 5,918 558 2,831 2,582 22,404 6,111 4,903 7,697 Entertainment and Recreation Services 3,144 261 1,885 1,342 24,292 5,037 4,149 3,213 Professional and Related Services 35,933 2,043 11,256 15,291 63,103 7,482 31,675 33,496 Health Services 12,933 697 4,637 6,160 22,052 2,794 11,317 13,573 Educational Services 10,952 777 3,480 5,230 20,327 2,660 9,709 11,197 Other Professional and Related Services 12,048 569 3,139 3,901 20,724 2,028 10,649 8,726 Public Administration 11,596 364 2,452 3,542 12,686 1,935 5,798 7,789 Employment by Occupation Managerial and Professional Employees 53,807 2,301 11,327 15,627 89,965 10,112 47,570 37,311 Executive, Administrative and Managerial Employees 23,616 1,482 5,606 7,511 46,089 5,418 24,616 18,905 Professional Specialty Employees 30,191 1,119 5,721 8,116 43,876 4,694 22,954 18,405 Technical, Sales, and Administrative Employees 59,003 3,409 18,080 24,321 118,893 16,312 55,707 50,263 Technicians and Related Support Employees 9,879 278 1,705 2,193 11,892 1,283 5,883 5,296 Sales Employees 22,290 1,551 8,259 11,631 47,443 6,841 25,621 21,931 Administrative Support, Including Clerical, Employees 26,834 1,580 8,116 10,497 59,558 8,188 24,203 23,036 Service Employees 25,352 1,478 9,047 10,595 57,969 11,489 17,124 25,978 Private Household Employees 430 55 336 199 1,305 128 406 527 Protective Service Employees 4,209 176 1,170 1,756 6,467 1,193 2,565 3,744 Service, Except Protective and Household, Employees 20,713 1,247 7,541 8,640 50,197 10,168 14,153 21,707 Farming, Forestry, and Fishing Employees 3,369 408 3,534 3,545 6,923 1,348 2,468 4,917 Precision Production, Craft, and Repair Employees 23,485 1,345 7,571 9,686 37,308 6,760 14,791 19,699 Operators, Fabricators, and Laborers 18,676 1,301 8,406 11,184 39,895 6,434 13,717 17,361 Machine Operators, Assemblers, and Inspectors 7,021 519 2,981 4,668 12,224 1,862 4,815 8,428 Transportation and Material Moving Employees 5,735 303 2,945 3,349 14,839 2,524 4,438 5,572 Handlers, Equipment Cleaners, Helpers, and Laborers 5,920 479 2,480 3,167 12,832 2,048 4,464 5,361 Employment by Sector Private Sector, Wage and Salary Workers 135,001 7,742 42,595 54,435 274,595 42,410 116,103 112,473 Public Sector, Wage and Salary Workers 27,172 1,217 6,734 10,447 39,665 5,418 16,738 20,540 Self-Employed Workers 10,897 878 4,636 6,246 18,937 2,679 9,759 12,661 Private Sector, Not-For-Profit, Wage and Salary Workers 9,992 618 3,525 3,430 16,556 1,805 8,077 9,125 Unpaid Family Workers 630 87 474 400 1,200 143 700 730 administrative administrative support administrators African Americans agriculture Aleuts American Indians Amerindians Armed Forces Asian Americans assemblers automobiles bicycles bikes bottled gas Brevard County business Cambodian Americans Caribbean Americans cars Caucasian Americans census Census of 1990 Central Americans Chinese Americans citizens civilian work clerical coal Coke Colombian Americans communications construction craft Cuban Americans divorced divorcees domestic services durable goods Ecuadorian Americans education educators electric heat electricity employees employment energy usage entertainment equipment cleaners Eskimos executives fabricators farmers farming females Filipino Americans finance fishery Flagler County forestry fuel oil gas Guatemalan Americans handlers health car heat helpers Hispanic Americans Honduran Americans Indian Americans inspectors insurance Japanese Americans kerosene Korean Americans Korean War labor labor force laborers Lake County Laotian Americans Latin Americans Latinas Latinos LP gas machine operators males managerial managers manufacturing Marion County marital status married material moving medical Mexican Americans mining motor vehicles motorcycles Native Americans naturalized Nicaraguan Americans non-citizens non-durable goods operators orange county Osceola County Pacific Islander Americans Panamanian Americans pedestrians personal services Peruvian Americans population precision production private sector professionals protective services public administration public sector public transportation public utility Puerto Rican Americans Puerto Ricans real estate recreation repair retail salaried salary sales Salvadorian Americans self-employeed Seminole County separated service industry servicemen servicewomen single solar energy specialty tank gas teachers technical technicians Thai Americans trade transportation trucks U.S. Census unemployment utility vans veterans Vietnam War Vietnamese Americans Volusia County wages walkers walking wholesale widowed widowers widows wood workers World War I World War II WWI WWII https://richesmi.cah.ucf.edu/omeka/files/original/c15371e0c6ae5885bc6f64ccd636cea1.tif 61de1989e782d8c8396d65702b9fa1dc 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 U.S. Census Collection Alternative Title Census Collection Subject Census--United States Population--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Description Collection of United States Census population records for various counties in Central Florida from 1840 to 2000. The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation. In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc. The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office. Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data. The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing. The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior. Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor. The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities. The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another. The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions. The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire. Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs. The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census. The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input. In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators. Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP). The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online. As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Language eng Type Collection Coverage Mosquito County, Florida Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Contributor Gibson, Ella Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul>This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Source Repository <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> External Reference United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank">Historical Statistics of the United States: Colonial Times to 1970</a>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf. "<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 table 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 U.S. Census for Central Florida, 2000 Alternative Title Census, 2000 Subject Census--United States Orange County (Fla.) Marion County (Fla.) Brevard County (Fla.) St. Lucie County (Fla.) Seminole County (Fla.) Volusia County (Fla.) Flagler County (Fla.) Lake County (Fla.) Osceola County (Fla.) Population--United States Description The Twenty-Second United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida, for 2000. The census divides the population by gender, race ("white alone," "black," "American Indian and Alaska Native," "Asian," Native Hawaiian and Other Pacific Islander," "other race," "two or moreraces," "Hispanic," "Mexican," "Puerto Rican," "Cuban," "Dominican," "Central American," "Costa Rican," "Guatemalan," "Honduran," "Nicaraguan," "Panamanian," "Salvadoran," "Other Central American," "South American," "Argentinean," "Bolivian," "Chilean," "Columbian," "Ecuadorian," "Paraguayan," "Peruvian," "Uruguayan," "Venezuelan," "Other South American," "Spaniard," "Asian Indian," "Bangladeshi," "Cambodian," "Chinese," "Filipino," "Hmong," "Indonesian," "Japanese," "Korean," "Laotian," "Malaysian," "Pakistani,""Sri Lankan," "Taiwanese," "Vietnamese," and "other Asian"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by marital status, type of residence, military service, primary and secondary school attendance, and college attendance. The census also collected information on labor, on unemployment, on energy usage, and on transportation. For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and was used for a 17-percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD. Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in six languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100-percent personal visit of non-responding households during the non-response follow-up (NRFU) process instead by following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year. Type Dataset Source Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 2000. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 2000. Coverage Brevard County, Florida Flagler County, Florida Lake County, Florida Marion County, Florida Orange County, Florida Osceola County, Florida Seminole County, Florida Volusia County, Florida Creator <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> Publisher <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a> Contributor Gibson, Ella Date Created ca. 2000-04-01 Format image/jpg Extent 3.12 MB Medium 1 table Language eng Mediator History Teacher Economics Teacher Civics/Government Teacher Geography Teacher Provenance Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>. Rights Holder This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: <ul class="one_column_bullet"><li>reproduce the work in print or digital form</li> <li>create derivative works</li> <li>perform the work publicly</li> <li>display the work</li> <li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li> </ul> This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>. Accrual Method Item Creation Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.census.gov/history/www/through_the_decades/overview/2000.html" target="_blank">2000 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/2000.html. United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank">The History and Growth of the United States Census</a>. Washington: U.S. Government Printing Office, 1970. https://www.census.gov/history/pdf/wright-hunt.pdf. U.S. Bureau of the Census. <a href="https://www.census.gov/history/pdf/Census2000v1.pdf" target="_blank">History: 2000 Census of Population and Housing</a><a href="https://www.census.gov/history/pdf/Census2000v1.pdf" target="_blank">, Volume 1</a>. Washington: U.S. Government Printing Office, 1966. https://www.census.gov/history/pdf/Census2000v1.pdf. U.S. Bureau of the Census. <a href="https://www.census.gov/history/pdf/Census2000v2.pdf" target="_blank">History: 2000 Census of Population and Housing, Volume 2</a>. Washington: U.S. Government Printing Office, 1966. https://www.census.gov/history/pdf/Census2000v2.pdf. Transcript U.S. Census of 2000 Population Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population Total 476,230 49,832 210,528 258,916 896,344 172,493 365,196 443,343 Males 233,186 23,887 101,866 124,945 443,716 85,022 178,776 215,361 Females 243,044 25,945 108,662 133,971 452,628 87,471 186,420 227,982 Population by Race White Alone 413,411 43,490 184,138 217,909 614,830 133,169 300,948 381,760 Black 40,000 4,401 17,503 29,900 162,899 12,702 34,764 41,198 American Indian and Alaska Native 1,765 133 701 1,158 3,079 790 1,087 1,373 Asian 7,152 583 1,667 1,806 30,033 3,802 9,115 4,430 Native Hawaiian and Other Pacific Islander 305 12 76 57 843 142 163 164 Other Race 5,168 480 3,966 4,363 53,889 15,631 11,175 8,071 Two or More Races 8,429 733 2,477 3,723 30,771 6,257 7,944 6,347 Population by Descent or Origin Hispanic 21,970 2,537 11,808 15,616 168,361 50,727 40,731 29,111 Mexican 3,281 237 5,638 3,350 19,755 3,400 3,871 7,733 Puerto Rican 9,111 1,031 2,978 6,997 86,583 30,728 19,609 13,546 Cuban 2,161 292 638 1,049 12,371 2,178 3,610 1,570 Dominican 458 37 102 257 6,358 2,313 1,223 452 Central American 1,296 101 372 561 5,703 1,870 1,595 789 Costa Rican 150 5 39 45 600 188 233 122 Guatemalan 323 23 75 122 949 241 165 83 Honduran 210 15 71 87 1,223 266 212 138 Nicaraguan 93 6 34 78 716 315 220 100 Panamanian 392 34 75 152 1,037 251 402 173 Salvadorian 91 11 58 62 883 521 265 134 Other Central American 37 7 20 15 295 88 98 39 South American 1,690 340 559 1,013 15,436 4,254 4,690 1,541 Argentinean 136 26 32 29 794 217 370 132 Bolivian 26 7 2 1 191 34 83 22 Chilean 116 7 24 33 451 130 114 101 Colombian 661 149 235 520 7,676 2,071 2,182 592 Ecuadorian 156 28 60 181 1,687 474 484 210 Paraguayan 15 0 1 1 25 4 8 7 Peruvian 217 54 114 96 1,629 470 648 141 Uruguayan 15 33 8 8 115 42 41 49 Venezuelan 256 21 60 95 2,315 686 587 190 Other South American 92 15 23 49 553 126 173 97 Other Hispanic 3,973 499 1,521 2,389 22,155 5,984 6,133 3,480 Spaniard 262 37 52 50 599 129 218 147 Spanish 784 88 267 333 1,968 415 759 556 Spanish American 90 4 36 69 329 78 104 63 Other Hispanic or Latino 2,837 370 1,166 1,937 19,259 5,362 5,052 2,714 Asian Indian 1,806 69 562 715 8,166 1,230 2,994 1,345 Bangladeshi 15 0 11 0 101 33 33 14 Cambodian 48 13 9 1 141 6 33 19 Chinese, Except Taiwanese 951 82 217 160 4,227 569 1,428 661 Filipino 1,577 292 332 313 5,066 951 1,281 798 Hmong 0 0 2 0 2 0 10 0 Indonesian 32 2 3 4 71 9 30 25 Japanese 531 16 84 129 1,193 92 307 256 Korean 631 37 153 209 1,950 141 1,094 445 Laotian 20 1 11 1 232 25 154 120 Malaysian 9 0 0 1 33 2 10 7 Pakistani 52 1 13 17 732 245 171 76 Sri Lankan 2 0 3 1 56 14 8 28 Taiwanese 72 11 2 13 226 45 65 21 Thai 351 10 47 26 436 85 123 79 Vietnamese 763 24 174 130 6,189 184 1,074 329 Other Asian 23 0 4 1 58 3 9 4 Other Asian, Not Specified 166 10 19 72 577 90 161 130 Households Total 198,195 21,294 88,413 106,755 336,286 60,977 139,572 184,723 Family Households 132,480 15,683 62,468 74,637 220,258 45,077 97,249 120,064 Married Couple Family 104,964 13,378 52,105 59,339 157,937 34,207 75,718 93,161 Other Family 27,516 2,305 10,363 15,298 62,321 10,870 21,531 26,903 Non- Family 65,715 5,611 25,945 32,118 116,028 15,900 42,323 64,659 Population by Marital Status Never Married 78,006 5,869 27,762 37,350 214,910 32,173 71,780 78,186 Married 224,987 28,530 110,140 127,501 355,270 75,570 162,707 205,036 Separated 7,403 553 2,689 4,160 19,485 3,577 5,162 6,690 Widowed 31,880 3,799 17,018 19,631 36,918 7,860 15,876 34,496 Divorced 47,747 3,707 17,129 24,635 79,329 14,725 32,730 45,397 Population in Group Quarters Total 9,695 462 3,767 6,881 18,831 2,400 3,606 14,737 Institutionalized 6,303 428 3,071 5,644 11,987 1,921 2,260 7,391 Correctional Institutions 2,431 55 1,522 3,780 6,307 903 1,216 2,616 Nursing Homes 2,543 342 1,425 1,579 3,684 862 994 3,931 Other Institutions 1,329 31 124 285 1,996 156 50 844 Non-Institutionalized 3,392 34 696 1,237 6,844 479 1,346 7,346 College Dormitories 1,088 0 0 231 3,402 155 12 4,530 Military Quarters 215 0 0 0 0 0 0 5 Other, Non-Institutionalized 2,089 34 696 1,006 3,442 324 1,334 2,811 Not in Group Quarters 466,535 49,370 206,761 252,035 877,513 170,093 361,590 428,606 Population by Military Service Active Armed Forces 2,318 19 129 113 413 76 198 255 Veterans 79,145 9,252 35,534 43,300 84,940 17,226 39,515 66,646 Non-Veterans 290,433 31,631 132,175 160,233 585,412 108,979 233,200 286,986 Veteran Population by War or Conflict Gulf War 6,733 444 1,748 2,324 11,262 1,975 4,764 4,137 Vietnam Era 19,233 1,769 6,720 8,584 23,668 4,829 12,294 15,369 Korean Conflict 10,541 1,739 6,225 7,318 8,673 1,903 4,025 10,017 World War II 15,312 2,797 10,930 12,695 11,921 2,722 5,281 18,058 Multiple Wars 7,086 469 2,240 2,301 4,506 595 2,142 3,455 Other Service 20,240 2,034 7,671 10,078 24,910 5,202 11,009 15,610 Native-Born Population Total 445,229 44,875 199,708 245,564 767,440 148,383 331,911 414,990 Foreign-Born Population Total 31,001 4,957 10,820 13,352 128,904 24,110 33,285 28,353 Naturalized 18,374 3,354 5,084 7,516 53,651 9,514 16,507 14,955 Non-Citizen 12,627 1,603 5,736 5,836 75,253 14,596 16,778 13,398 Foreign-Born Population by Region or Country of Origin Europe 9,881 2,267 2,779 3,458 13,547 3,790 6,769 9,808 Northern Europe 3,374 561 1,091 1,060 4,471 1,560 2,414 2,883 United Kingdom 2,595 413 820 875 3,519 1,388 1,891 2,217 Ireland 317 74 105 79 432 70 214 297 Sweden 172 31 59 26 135 34 115 151 Other Northern Europe 290 43 107 80 385 68 194 218 Western Europe 3,480 585 1,167 1,394 3,827 805 1,735 3,281 Austria 76 21 36 52 112 23 113 164 France 509 17 193 56 754 43 118 293 Germany 2,298 440 867 1,137 2,378 617 1,185 2,407 Netherlands 305 77 20 96 280 71 162 252 Other Western Europe 292 30 51 53 303 51 157 165 Southern Europe 1,616 523 205 477 2,044 457 1,218 1,603 Greece 239 16 21 52 255 25 144 379 Italy 961 230 143 329 1,080 207 706 975 Portugal 132 178 10 41 235 120 108 92 Spain 227 77 31 51 459 89 237 129 Other Southern Europe 57 22 0 4 15 16 23 28 Eastern Europe 1,400 598 316 527 3,195 959 1,402 2,031 Czechoslovakia, Including Czech Republic and Slovakia 128 29 48 48 208 275 129 242 Hungary 166 15 50 144 306 110 217 303 Poland 469 179 101 168 366 169 204 501 Romania 143 15 16 28 252 19 134 101 Belarus 2 0 0 0 16 0 8 18 Russia 166 148 42 10 430 298 116 180 Ukraine 50 187 19 23 259 50 26 147 Bosnia and Herzegovina 0 0 0 0 451 0 214 7 Yugoslavia 62 14 12 41 126 5 128 131 Other Eastern Europe 214 11 28 65 781 33 226 401 Europe, Not Elsewhere Classified 11 0 0 0 10 9 0 10 Asia 6,529 570 1,209 1,704 23,739 3,187 7,205 4,426 Eastern Asia 1,584 36 307 459 5,728 636 1,947 1,224 China 640 16 133 152 2,843 496 852 494 China, Excluding Hong Kong and Taiwan 361 9 75 99 1,635 218 589 267 Hong Kong 57 7 29 19 460 93 64 146 Taiwan 222 0 29 34 748 185 199 81 Japan 410 9 96 133 1,069 52 279 321 Korea 534 11 71 174 1,757 88 801 409 Other Eastern Asia 0 0 7 0 59 0 15 0 South Central Asia 1,558 108 336 501 5,754 1,270 2,060 1,179 Afghanistan 0 0 0 0 1 0 8 31 Bangladesh 12 0 0 8 361 120 15 90 India 1,261 43 273 392 3,298 424 1,268 735 Iran 151 38 39 52 562 25 429 202 Pakistan 126 26 16 18 1,426 574 299 58 Other South Central Asia 8 1 8 31 106 127 41 63 South Eastern Asia 2,426 380 479 581 10,114 1,063 2,339 1,347 Cambodia 54 37 0 9 146 12 13 13 Indonesia 129 19 18 83 88 13 57 57 Laos 0 0 52 5 77 102 194 37 Malaysia 52 6 13 24 140 16 29 58 Philippines 1,177 225 246 200 3,418 647 1,060 783 Thailand 398 18 28 30 452 63 151 128 Vietnam 616 75 121 195 5,730 203 814 271 Other South Eastern Asia 0 0 1 35 63 7 21 0 Western Asia 924 46 78 145 1,774 165 816 610 Iraq 39 0 0 0 61 0 58 12 Israel 29 0 31 12 238 49 163 64 Jordan 33 0 5 27 165 50 77 120 Lebanon 266 0 26 70 437 13 254 85 Syria 24 0 0 5 222 20 104 25 Turkey 122 46 16 7 170 6 87 109 Armenia 6 0 0 7 0 0 0 9 Other Western Asia 405 0 0 17 481 27 73 186 Asia, Not Elsewhere Classified 37 0 9 18 369 53 43 66 Africa 1,088 58 253 251 3,710 804 1,344 828 Eastern Africa 161 8 18 93 820 45 479 183 Ethiopia 14 8 0 11 123 0 0 20 Other Eastern Africa 147 0 18 82 697 45 479 163 Middle Africa 20 0 0 0 98 0 0 36 Northern Africa 474 50 122 9 1,338 519 409 353 Egypt 263 31 80 9 358 42 304 195 Other Northern Africa 211 19 42 0 980 477 105 158 Southern Africa 228 0 15 43 549 30 204 103 South Africa 200 0 15 43 549 30 204 103 Other Southern Africa 28 0 0 0 0 0 0 0 Western Africa 163 0 28 91 561 185 225 108 Ghana 16 0 9 0 69 8 94 15 Nigeria 121 0 19 91 308 6 81 48 Sierra Leone 0 0 0 0 19 0 0 0 Other Western Africa 26 0 0 0 165 171 50 45 Africa, Not Elsewhere Classified 42 0 70 15 344 25 27 45 Oceania 140 78 36 95 313 38 129 138 Australia and New Zealand Subregion 104 78 36 73 188 23 108 124 Australia 78 21 36 64 142 13 70 109 Other Australian and New Zealand Subregion 26 57 0 9 46 10 38 15 Melanesia 0 0 0 16 17 15 0 0 Micronesia 16 0 0 6 59 0 0 14 Polynesia 20 0 0 0 49 0 15 0 Oceania, Not Elsewhere Classified 0 0 0 0 0 0 6 0 Americas 13,363 1,984 6,543 7,827 87,595 16,291 17,838 13,153 Latin America 10,644 1,762 5,479 6,469 83,648 15,648 15,711 10,093 Caribbean 5,495 974 1,322 2,559 41,956 6,227 6,632 3,287 Barbados 153 33 19 62 589 141 88 28 Cuba 970 159 424 554 8,809 1,251 2,094 875 Dominican Republic 331 58 128 210 5,153 2,080 931 446 Haiti 213 33 167 143 13,227 569 718 268 Jamaica 2,414 437 375 1,198 8,756 1,248 1,684 790 Trinidad and Tobago 693 180 119 222 2,663 457 586 493 Other Caribbean 721 74 90 170 2,759 481 531 387 Central America 2,553 203 3,396 2,172 16,926 3,549 3,387 4,556 Mexico 1,028 34 2,846 1,597 11,100 1,626 1,364 3,663 Other Central America 1,525 169 550 575 5,826 1,923 2,023 893 Costa Rica 206 0 0 35 506 133 340 172 El Salvador 180 11 91 66 826 572 404 161 Guatemala 355 16 162 112 1,114 172 280 106 Honduras 236 18 116 151 1,457 290 336 141 Nicaragua 94 8 32 70 708 414 155 87 Panama 454 95 137 133 1,066 310 385 199 Other Central America 0 21 12 8 149 32 123 27 South America 2,596 585 761 1,738 24,766 5,872 5,692 2,250 Argentina 255 57 18 0 853 177 417 159 Bolivia 3 0 0 0 442 7 30 7 Brazil 352 25 39 98 4,765 835 435 307 Chile 144 40 30 13 562 184 178 93 Colombia 744 193 211 819 8,550 2,156 2,306 761 Ecuador 121 30 99 270 1,885 607 403 209 Guyana 397 102 113 282 2,741 291 538 185 Peru 226 20 102 142 1,707 574 725 163 Venezuela 299 20 119 80 2,826 878 518 259 Other South America 55 98 30 34 435 163 142 107 Northern America 2,719 222 1,064 1,358 3,947 643 2,127 3,060 Canada 2,682 220 1,055 1,338 3,900 643 2,085 3,030 Other Northern America 37 2 9 20 47 0 42 30 Born at Sea 0 0 0 17 0 0 0 0 Housing Units Total 222,072 24,452 102,830 122,663 361,349 72,293 147,079 211,938 Occupied 198,195 21,294 88,413 106,755 336,286 60,977 139,572 184,723 Vacant 23,877 3,158 14,417 15,908 25,063 11,316 7,507 27,215 For Rent 5,970 358 2,158 2,341 10,116 2,429 2,819 4,039 For Sale 3,477 370 1,886 2,331 3,619 958 1,319 2,864 Households by Energy Usage for Heat Gas (Utility, Bottled, Tank, or LP Gas) 30,291 645 15,796 19,235 26,907 5,163 12,114 16,924 Electricity 163,791 20,322 70,732 83,373 299,899 54,547 124,260 159,179 Fuel Oil, Kerosene, Etc. 2,073 169 882 2,380 6,047 365 2,233 6,144 Coal, Coke, and Wood 336 36 387 843 506 101 203 660 Solar Energy 39 0 3 0 43 24 57 79 Other Fuel 105 33 130 112 243 33 50 256 No Fuel 1,560 89 483 812 2,641 744 655 1,481 Population by Work Transportation Method Car, Truck, or Van 192,896 17,168 76,050 90,409 404,604 73,183 174,772 171,448 Public Transportation 591 130 348 217 10,923 825 1,227 1,914 Motorcycles 765 76 217 159 853 281 534 981 Bicycles 1,278 78 248 313 2,038 386 660 1,033 Walking 2,653 221 1,129 1,369 6,085 1,054 1,898 3,531 Other Means 1,390 151 838 818 3,642 624 1,317 1,582 Working from Home 5,506 625 2,633 3,019 11,178 1,510 7,186 5,426 Education Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population by School Completion Completing Less Than High School 46,416 5,453 31,482 40,813 104,591 23,095 27,523 56,982 High School Completed 98,108 12,330 53,339 67,271 148,006 37,536 59,280 102,353 Some College Completed 115,194 12,642 44,940 53,477 171,495 32,560 80,922 101,929 Bachelor's Degree 51,616 5,170 17,509 16,126 104,818 12,052 51,235 36,646 Master's Degree 20,995 2,023 5,458 5,966 29,990 3,610 16,882 12,536 Professional School 4,889 722 2,056 2,638 10,945 1,393 5,472 4,785 Doctorate Degree 2,520 276 788 896 4,256 361 1,902 1,994 Male Population by School Completion Completing Less Than High School 21,055 2,682 15,185 20,255 50,528 11,453 12,856 27,650 High School Completed 42,196 5,366 23,137 29,860 67,485 17,246 25,644 46,259 Some College Completed 53,613 5,775 21,256 24,683 81,995 15,676 36,647 46,461 Bachelor's Degree 28,222 2,753 9,236 7,952 53,117 6,076 27,227 18,609 Master's Degree 12,251 997 2,942 2,950 15,844 1,661 8,764 6,326 Professional School 3,216 459 1,254 1,626 6,803 725 3,674 3,072 Doctorate Degree 1,751 189 579 674 2,822 204 1,369 1,385 Female Population by School Completion Completing Less Than High School 25,361 2,771 16,297 20,558 54,063 11,642 14,667 29,332 High School Completed 55,912 6,964 30,202 37,411 80,521 20,290 33,636 56,094 Some College Completed 61,581 6,867 23,684 28,794 89,500 16,884 44,275 55,468 Bachelor's Degree 23,394 2,417 8,273 8,174 51,701 5,976 24,008 18,037 Master's Degree 8,744 1,026 2,516 3,016 14,146 1,949 8,118 6,210 Professional School 1,673 263 802 1,012 4,142 668 1,798 1,713 Doctorate Degree 769 87 209 222 1,434 157 533 609 White Population by School Completion Completing Less Than High School 37,567 4,500 25,766 33,247 60,146 17,355 19,218 47,006 High School Completed 265,645 29,645 115,146 130,473 358,068 71,834 186,568 236,703 Some College Completed 177,263 18,296 66,168 70,187 250,401 40,341 136,300 143,048 Bachelor's Degree 73,746 7,262 24,294 22,835 121,362 14,077 66,382 50,651 Graduate or Professional School 26,151 2,599 7,793 8,503 36,549 4,353 20,807 17,596 Black Population by School Completion Completing Less Than High School 6,222 612 3,791 5,330 27,290 1,928 5,406 6,694 High School Completed 15,871 2,365 5,630 11,463 61,429 5,240 14,425 15,128 Some College Completed 9,416 1,661 2,351 6,135 36,623 2,845 9,327 9,047 Bachelor's Degree 2,667 564 692 1,768 13,058 828 3,660 3,207 Graduate or Professional School 747 259 267 638 3,681 272 1,397 1,049 American Indian and Alaska Native Population by School Completion Completing Less Than High School 314 12 154 201 461 109 164 191 High School Completed 1,160 87 317 612 1,503 193 842 871 Some College Completed 725 80 145 456 853 106 612 624 Bachelor's Degree 152 26 8 134 284 19 268 180 Graduate or Professional School 38 26 0 31 116 0 99 73 Asian Population by School Completion Completing Less Than High School 904 61 202 336 3,867 394 638 532 High School Completed 4,249 345 798 1,149 15,500 2,031 5,225 2,711 Some College Completed 3,235 267 649 808 12,144 1,610 4,258 2,044 Bachelor's Degree 1,946 151 338 513 7,945 997 2,838 1,190 Graduate or Professional School 947 58 80 190 2,684 256 1,189 408 Native Hawaiian and Other Pacific Islander Population by School Completion Completing Less Than High School 24 0 9 10 84 34 0 23 High School Completed 134 0 0 28 327 46 101 57 Some College Completed 81 0 0 28 230 31 40 42 Bachelor's Degree 21 0 0 19 76 5 0 0 Graduate or Professional School 12 0 0 14 25 0 0 0 Some Other Race Population by School Completion Completing Less Than High School 500 143 1,091 1,177 8,193 2,388 1,318 1,630 High School Completed 2,225 258 978 1,147 19,255 5,492 4,552 2,055 Some College Completed 1,666 166 635 646 12,161 3,369 3,005 1,321 Bachelor's Degree 478 70 249 97 3,700 894 1,082 330 Graduate or Professional School 164 19 64 27 985 310 279 88 Hispanic or Latino Population by School Completion Aged 25+ 12,809 1,767 6,248 8,790 95,505 28,364 24,165 16,659 Completing Less Than High School 2,540 461 2,705 3,460 27,742 8,247 5,071 6,202 High School Completed 10,269 1,306 3,543 5,330 67,763 20,117 19,094 10,457 Some College Completed 7,396 741 2,326 3,228 44,475 11,928 13,519 6,860 Bachelor's Degree 2,935 302 907 831 16,194 3,552 5,625 1,954 Graduate or Professional School 972 163 277 374 5,099 939 1,915 658 Population by School Enrollment Enrolled 112,005 9,366 40,624 54,173 248,040 44,944 99,337 101,190 Not Enrolled 349,620 39,284 163,384 197,003 611,968 120,923 252,611 329,318 Public School 91,848 8,149 34,908 46,347 204,974 38,926 80,854 79,381 Public Pre-School 3,521 324 1,400 1,882 7,437 1,321 2,503 2,905 Public K-8 49,627 4,380 19,813 26,299 102,097 22,395 42,047 42,065 Public High School 21,896 2,024 9,201 11,584 45,485 10,211 18,665 19,215 Public College 16,804 1,421 4,494 6,582 49,955 4,999 17,639 15,196 Private School 20,157 1,217 5,716 7,826 43,066 6,018 18,483 21,809 Private Pre-School 3,885 376 1,353 1,592 9,371 1,284 4,830 3,730 Private K-8 7,203 360 2,720 3,620 15,393 2,146 7,126 5,258 Private High School 1,996 118 633 1,118 4,102 495 2,071 1,655 Private College 7,073 363 1,010 1,496 14,200 2,093 4,456 11,166 Labor Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County Population in Labor Force Total 220,413 19,670 86,307 104,422 471,974 84,142 198,464 201,913 Armed Forces 2,318 19 129 113 413 76 198 255 Civilian Labor Force 218,095 19,651 86,178 104,309 471,561 84,066 198,266 201,658 Employed 207,366 18,815 82,819 98,248 447,861 79,859 190,973 189,035 Unemployed 10,729 836 3,359 6,061 23,700 4,207 7,293 12,623 Not in Labor Force 163,663 22,200 85,967 105,310 221,452 47,135 84,636 162,621 Male Population in Labor Force Total 119,342 10,349 46,312 54,645 251,471 44,428 106,283 107,321 Armed Forces 2,048 10 109 109 375 58 178 206 Civilian Labor Force 117,294 10,339 46,203 54,536 251,096 44,370 106,105 107,115 Employed 111,595 9,889 44,453 51,569 239,431 42,204 102,411 100,145 Unemployed 5,699 450 1,750 2,967 11,665 2,166 3,694 6,970 Not in Labor Force 66,680 9,544 36,010 44,657 87,278 19,206 30,039 67,395 Female Population in Labor Force Total 101,071 9,321 39,995 49,777 220,503 39,714 92,181 94,592 Armed Forces 270 9 20 4 38 18 20 49 Civilian Labor Force 100,801 9,312 39,975 49,773 220,465 39,696 92,161 94,543 Employed 95,771 8,926 38,366 46,679 208,430 37,655 88,562 88,890 Unemployed 5,030 386 1,609 3,094 12,035 2,041 3,599 5,653 Not in Labor Force 96,983 12,656 49,957 60,653 134,174 27,929 54,597 95,226 Employment and Unemployment by Race White Employed 182,829 16,701 72,821 84,361 324,773 63,838 161,737 164,827 White Unemployed 8,644 722 2,596 4,543 13,878 3,045 5,384 9,831 Black or African American Employed 14,154 1,364 5,894 9,629 67,034 5,376 14,393 15,240 Black or African American Unemployed 1,445 92 520 1,155 5,956 454 1,089 2,144 American Indian and Alaska Native Employed 1,044 60 356 496 1,478 222 826 765 American Indian and Alaska Native Unemployed 81 0 29 62 119 30 46 77 Asian Employed 3,329 220 728 962 14,961 1,702 4,757 2,131 Asian Unemployed 205 14 25 16 675 107 169 88 Native Hawaiian and Other Pacific Islander Employed 142 0 12 14 355 63 68 97 Native Hawaiian and Other Pacific Islander Unemployed 9 0 0 0 22 0 0 8 Some Other Race Employed 2,289 267 1,901 1,694 24,246 5,983 5,163 3,364 Some Other Race Unemployed 152 6 126 171 1,939 465 289 228 Hispanic or Latino Employed 9,415 873 5,232 5,816 73,233 20,739 19,335 11,101 Hispanic or Latino Unemployed 622 29 334 590 5,428 1,477 1,123 1,797 Employment by Industry Agriculture, Forestry, Fishing and Hunting, and Mining 1,042 241 2,311 3,432 2,369 482 621 2,075 Agriculture, Forestry, and Fishing and Hunting 887 223 2,132 3,266 2,257 434 584 2,058 Mining 155 18 179 166 112 48 37 17 Construction 16,424 1,873 8,556 8,803 33,618 7,030 15,439 16,827 Manufacturing 28,223 1,875 5,264 10,416 28,548 4,325 15,131 16,297 Wholesale Trade 5,177 439 3,399 3,117 17,584 2,559 8,255 5,606 Retail Trade 27,766 3,046 11,145 15,499 54,069 10,596 26,089 26,243 Transportation, Warehousing, and Utilities 8,434 813 4,043 4,789 24,799 4,689 8,412 8,310 Transportation and Warehousing 7,176 611 3,229 3,714 21,872 4,084 7,030 6,655 Utilities 1,258 202 814 1,075 2,927 605 1,382 1,655 Information 6,541 412 2,347 1,892 17,174 1,229 8,357 5,339 Finance, Insurance, Real Estate, and Rental and Leasing 10,828 1,151 4,901 5,100 34,668 4,409 18,231 11,886 Finance and Insurance 5,875 579 2,982 2,896 20,344 1,720 12,994 6,701 Real Estate and Rental and Leasing 4,953 572 1,919 2,204 14,324 2,689 5,237 5,185 Professional, Scientific, Management, Administrative, and Waste Management Services 21,876 1,633 6,716 7,712 51,511 5,497 25,213 17,342 Professional, Scientific, and Technical Services 13,377 823 2,754 3,488 29,078 2,113 16,195 8,448 Management of Companies and Enterprise 57 0 5 24 210 7 80 18 Administrative, Support, and Waste Management Services 8,442 810 3,957 4,200 22,223 3,377 8,938 8,876 Educational, Health, and Social Services 36,027 3,497 14,135 19,167 64,356 9,802 32,953 37,004 Educational Services 13,513 1,634 5,099 7,275 27,559 4,522 14,673 15,296 Health Care and Social Assistance 22,514 1,863 9,036 11,892 36,797 5,280 18,280 21,708 Arts, Entertainment, Recreation, Accommodation, and Food Services 20,476 2,124 11,273 8,440 82,026 23,687 16,862 22,680 Arts, Entertainment, and Recreation 4,542 466 5,154 1,940 31,553 8,907 4,969 4,891 Accommodation and Food Services 15,934 1,658 6,119 6,500 50,473 14,780 11,893 17,789 Other Services, Except Public Administration 9,517 836 4,416 5,305 21,953 3,088 8,218 10,088 Public Administration 15,035 875 4,313 4,576 15,186 2,466 7,192 9,338 Employment by Occupation Management, Business, and Financial Operations Employees 25,257 2,385 10,256 10,089 63,728 8,262 31,322 21,985 Professional and Related Employees 47,217 3,121 13,456 15,821 81,543 10,119 42,507 32,511 Health Care Support Employees 4,085 407 1,996 2,333 5,904 1,160 2,658 4,085 Protective Service Employees 4,921 494 2,225 2,313 8,794 1,852 3,507 4,497 Food Preparation and Serving Related Employees 11,930 1,272 4,274 5,089 30,987 7,844 8,461 12,263 Building, Grounds Cleaning, and Maintenance Employees 7,971 914 4,061 3,995 18,641 5,343 5,128 8,353 Personal Care and Service Employees 5,303 501 2,649 3,458 15,855 2,814 4,895 4,980 Sales and Related Employees 25,845 2,447 10,301 13,270 58,829 10,614 29,534 24,853 Office and Administrative Support Employees 29,940 2,962 12,118 14,457 74,240 12,573 30,850 29,414 Farming, Fishing, and Forestry Employees 642 65 1,540 1,297 1,808 239 314 1,562 Construction, Extraction, and Maintenance Employees 21,793 2,175 10,229 11,851 40,021 9,616 16,353 22,216 Production Employees 12,388 1,242 3,985 7,344 20,704 3,753 7,463 11,721 Transportation and Material Moving Employees 10,074 830 5,729 6,931 26,807 5,670 7,981 10,595 Male Employment by Occupation Management, Business, and Financial Operations Employees 14,925 1,448 6,088 5,838 35,997 4,460 18,881 12,645 Professional and Related Employees 24,396 1,279 5,224 5,957 38,302 4,211 20,386 13,322 Health Care Support Employees 456 51 192 297 843 109 284 453 Protective Service Employees 3,998 414 1,895 1,818 6,603 1,454 2,818 3,558 Food Preparation and Serving Related Employees 4,759 516 1,686 1,611 16,146 3,765 4,144 5,303 Building, Grounds Cleaning, and Maintenance Employees 4,818 633 2,734 2,432 10,339 2,741 3,417 5,346 Personal Care and Service Employees 1,197 147 738 1,088 5,860 975 1,418 1,306 Sales and Related Employees 11,874 1,099 5,047 6,147 29,017 4,668 16,138 11,841 Office and Administrative Support Employees 7,137 672 2,652 3,079 20,733 3,287 7,376 7,067 Farming, Fishing, and Forestry Employees 544 38 999 1,012 1,083 160 212 1,017 Construction, Extraction, and Maintenance Employees 20,941 2,043 9,759 11,359 38,404 9,055 15,590 21,334 Production Employees 7,991 878 2,776 5,006 13,455 2,513 4,841 7,752 Transportation and Material Moving Employees 8,559 671 4,663 5,925 22,649 4,806 6,906 9,201 Female Employment by Occupation Management, Business, and Financial Operations Employees 10,332 937 4,168 4,251 27,731 3,802 12,441 9,340 Professional and Related Employees 22,821 1,842 8,232 9,864 43,241 5,908 22,121 19,189 Health Care Support Employees 3,629 356 1,804 2,036 5,061 1,051 2,374 3,632 Protective Service Employees 923 80 330 495 2,191 398 689 939 Food Preparation and Serving Related Employees 7,171 756 2,588 3,478 14,841 4,079 4,317 6,960 Building, Grounds Cleaning, and Maintenance Employees 3,153 281 1,327 1,563 8,302 2,602 1,711 3,007 Personal Care and Service Employees 4,106 354 1,911 2,370 9,995 1,839 3,477 3,674 Sales and Related Employees 13,971 1,348 5,254 7,123 29,812 5,946 13,396 13,012 Office and Administrative Support Employees 22,803 2,290 9,466 11,378 53,507 9,286 23,474 22,347 Farming, Fishing, and Forestry Employees 98 27 541 285 725 79 102 545 Construction, Extraction, and Maintenance Employees 852 132 470 492 1,617 561 763 882 Production Employees 4,397 364 1,209 2,338 7,249 1,240 2,622 3,969 Transportation and Material Moving Employees 1,515 159 1,066 1,006 4,158 864 1,075 1,394 Employment by Sector Private Sector Employees 140,975 12,217 57,209 67,011 336,958 62,521 135,938 127,632 Public Sector Employees 31,971 2,806 10,183 13,194 47,342 7,878 21,726 25,132 Self-Employed Employees 21,305 2,634 10,119 12,153 37,746 6,330 21,673 22,679 Non-Profit Employees 12,549 1,098 4,964 5,510 24,923 2,983 11,169 13,052 Unpaid Family Workers 566 60 344 380 892 147 467 540 Male Employment by Sector Private Sector Employees 77,045 6,502 31,252 36,394 184,769 33,504 74,886 68,711 Public Sector Employees 16,669 1,214 4,841 5,436 20,573 3,474 9,221 11,784 Self-Employed Employees 13,933 1,867 6,565 7,979 25,601 4,277 14,931 14,977 Non-Profit Employees 3,748 277 1,621 1,605 8,051 898 3,160 4,432 Unpaid Family Workers 200 29 174 155 437 51 213 241 Female Employment by Sector Private Sector Employees 63,930 5,715 25,957 30,617 152,189 29,017 61,052 58,921 Public Sector Employees 15,302 1,592 5,342 7,758 26,769 4,404 12,505 13,348 Self-Employed Employees 7,372 767 3,554 4,174 12,145 2,053 6,742 7,702 Non-Profit Employees 8,801 821 3,343 3,905 16,872 2,085 8,009 8,620 Unpaid Family Workers 366 31 170 225 455 96 254 299 accommodation administrative administrative support administrators Afghan Americans African Americans agriculture Alaska Natives American Indians American War Amerindians Arab Americans Argentinian Americans Armed Forces Armenian Americans arts Asian Americans Australian Americans Austrian Americans automobiles bachelor's degree Bangladeshi Americans Barbadian Americans Belorussian Americans bicycles bikers Bolivian Americans Bosnian Americans bottled gas Brazilian Americans Brevard County British Americans building business Cambodian Americans Canadian Americans car Caribbean Americans cars Caucasian Americans census Census of 2000 Central Americans Chilean Americans Chinese Americans citizens civilian labor coal Coke college dormitories college education Colombian Americans construction correctional institutions Costa Rican Americans Cuban Americans Czech Americans Czechoslovakian Americans divorced divorcees doctorate degree Dominican Americans dorms Dutch Americans Ecuadorian Americans education educational educators Egyptian Americans electric heat electricity employees employment energy usage English Americans enterprise entertainment Ethiopian Americans European Americans extraction families family farmers farming females Filipino Americans finance financial operators First Gulf War First Iraq War fishing Flagler County food preparation food services food serving forestry French Americans fuel oil gas heat German Americans Ghanaian Americans Greek Americans grounds cleaning group quarters Guatemalan Americans Gulf War Gulf War I Haitian Americans Hawaiian Natives health care heat Herzegovinian Americans high school education higher education Hispanic Americans Hmong Americans Honduran Americans Hong Kongese Americans households housing units Hungarian Americans hunting Indian Americans Indonesian Americans information institutionalized insurance Iranian Americans Iraq War Iraqi Americans Irish Americans Israeli Americans Italian Americans Jamaican Americans Japanese Americans Jordanian Americans kerosene Korean Americans Korean War Kuwait War labor labor force laborers Lake County Laotian Americans Latin Americans Latinas Latinos leasing Lebanese Americans LP gas maintenance Malay Americans Malaysian Americans males management managers manufacturing Marion County marital status married master's degree material moving medical care Melanesian Americans Mexican Americans Micronesian Americans Middle Eastern Americans military service mining motor vehicles motorcycles Native Americans naturalized New Zealander Americans Nicaraguan Americans Nigerian Americans non-citizens non-profit nursing homes Oceanic Americans office Operation Desert Shield Operation Desert Storm orange county Osceola County Pacific Islander Americans Pakistani Americans Panamanian Americans Paraguayan Americans pedestrians Persian Americans Persian Gulf War personal care Peruvian Americans PhD Polish Americans Polynesian Americans population Portuguese Americans preschool education primary education private education private schools private sector production professional professional school professionals protective services public administration public education public schools public sector public transportation Puerto Rican Americans Puerto Ricans real estate recreation rental Resistance War Against America retail Romanian Americans Russian Americans sales Salvadorian Americans Scandinavian Americans schools scientific scientists Scotch Americans Scottish Americans Second Indochina War Second World War secondary education self-employed Seminole County separated Sierra Leonean Americans single Slovakian Americans social assistance social services solar energy South Americans Spaniards Spanish Americans Sri Lankan Americans Swedish Americans Syrian Americans Taiwanese Americans tank gas teachers technical Thai Americans Tobagonian Americans trade transportation Trinidadian Americans truck trucks Turkish Americans U.S. Census Ukrainian Americans unemployment Uruguayan Americans utilities utility gas van vans Venezuelan Americans veterans Vietnam War Vietnamese Americans Volusia County walking warehousing waste management Welsh Americans wholesale widowed widowers widows wood workers World War II WWII Yugoslavian Americans https://richesmi.cah.ucf.edu/omeka/files/original/0b7e88ce1299cb302a22ec83a189ecfb.jpg e0c36e9deaee786731cfb5790d19855d 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Launch Control Center and Vehicle Assembly Building at John F. Kennedy Space Center Alternative Title Launch Control Center and Vehicle Assembly Building at Kennedy Space Center Subject Merritt Island (Fla.) National Aeronautics and Space Administration (U.S.) NASA Kennedy Space Center John F. Kennedy Space Center Description The Launch Control Center (LCC) and the Vehicle Assembly Building (VAB) at the John F. Kennedy Space Center (KSC) in Merritt Island, Florida. The Apollo missions and later Space Shuttle missions were launched at the LCC and the Saturn V rocket was assembled at the VAB. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Launch Control Center, John F. Kennedy Space Center, Merritt Island, Florida Vehicle Assembly Building, John F. Kennedy Space Center, Merritt Island, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1966 Format image/jpg Extent 164 KB Medium 1 color photographic print Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://science.ksc.nasa.gov/shuttle/technology/sts-newsref/sts-lcc.html#sts-ksc-lps">LAUNCH CONTROL CENTER</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://science.ksc.nasa.gov/shuttle/technology/sts-newsref/sts-lcc.html#sts-ksc-lps. "<a href="http://science.ksc.nasa.gov/facilities/vab.html">Vehicle Assembly Building</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://science.ksc.nasa.gov/facilities/vab.html. John F. Kennedy Space Center Kennedy Space Center KSC Launch Control Center LCC NASA National Aeronautics and Space Administration outer space space exploration space programs VAB Vehicle Assembly Building https://richesmi.cah.ucf.edu/omeka/files/original/71a779fbf5aee111dfcfd7b08f1e08b5.jpg e32d6b5c6c5e2e2180e63e75ef108255 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Warren III Atlas Intercontinental Ballistic Missile Site at Warren Air Force Base Alternative Title Warren III Atlas ICBM Site at Warren AFB Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Air Force Description The Warren III Atlas intercontinental ballistic missile (ICBM) launch site, located at Francis E. Warren Air Force Base (Warren AFB), was built in 1960 to house the Atlas D ICBM. This "coffin" site is the current location of the Strategic Air Command (SAC) and was active from 1960 to 1964. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Francis E. Warren Air Force Base, Wyoming Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1960 Format image/jpg Extent 114 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.globalsecurity.org/wmd/facility/warren.htm">Francis E. Warren AFB</a>." GlobalSecurity.org. http://www.globalsecurity.org/wmd/facility/warren.htm. Transcript Warren 3 Aerial View AFB Air Force Base Atlas coffin sites Francis E. Warren AFB Francis E. Warren Air Force Base intercontinental ballistic missile NASA National Aeronautics and Space Administration outer space space space exploration space programs U.S. Air Force Warren AFB Warren Air Force Base Warren III https://richesmi.cah.ucf.edu/omeka/files/original/9ab06c94e6c59a9bba589adbffb3851d.jpg e97db55258588effbbb082e739865818 https://richesmi.cah.ucf.edu/omeka/files/original/7ec74e412522b765edb5b13096303169.jpg 35c63096fc1c0a0e8c161caad3042001 https://richesmi.cah.ucf.edu/omeka/files/original/86f4fb95145c91a378caf0c520ab094f.jpg a4c1ec93c2864a61cc05c975a934e646 https://richesmi.cah.ucf.edu/omeka/files/original/d61fb2f18ac00a293d8f40d2c154d38d.jpg e00576c640d3320af25cfdd5780ab944 https://richesmi.cah.ucf.edu/omeka/files/original/32b74ccbce375b767ba90f00dba8f423.jpg afc69b0897073952903501966db0bd44 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Dr. Calvin D. Fowler Trying on a Space Suit at John F. Kennedy Space Center Alternative Title Dr. Fowler Trying on Space Suit at Kennedy Space Center Subject Merritt Island (Fla.) National Aeronautics and Space Administration (U.S.) NASA Kennedy Space Center John F. Kennedy Space Center Description Dr. Calvin D. Fowler, the man who launched three of the Mercury-Atlas missions to orbit the Earth, trying on a Apollo-era space suit at the John F. Kennedy Space Center in Merritt Island, Florida. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage John F. Kennedy Space Center, Merritt Island, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1967 Format image/jpg Extent 171 KB 157 KB 148 KB 165 KB 171 KB Medium 5 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.nasa.gov/mission_pages/apollo-soyuz/">Apollo-Soyuz</a>." National Aeronautics and Space Administration. http://www.nasa.gov/mission_pages/apollo-soyuz/. "<a href="http://www.nasa.gov/mission_pages/apollo/">Apollo: Humankind's First Steps on the Lunar Surface</a>." National Aeronautics and Space Administration. http://www.nasa.gov/mission_pages/apollo/. Transcript NASA FOWLER[?] Apollo Project Cal Fowler Calvin D. Fowle John F. Kennedy Space Center Kennedy Space Center KSC Merritt Island NASA National Aeronautics and Space Administration outer space space exploration space programs space suits https://richesmi.cah.ucf.edu/omeka/files/original/8f9f13c19bbe7ffd646ddf502862fd61.jpg 930f66664d2957cfe4ebc1c590be86eb 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 certificate 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 Thousands of Hallmarks - One Successful Mission Alternative Title Thousands of Hallmarks - One Successful Mission Subject Merritt Island (Fla.) National Aeronautics and Space Administration (U.S.) NASA Kennedy Space Center John F. Kennedy Space Center Apollo Project (U.S.) Description To assure proper checks and approvals by all appropriate individuals, small, custom-inked stamps called "hallmarks" were used by Apollo Project. Each worker who conducted one approved of the quality or conformance of the inspected item. These hallmarks are visible on equipment and reports of that era. Type Still Image Source Original certificate: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original certificate. Coverage John F. Kennedy Space Center, Merritt Island, Florida Valley Forge, Pennsylvania Space Center Houston, Houston, Texas Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Huntsville, Alabama Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1967 Format image/jpg Extent 122 KB Medium 1 certificate Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Apollo Project Daytona Beach GE General Electric General Electric Space Division George C. Marshall Space Flight Center hallmark of excellence Houston, Texas Huntsville, Alabama inspections John F. Kennedy Space Center Kennedy Space Center KSC Manned Flight Awareness Marshall Space Flight Center Merritt Island MFA NASA National Aeronautics and Space Administration outer space Space Center Houston Space Division space exploration space programs Valley Forge, Pennsylvania https://richesmi.cah.ucf.edu/omeka/files/original/cb0cd649029e3c0d8f01e0f2c357e4e9.jpg b254ffc662ca4c0f51515fc45d3ebccd 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 certificate 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 Engineering Hallmark in Honor of Apollo 17 Alternative Title Apollo 17 Engineering Hallmark Subject Merritt Island (Fla.) National Aeronautics and Space Administration (U.S.) NASA Kennedy Space Center John F. Kennedy Space Center Apollo Project (U.S.) Astronauts--United States Description To assure proper checks and approvals by all appropriate individuals, small custom inked stamps called hallmarks were used by Apollo workers to ensure that checks were performed, and each worker who conducted one approved of the quality or conformance of the inspected item. These hallmarks are visible on equipment and reports of that era. This certificate was in honor of Apollo 17 and signed by the mission's astronauts: Eugene Cernan (b. 1934), Ronald Evans (1933-1990), and Harrison Schmitt (b. 1935) Type Still Image Source Original certificate, June 7, 1972: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original certificate, June 7, 1972. Coverage John F. Kennedy Space Center, Merritt Island, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1972-06-07 Format image/jpg Extent 188 KB Medium 1 certificate Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="https://www.nasa.gov/mission_pages/apollo/missions/apollo17.html">Apollo 17</a>." National Aeronautics and Space Administration. https://www.nasa.gov/mission_pages/apollo/missions/apollo17.html. Apollo 17 Apollo Project astronauts Cernan, Gene Eugene Andrew Cernan Eugene Cernan GE Gene Cernan General Electric Company hallmark of excellence Harrison Hagan Schmitt Harrison Schmitt inspections Jack Schmitt John F. Kennedy Space Center Kennedy Space Center KSC Manned Flight Awareness MFA NASA National Aeronautics and Space Administration outer space Ron Evans Ronald Ellwin Evans, Jr. Ronald Evans space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/ba37052aa664ac9ab54a35299b079ae4.jpg 3e0c5315fb073fe3fb15d36a69c9cbf8 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Dr. Calvin D. Fowler Applying His Engineering Hallmark Alternative Title Dr. Fowler Applying Engineering Hallmark Subject Merritt Island (Fla.) National Aeronautics and Space Administration (U.S.) NASA Kennedy Space Center John F. Kennedy Space Center Apollo Project (U.S.) Description Dr. Calvin D. Fowler, the man who launched the final three Mercury-Atlas missions, is photographed here, applying his hallmark stamp to what appears to be a commemorative poster during the Apollo era. To assure proper checks and approvals by all appropriate individuals, small custom inked stamps called hallmarks were used by Apollo workers to ensure that checks were performed, and each worker who conducted one approved of the quality or conformance of the inspected item. These hallmarks are visible on equipment and reports of that era. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1972 Format image/jpg Extent 140 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.nasa.gov/mission_pages/apollo/">Apollo: Humankind's First Steps on the Lunar Surface</a>." National Aeronautics and Space Administration. http://www.nasa.gov/mission_pages/apollo/. Transcript C. D. FOWLER Apollo 17 Apollo Project Fowler, Cal Fowler, Calvin "Cal" D. GE General Electric Company hallmark hallmark of excellence inspection John F. Kennedy Space Center Kennedy Space Center KSC Manned Flight Awareness MFA NASA National Aeronautics and Space Administration outer space space space exploration space program https://richesmi.cah.ucf.edu/omeka/files/original/e2f974047f50db9b77496e95604ddd52.jpg 8e7073f254c4e3b9e7cadb3fdec9e45a https://richesmi.cah.ucf.edu/omeka/files/original/c5fe78c8b6e55943b493474af8b2cb9f.jpg 6616eb878c1444c4adcf1448555603f8 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Astronaut Gordon Cooper and Dr. Calvin D. Fowler Signing Rocket Alternative Title Astronaut Cooper and Dr. Fowler Signing Rocket Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Atlas (Missile) Astronauts--United States Description Gordon Cooper (1927-2004) and Cape Canaveral Air Force Station Launch Complex 14 launch manager Dr. Calvin D. Fowler sign the Atlas rocket, which would launch Faith 7 into orbit. Dr. Fowler and Cooper were at the General Dynamics/Astronautics factory in San Diego, California, to accept the Atlas booster. Cooper was to be the final astronaut of Project Mercury, as it paved the way for Project Gemini. Dr. Fowler would manage the spacecraft preparation and ignite the Atlas launch vehicle. Cooper would become, for a short time, the space endurance record holder. Type Still Image Source Original black and white photographic print, April 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, April 1963. Coverage General Dynamics/Astronautics Factory, San Diego, California Cape Canaveral Air Force Station Launch Complex 14, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963-04 Format image/jpg Extent 194 KB 173 KB Medium 2 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript WATER [illegible] [illegible] PROJECT MERCURY [illegible] LAUNCH THIS WAY LAUNCH THIS WAY Gordon Cooper Pilot OK[?] C. Fowler Astronaut Group 1 astronauts Atlas Cal Fowler Calvin D. Fowler Faith 7 GDA General Dynamics/Astronautics Gordo Cooper Gordon Cooper Leroy Gordon Cooper, Jr. MA-9 Mercury Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury San Diego, California space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/2bd017e0e404ea67cc28c53b11bb35de.jpg 6467de9ae5370a221ad9d7e1ae50954c 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Atlas Core Arriving at Cape Canaveral Alternative Title Atlas Core Arriving at Cape Canaveral Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Atlas (Missile) Project Mercury (U.S.) Description An Atlas core arriving at the Cape Canaveral Air Force Station's Skid Strip. The core was flown from the manufacturer, Convair/General Dynamics, to Cape Canaveral, where it was unloaded and prepared for launch. This particular core was used for one of the four Mercury Atlas missions. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Skid Strip, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962 Format image/jpg Extent 255 KB Medium 1 black and white photographic print Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Atlas Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Convair Convair/General Dynamics General Dynamics Launch Complex 14 LC-14 Mercury missiles NASA National Aeronautics and Space Administration outer space Project Mercury Skid Strip space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/136c98b176d22dd5a9fa46dac0037193.jpg d90ad8334b48c4397ca7bf6a4b7b2ace 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Friendship 7 Atlas Debris Alternative Title Atlas Debris Subject National Aeronautics and Space Administration (U.S.) NASA Atlas (Missile) Project Mercury (U.S.) Description The stainless steel skin of an Atlas booster is displayed after recovery. This debris is suspected of being part of the Atlas used to boost John Glenn (b. 1921) with his Friendship 7 spacecraft into orbit. The skin is in such a degraded condition, because it is extremely thin, as the rocket maintained rigidity by internal fuel pressure, and the booster fell from a high altitude. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962 Format image/jpg Extent 178 KB Medium 1 black and white photographic print Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Atlas debris Friendship 7 Glenn, John Herschel, Jr. MA-6 Mercury Mercury-Atlas Mercury-Atlas 6 NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/5fe74e637027de2dfeced013ffa786c8.jpg 526eb1b9ce1a32edd4b744b373654532 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Astronaut Gordon Cooper Recovered After Splashdown Alternative Title Astronaut Cooper Recovered After Splashdown Subject National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Project Mercury (U.S.) Description Gordon Cooper (1927-2004) completed his 22.5 orbit flight in the Faith 7 Mercury spacecraft by manually landing in the Pacific Ocean on May 16, 1963, closer than any other flight had landed with reference to the recovery ship. A dehydrated Cooper, still in Faith 7, is seen after the recovery aboard the aircraft carrier USS Kearsarge. Cooper not only set a record of staying in space for over 34 hours, but he would prove a trained pilot was an important ingredient in space flight. Type Still Image Source Original black and white photographic print, May 16, 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, May 16, 1963. Coverage Cape Canaveral Air Force Station Launch Complex 14, Cape Canaveral, Florida Pacific Ocean Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1963-05-16 Format image/jpg Extent 112 KB Medium 1 black and white photographic print Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference <a href="http://en.wikipedia.org/wiki/Mercury-Atlas_9">"MA-9".</a> Wikipedia. https://en.wikipedia.org/wiki/Mercury-Atlas_9 "<a href="http://history.nasa.gov/SP-4201/ch14-6.htm">Faith 7 for 22 Orbits</a>". National Aeronautics and Space Administration. http://history.nasa.gov/SP-4201/ch14-6.htm. Faith 7 Gordo Cooper Gordon Cooper Kearsarge Leroy Gordon Cooper, Jr. MA-9 Mercury Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration outer space Pacific Ocean Project Mercury recovery space exploration space programs USS Kearsarge https://richesmi.cah.ucf.edu/omeka/files/original/ec38c3ffb180ffa921366e91e273766f.jpg e0c17c79a39f6112405939f4746c8f29 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Cape Canaveral Air Force Station Launch Complex 13 Launch Tote Board Alternative Title Launch Complex 13 Launch Tote Board Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Description Cape Canaveral Air Force Station Launch Complex 13 (LC-13) was the sister site of Cape Canaveral Air Force Station Launch Complex 14 (LC-14) and was used for unmanned Atlas intercontinental ballistic missiles (ICBM), rocket tests, and Atlas-Agena launches. As was the tradition, a launch tote board, posted at the blockhouse, listing the launches and rocket configurations was typical for launch sites. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 13 Blockhouse, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962 Format image/jpg Extent 247 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://afspacemuseum.org/ccafs/CX13/">Atlas</a><a href="http://afspacemuseum.org/ccafs/CX13/">Launch Complex 13</a>." Air Force Space & Missile Museum. http://afspacemuseum.org/ccafs/CX13/. Transcript GD CONVAIR (ASTRONAUTICS) DIVISION GENERAL DYNAMICS CORPORATION COMPLEX 13 [illegible] Atlas blockhouses Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Convair Convair Astronautics Division GDA General Dynamics Corporation General Dynamics/Astronautics Launch Complex 13 Launch Complex 13 Blockhouse launches LC-13 NASA National Aeronautics and Space Administration outer space space exploration space programs tote boards https://richesmi.cah.ucf.edu/omeka/files/original/674f2ee52630cb20d26b9baf51325ae8.jpg 3ecaf7a9ddac602e109746fec65305fd https://richesmi.cah.ucf.edu/omeka/files/original/96a150f3a3453bd4acf90a83d00e6954.jpg 7e2c5cf63e125199a11811678b8e04e1 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Major General Ben Ivan Funk Presents Award Citations to T. J. Joseph O'Malley and Dr. Calvin D. Fowler Alternative Title Maj. Gen. Funk Presents Award to O'Malley and Dr. Fowler Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Air Force Description Major General Ben Ivan Funk (1913-2012), of the U.S. Air Force, presents citations noting service to the National Aeronautics and Space Administration (NASA) space program to aerospace engineer T. J. Joseph O'Malley and Cape Canaveral Air Force Station Launch Complex 14 (LC-14) Manager Dr. Calvin D. Fowler. Photographed, from left to right, is O'Malley, Maj. Gen. Funk, and Dr. Fowler. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Blockhouse, Cape Canaveral, Florida Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963 Format image/jpg Extent 166 KB 151 KB Medium 2 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.af.mil/AboutUs/Biographies/Display/tabid/225/Article/105000/major-general-ben-ivan-funk.aspx">MAJOR GENERAL BEN IVAN FUNK</a>." U.S. Air Force. http://www.af.mil/AboutUs/Biographies/Display/tabid/225/Article/105000/major-general-ben-ivan-funk.aspx. Transcript [illegible] G D [illegible] Air Force awards Ben I. Funk Ben Ivan Funk Cal Fowler Calvin D. Fowler Mercury Mercury-Atlas NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space programs Space Systems division T. J. O'Malley Thomas Joseph O'Malley Tom O’Malley U.S. Air Force USAF https://richesmi.cah.ucf.edu/omeka/files/original/692392d77b11c8e032c390a7e0d94076.jpg 70bcccd89ab004905f4bb39f4f60e00e 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 Winter Garden Heritage Foundation Collection Alternative Title Winter Garden Heritage Foundation Collection Subject Winter Garden (Fla.) Museums--Florida Description Collection of digital images, documents, and other records contributed by the Winter Garden Heritage Foundation, located at 1 North Main Street in Winter Garden, Florida. This one-story masonry vernacular building was originally the Atlantic Coast Line Railroad depot. The earliest train depot on this site was a 16-by-20-foot small wooden shed built by farmers in 1893 so they could ship their produce to Jacksonville and St. Petersburg on the Orange Belt Railway. A second larger wooden terminal was built on the same site in 1906 by the Atlantic Coat Line Railroad. The current brick building was constructed around 1918. After the train depot closed around 1960, the building housed the Chamber of Commerce, then several other businesses. In 1998, Kay Chicone Ustler and Jerry Chicone Jr. donated $150,000 to the City of Winter Garden to purchase the building for use as a museum. The Winter Garden Heritage Foundation opened the museum one month later. The museum is still active and is open from 1-5 PM everyday, excluding holidays. Contributor <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/46" target="_blank">Orange County Collection</a>, RICHES of Central Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Winter Garden Heritage Foundation, Winter Garden, Florida Accrual Method Donation Rights Holder Copyright to these resources are held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and are provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 1 color digital image 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 Edgewater Hotel Alternative Title Edgewater Hotel Subject Winter Garden (Fla.) Hotels--Florida Description The Edgewater Hotel, located at 99 West Plant Street in Winter Garden, Florida. The hotel is a part of the Winter Garden’s National Historic Register Business District, was completed in 1926 and opened in 1927 with 53 guestrooms available. At opening, rooms were rented for $2 or $2.50 a night and the hotel included all the modern conveniences of those times: an elevator, telephones in each room with a switchboard operator downstairs, steam heat controls in each room, adjoining bathrooms, up-to-date plumbing and fire sprinklers throughout the facility. During the 1940s, players from several professional baseball clubs stayed here while training at Walker Fields. The Edgewater Hotel closed in 1968 and remained dormant for approximately 25 years. When city officials began discussing demolition of the building in order to construct a parking lot, concerned citizens formed the Winter Garden Heritage Foundation (WGHF), a non-profit organization, to purchase and restore the building. Intervention by the WGHF became unnecessary when Max Blanchard and Mike Lanza bought the building for restoration in 1995. Eight years later, the hotel reopened as a bed-and-breakfast with shops and restaurants such as Scoops and The Chef's Table. Type Still Image Source Original color digital image: <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. Is Part Of <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>, Winter Garden, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original color digital image. Date Created ca. 2008-2014 Format image/jpg Extent 281 KB Medium 1 color digital image Language eng Mediator History Teacher Economics Teacher Geography Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Bowers, Katherine Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference "<a href="http://www.historicedgewater.com/history.htm" target="_blank">Our History</a>." The Historic Edgewater Hotel. http://www.historicedgewater.com/history.htm. Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Transcript EDGEWATER HOTEL Coverage Edgewater Hotel, Winter Garden, Florida Edgewater Hotel hotels Plant Street Scoops The Chef's Table Winter Garden Winter Garden’s National Historic Register Business District https://richesmi.cah.ucf.edu/omeka/files/original/beee74d546aa4674a4330433414dede3.jpg b01b701a3af28c61db5ab41bf7bbc074 https://richesmi.cah.ucf.edu/omeka/files/original/99fccf7540780122ed680ef62dcb988f.jpg e0a5fbe6b781dbfb961c3e6a982f296d https://richesmi.cah.ucf.edu/omeka/files/original/04487d0c3d122e8bb33e788dc7a3d437.jpg 4f4738322322d7beb764b1a0df3e0fb4 https://richesmi.cah.ucf.edu/omeka/files/original/407ffa0158565a9917e2c545c8e36017.jpg 7c0bb7cbbeb9af7d51d45aa37f7c66e2 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Time Capsule Placed at Mercury 7 Monument Alternative Title Mercury 7Time Capsule Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Project Mercury (U.S.) Marine Corps Monuments--United States Description The time capsule is located at the Mercury 7 Monument, which was placed at the entrance to Cape Canaveral Air Force Station Launch Complex 14 (LC-14). Contents of the time capsule are said to include John Glenn's (b. 1921) Marine Corps pilot wings, capsule blueprints, and photographic film documentation. Standing to the head of the site is a sculpture of the emblem of Project Mercury. The "7" signifies the original 7 Mercury astronauts, known as the Original Seven and Astronaut Group 1. The astronauts were Alan Shepard (1923-1998), Gus Grissom (1926-1967), John Glenn, Scott Carpenter (1925-2013), Wally Schirra (1923-2007), Gordon Cooper (1927-2004), and Deke Slayton. The marker, which was not in place when the photograph was taken, quotes President John F. Kennedy (1917-1963): "One of the most complex tasks ever presented to man in this country...the achievement of manned flight in orbit around the Earth." President Kennedy requested that the time capsule be opened 500 years, hence in 2464. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Mercury 7 Monument, Cape Canaveral Air Force Station, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1964 Format image/jpg Extent 140 KB 187 KB 189 KB 190 KB Medium 4 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.waymarking.com/waymarks/WMH6RN_Mercury_7_Monument_Cape_Canaveral_Air_Force_Station_Florida">Mercury 7 Monument - Cape Canaveral Air Force Station, Florida</a>." Waymarking. http://www.waymarking.com/waymarks/WMH6RN_Mercury_7_Monument_Cape_Canaveral_Air_Force_Station_Florida. "<a href="http://www.robsv.com/cape/c14m.html">The Mercury Monument outside of Complex 14</a>." The Rob Zone. http://www.robsv.com/cape/c14m.html. Transcript 7 [illegible] Astronaut Group 1 Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Jack Kennedy JFK John F. Kennedy John Fitzgerald Kennedy Launch Complex 14 LC-14 Marine Corps Mercury Mercury 7 Mercury 7 Monument Mercury Monument Mercury Seven monument NASA National Aeronautics and Space Administration Original Seven outer space president Project Mercury space space exploration space program space programs time capsule U.S. Marine Corps https://richesmi.cah.ucf.edu/omeka/files/original/80a37a9907def25a0e2561469b3b13ae.JPG b9946be4cd66eed678b75a148dc20743 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 Winter Garden Heritage Foundation Collection Alternative Title Winter Garden Heritage Foundation Collection Subject Winter Garden (Fla.) Museums--Florida Description Collection of digital images, documents, and other records contributed by the Winter Garden Heritage Foundation, located at 1 North Main Street in Winter Garden, Florida. This one-story masonry vernacular building was originally the Atlantic Coast Line Railroad depot. The earliest train depot on this site was a 16-by-20-foot small wooden shed built by farmers in 1893 so they could ship their produce to Jacksonville and St. Petersburg on the Orange Belt Railway. A second larger wooden terminal was built on the same site in 1906 by the Atlantic Coat Line Railroad. The current brick building was constructed around 1918. After the train depot closed around 1960, the building housed the Chamber of Commerce, then several other businesses. In 1998, Kay Chicone Ustler and Jerry Chicone Jr. donated $150,000 to the City of Winter Garden to purchase the building for use as a museum. The Winter Garden Heritage Foundation opened the museum one month later. The museum is still active and is open from 1-5 PM everyday, excluding holidays. Contributor <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/46" target="_blank">Orange County Collection</a>, RICHES of Central Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, Orange County Collection, RICHES of Central Florida. Language eng Type Collection Coverage Winter Garden Heritage Foundation, Winter Garden, Florida Accrual Method Donation Rights Holder Copyright to these resources are held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and are provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Edwards, Wynette. <a href="http://www.worldcat.org/oclc/48909411" target="_blank">Orlando and Orange County</a>. Charleston, SC: Arcadia, 2001. Still Image A static visual representation. Examples of still images are: 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 314 South Boyd Street, Winter Garden Alternative Title 314 South Boyd Street Subject Winter Garden (Fla.) Buildings--Florida Libraries--Florida Houses and homes Description This one-story Frame Vernacular-style building was constructed at 314 South Boyd Street in Winter Garden, Florida, in 1928. Located in Smith's #3 subdivision, platted by G. T. Smith in 1925, it initially served as the clubhouse for the Winter Garden Woman's Club, which was organized in 1926. Later, the building housed the Winter Garden Library. The library association lost the building in 1936 because of delinquent taxes. Judson Moore, Mayor of Winter Garden from 1945-47 and 1961-63, and manager of the Pounds Goodyear store on Plant Street, also lived in this house. Type Still Image Source Original color digital image by Katherine Bowers, July 2014: <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>. Is Part Of <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a>. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/105" target="_blank">Winter Garden Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of original color digital image, July 2014. Creator Bowers, Katherine Date Created 2014-07 Format image/jpg Extent 198 KB Medium 1 color digital image Mediator History Teacher Geography Teacher Provenance Originally created by Katherine Bowers. Rights Holder Copyright to this resource is held by the <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> Curator Bowers, Katherine Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wghf.org/" target="_blank">Winter Garden Heritage Foundation</a> External Reference Cappleman, Kay, and Rod Reeves. <a href="http://www.worldcat.org/oclc/651031169" target="_blank">Sundays in the South: Touring West Orange County</a>. Winter Garden, FL: Winter Garden Heritage Foundation, 2009. "<a href="http://www.cwgdn.com/" target="_blank">Welcome</a>." City of Winter Garden. http://www.cwgdn.com/. Winter Garden Heritage Foundation. <a href="http://www.worldcat.org/oclc/39368776" target="_blank">All Aboard!: A Journey Through Historic Winter Garden, 1880-1950</a>. Winter Garden, FL: The Foundation, 1997. Coverage Winter Garden Woman's Club, Winter Garden, Florida Winter Garden Library, Winter Garden, Florida Home of Mayor Judson Moore Winter Garden, Florida Transcript THE LIBRARY 1926[?] [illegible] Bowers, Katherine Boyd Street Frame Vernacular library Moore, Judson Smith, G. T. Winter Garden Winter Garden Library Winter Garden Woman's Club Woman's Club https://richesmi.cah.ucf.edu/omeka/files/original/f42cc849cd27bbedecd855f8e9852fb3.jpg dbbfa5c2b7169979f3a6bdb2673edd76 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Thor-Able Mission Being Prepared for Launch at Cape Canaveral Air Force Station Launch Complex 17 Alternative Title Thor-Able Mission Being Prepared for Launch Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Description The Thor-Able rocket sits on the pad being prepared for launch. These missions were launched from Cape Canaveral Air Force Station Launch Complex 17 (LC-17). Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 17, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1958 Format image/jpg Extent 201 KB Medium 1 black and white photographic print Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://space.skyrocket.de/doc_lau/thor_able.htm">Thor-Able</a>." Gunter's Space Page. http://space.skyrocket.de/doc_lau/thor_able.htm. Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS intermediate-range ballistic missiles IRBM Launch Complex 17 LC-17 NASA National Aeronautics and Space Administration outer space pre-launch space exploration space programs Thor Thor-Able U.S. Air Force USAF https://richesmi.cah.ucf.edu/omeka/files/original/99eff77796a2f91e66da0285df0093db.pdf 0385c0863af79dd1bad2c827d1d62e16 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 Lone Sailor Navy Memorial History Project Collection Alternative Title Lone Sailor Collection Subject Veterans--Florida Orlando (Fla.) United States. Navy Navy Sailors--United States Description Collection of digital images and oral histories related to the former Recruit Training Center Orlando (RTC Orlando) for the United States Navy. The training center transformed raw recruits into highly effective sailors. This process took place over an intensive eight-week training period, commonly referred to as "boot camp." RTC Orlando occupied roughly one half of the former Naval Training Center Orlando (NTC Orlando), which was located at present day Baldwin Park, Orlando, Florida. Between 1968 and 1994, over 650,000 men and women graduated from RTC Orlando. Contributor <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/24" target="_blank">UCF Community Veterans History Project Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Naval Training Center, Orlando, Florida Contributing Project <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://riches.cah.ucf.edu/veterans/" target="_blank">About the Project</a>." UCF Community Veterans History Project, RICHES of Central Florida, University of Central Florida. http://riches.cah.ucf.edu/veterans/. "<a href="http://cfnavyleague.org/lone-sailor/" target="_blank">The History</a>." Lone Sailor Navy Memorial History Project. http://cfnavyleague.org/lone-sailor/ "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. <a href="http://www.lonesailorfl.com/" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer Hazen, Kendra Interviewee Clark, Jeffrey Edward Location Central Florida Research Par, Orlando, Florida Original Format 1 digital audio/video recording Duration 50 minutes and 25 seconds Bit Rate/Frequency 4661kbps 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 Oral History of Henry Carl Okraski Alternative Title Oral History, Okraski Subject Orlando (Fla.) Link Aviation Devices, Inc. Simulation Description An oral history of Henry Carl Okraski, former Deputy Director of the Naval Air Warfare Training Systems (NAWCTSD) in Orlando, Florida. The interview was conducted by Kendra Hazen at Research Park in Orlando, Florida. This oral history was produced as part of the Community Veterans History Project (CVHP) and the Lone Sailor Memorial Committee for the purpose conducting background research for a memorial honoring the former Naval Training Center Orlando (NTC Orlando). Okraski was involved with the defense simulation industry from 1962 to 1994, which included stints as the director of Research and Engineering and the Deputy Technical Director for NAWCTSD. He obtained a Master's Degree in Engineering from the University of Florida. Table Of Contents 0:00:00 Introduction 0:01:13 Biographical information 0:04:13 LINK Aviation 0:08:55 Naval Training Device Center in Long Island, New York 0:12:15 Migrating to Central Florida 0:13:35 How Naval Training Device Center came to Orlando 0:16:06 Admiral Luiz De Florez 0:17:50 Maintenance Engineering Division 0:27:45 Naval Air Warfare Center Training Systems Division (NAWCTSD) 0:29:14 Multiple Integrated Laser Engagement Systems (MILES) project 0:30:32 Various simulation projects conducted by NAWCTSD 0:35:59 Teaching deaf and hearing-impaired children 0:39:27 Challenges faced by simulation projects 0:42:47 Future of the simulation industry in Central Florida 0:46:25 How NAWCTSD has changed Orlando 0:49:09 Closing remarks Abstract Oral history interview of Henry Carl Okraski. Interview conducted by Kendra Hazen at Research Park in Orlando, Florida. Type Moving Image Source Okraski, Henry "Hank" Carl. Interviewed by Kendra Hazen. UCF Community Veterans History Project. March 7, 2014. Audio/video record available. <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a>, Special Collections and University Archives, University of Central Florida Libraries, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank">Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank">Java</a> <a href="https://get.adobe.com/reader/" target="_blank">Adobe Acrobat Reader</a> Is Part Of <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a>, Special Collections and University Archives, University of Central Florida Libraries, Orlando, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/109" target="_blank">Lone Sailor Navy Memorial History Project Collection</a>, UCF Community Veterans History Project Collection, RICHES of Central Florida. Conforms To Standards established by the <a href="http://www.loc.gov/vets/" target="_blank">Community Veterans History Project (CVHP),</a> Library of Congress, http://www.loc.gov/vets/. Coverage Utica Free Academy, Utica, New York Clarkson University, Potsdam, New York Thule Air Base, Qaasuitsup, Greenland Port Washington, Long Island, New York Naval Training Center Orlando, Orlando, Florida Maitland, Florida Lake Nona Medical City, Lake Nona, Orlando, Florida Creator Hazen, Kendra Okraski, Henry "Hank" Carl Publisher <a href="http://library.ucf.edu/UniversityArchives/" target="_blank">Special Collections and University Archives</a>, University of Central Florida Libraries Contributor Hill, Amanda <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> Date Created 2014-03-07 Date Copyrighted 2014-03-07 Format video/mp4 application/pdf Extent 1.68 GB 203 KB Medium 50-minute and 25-second digital audio/video recording 21-page typed transcript Language eng Mediator History Teacher Economics Teacher Geography Teacher Provenance Originally created by Kendra Hazen and Henry "Hank" Carl Okraski, and published by the University of Central Florida Libraries <a href="http://library.ucf.edu/UniversityArchives/" target="_blank">Special Collections and University Archives</a>. Rights Holder All rights are held by the respective holding institution. This material is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce and/or for copyright information contact <a href="http://library.ucf.edu/UniversityArchives/" target="_blank">Special Collections and University Archives</a>, University of Central Florida Libraries, (407) 823-2576. http://library.ucf.edu/about/departments/special-collections-university-archives/. Accrual Method Donation Contributing Project <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Curator Barnes, Mark Cepero, Laura Digital Collection <a href="http://library.ucf.edu/Systems/DigitalCollections/" target="_blank">UCF Digital Collections</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">University of Central Florida, Special Collections and University Archives</a> External Reference "<a href="http://www.navair.navy.mil/nawctsd/AboutUs/MissionHistoryFuture.cfm" target="_blank">History</a>." Naval Air Warfare Training Systems Division.. http://www.navair.navy.mil/nawctsd/AboutUs/MissionHistoryFuture.cfm. "<a href="http://www.lonesailorfl.com/" target="_blank">The History</a>." Navy Memorial of Central Florida. http://www.lonesailorfl.com/. "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. Okraski, Henry Carl, and William F. Parrish. <a href="http://www.worldcat.org/oclc/2386511" target="_blank">Acquisition Cost Estimating Using Simulation</a>. Orlando, Fla: Naval Training Equipment Center, Training Analysis and Evaluation Group, 1975. Okraski, Henry Carl, and William F. Parrish. <a href="http://www.worldcat.org/oclc/2386511" target="_blank">Acquisition Cost Estimating Using Simulation</a>. Orlando, Fla: Naval Training Equipment Center, Training Analysis and Evaluation Group, 1975. Okraski, Henry Carl. <a href="http://www.worldcat.org/oclc/13983261" target="_blank">Economic Analysis of Training Media</a>. Thesis (M. Eng.)--University of Florida, 1972. Click to View (Movie, Podcast, or Website) <a href="http://youtu.be/UieZoSoHiCE" target="_blank">Oral History of Henry Carl Okraski</a> Transcript Hazen Today is March 7th, 2014. I am interviewing Mr. Henry "”Hank” [Carl] Okraski, who spent 32 years in government service, 10 of which were working in the Senior Executive Service. He was the Director of Research and Engineering and the Deputy Technical Director for Naval Air Warfare Training Systems Division, or NAWCTSD. My name is Kendra Hazen and with me is Amanda Hill. We are interviewing Mr. Okraski as a part of the [UCF Community] Veterans History Project, and as research for the Lone Sailor Memorial Project. We are recording the interview at the National Center for Simulation Offices, located in the Partnership III building, um, in UCF’s [University of Central Florida] Research Parkway in Orlando, Florida. Hazen Mr. Okraski, will you start us off by telling us when and where you were born? Okraski Yes. First off, Kendra, thank you very much for the opportunity to speak to you today. You’re really representing a worthwhile cause, and I appreciate the opportunity. I was born in Utica, New York, in 1936—January 22nd, actually. HazenThank you. Can you tell us a little bit about what your parents did while you were growing up? Okraski Yes. Uh, they both worked actually. I was a latchkey child. I think one of the first. And they worked in a florist—a wholesale florist enterprise. My mother cut flowers. My father hauled coal and, uh, manure and all sorts of things like that to keep the, uh, flowers growing. So I was pretty much on my own. I had, um, the run of the neighborhood, if you will. Actually, I wasn’t born on the “other” side of the tracks. I was born on the tracks, because the railroad cars went right down the street where I lived, right next to my bedroom. Hazen I’ll bet that was a little loud. Okraski It was. At like two in the morning, they would be bumping the cars back and forth and, uh—and it was, uh—I got used to it after a while. Hazen Did you grow up with brothers and sisters? Okraski No. I was the only child. Hazen Can you tell us a little about your early education? Okraski Yes. I was, uh, trained by nuns. I attended the St. Patrick’s Grammar School for eight years, um, where I learned the value of discipline and, uh, how to pay attention in class. And I really experienced the nuns, um, caring for us. They wanted us to get ahead. I was really appreciative for that. So I went to St. Patrick’s School for eight years, and then I went to Utica Free Academy, which is the local high school in Utica, for four years. Graduated from there in 1953. I worked a year thereafter and then when on to Clarkson University which is in Upstate New York—in Potsdam, New York. Hazen Um, and during that time, did you have any members of your family who were in any of the [U.S.] Armed Services? Okraski I had uncles. Several of my uncles were in, uh, in the service. Um, one of my uncles, uh, John—he was at Guadalcanal[, Solomon Islands]. He was in the 1st Marine Corps Division. earned three Purple Hearts while he was there. He’s still alive. I communicate with him just about every week. And I had other uncles that were there in the South Pacific and in Europe. Um, some—one was in Normandy[, France]—[the] Normandy invasion. So yes. I’ve come from a family—now, my father was not in the Armed Services. He was working on a farm under the agriculture deferment in those days. Hazen Um, what branches were they in? or were they all in the same branch? Okraski No. I had one in the [U.S.] Army, one in the [U.S.] Navy and one in the [U.S.] Marine Corps. And I also had another one in the Navy too, who was a deep sea diver. Yeah. with the original bubble heads where they wore the large thing. And, uh, he would repair ships, uh, in Newfoundland[, Canada]. Rather cold, you might say. Hazen Um, whatever you were going through Clarkson University, what was your specialty? What was your area of specialty? Okraski I majored in Electrical Engineering and I graduated with a Bachelor’s [Degree] in Electrical Engineering. Hazen And then from there, what was your first professional experience? Okraski Yes. Uh, I was recruited from college to LINK Aviation [Devices, Inc.]. LINK Aviation was located in Binghamton, New York, and they were manufacturers of simulators—primarily flight simulators, at the time. and I always had somewhat of an interest in flight simulators. I might relate to you the first simulator that I ever had? Hazen Mmhmm. Okraski Okay. Um, I was 11 years old and I would spend summers on a farm. and all we had was radio for entertainment. There was no television, or we didn’t have any movies or anything close by. So radio was the big thing. Every day, I would listen to Jack Armstrong, the All-American Boy. And they had one offering there that if you send, uh—I think it was 15 cents and a box top from Wheaties—they would send you a simulator. So I got the money. I got the Wheaties and I put it together and send it off. And I waited and waited. Every time the rural post delivery man would come by he’d say, “No, sonny. not today.” And nuts. I’d go back. Every day I’d wait for him. Finally, it came and I opened it up and it was a cardboard instrument panel that replicated an aircraft cockpit. It had a control stick. It had a throttle and it had two rudder pedals simulating the aircraft. So what we did—all of us youngsters, you know, part of the, uh, Jack Armstrong squadron—we would sit on our chairs and set up our cockpits and then listen to the radio. And he would say, “Today we’re going to be flying over the jungles of South America. Look down. You can see the river.” I would look down and I could see that river. You know, because in those days, we said radio was the theatre of the mind. And it really was. We used our imaginations and we could visualize things that weren’t even there. So that was my first simulator. That wetted my appetite. So, then when LINK Aviation recruited me, I was very happy, because I would be working with simulators again. Hazen What exactly were your responsibilities when you were at LINK Aviator? Okraski Yes. Uh, with LINK, they started us out in, uh, Field Service Organization. So I attended a short course learning how to maintain and operate one of their flight simulators. They called it a “C11” or “Device 2F-2”3 in those days. And it was a basic one seater flight instrument trainer that was used in primary, uh, flight training for the Air Force in my case. And where pilots would learn how to fly instruments. how to do instrument landing. Uh, also how to react to various failures that might occur in the aircraft. So I would help the pilots learn how to go through emergency procedures to save themselves and to save the aircraft. So that was my first job. It entailed traveling throughout the, uh, Southwest, and that was in Oklahoma and Texas—uh, in that area where there are several Air Force bases. And I had an opportunity to visit and work with the various pilots or wannabe pilots in those days. So, that was my first job, Kendra. Hazen How long were you there? How long were you with LINK Aviation? Okraski Well, I was with LINK Aviation for about four and a half years. Um, what happened was I did a short stint in the Army. I had to go through basic training, um, but I essentially went back to the inactive reserves.<a title="">[1]</a> And then LINK transferred me to a number of places, but the most memorable one, I guess, was to Thule [Air Base], Greenland where I spent six months one night. It was dark for the entire period and I was working then on the F-102 aircraft simulator. And so I would help train a pilot, set up all the simulations and train the pilots, um, to do air to air combat maneuvering and air to air intercepts. And it was very, very important, because it was co-located with the ballistic missile early warning site located there at Thule, Greenland, whose antenna was essentially affixed at the Soviet Union at that time, ‘cause we were under, you know, Cold War conditions. So having our pilots trained was very important in the event that anything should happen and they had to scramble. They were in a position to, uh, perform as they were trained. Hazen Do you remember what year that was, when you..? Okraski Around 1960. Hazen Um, and then after your four and a half years with LINK, where did you go next? Okraski Yeah. I—I traveled a little bit more with LINK, and I took a job with the Naval Training Device Center, which was located in Port Washington, Long Island[, New York]. And that’s where I took a position as, um, a GS-11 electrical engineer working in the field support of Naval Aviation simulators. It was in a facility that was called a [Gould-]Guggenheim Estate at one time. It was a castle. Actually, it was a castle that was created that was by the Guggenheims and the Gould family years before. So it was quite a thrill to come to work and go into the castle. And, um, it was on an estate that overlooked Long Island Sound and several, several acres. It was beautiful. And our next door neighbor, who—Kendra, you may not recall—was somebody called Perry Como, the singer. So he lived next door—very casual individual and, uh, we would wave as we went on to work in our castle. Hazen A castle. Um, what kinds of things were the projects that were being worked on? In addition to what you did, what are some of the different projects that were being worked on there? Okraski It was an interesting time, because originally the Naval Training Device Center, which began as the Special Devices Task by Admiral [Luiz] de Florez in 1941, um, expanded its mission to include more than just aviation training. In the beginning, he focused on flight simulators—in the LINK trainer actually grew out of some of the initiatives that were going on there and, uh, Luiz de Florez took the LINK trainer and, uh, modified it for gunnery training. Uh, and other applications that went beyond aviation. They began to get into surface Navy, land warfare, undersea warfare, simulators for all those kinds of things. But the primary thrust was in aviation. So aircrafts such as the P2V [Physical-to Virtual] —oh gosh—the F-3, the A-7, the A-3 intruder. Um, all those aircraft had simulators that were built and being delivered and used by the pilots’ aircrew, uh, to train out in the field. Hazen How long were you there in Long Island with them? Okraski Yeah. I was there until 1965. 1965. Well, let me back up about six months from there. Earlier, I had bought a house. My wife and I had bought a house out in North Port[, New York], and it was a really, really nice house. It was about all we could afford too. But it was near the water. It was a beautiful place. Six months later the commanding officer gets on the loud speaker and said, “Ladies and gentlemen, you’re next home will be in Orlando, Florida.” I said, “What? Next home? I already have a home.” But nevertheless, uh, we did move to Orlando, Florida. It was probably the best thing that ever happened to us at the time. We were—it was the beginning of a tremendous growth of simulation and a wonderful career opportunity for me and my friends and co-workers that moved here. And also a wonderful environment for my family to live and grow. Hazen Did you know anything about the area before you got down here? Okraski No, but they allowed us two visits and at that time in 1965. In 1965, uh, Orlando was a sleepy little town in the orange groves. Uh, we had Gatorland, I think, and, uh, Cypress Gardens. There was no [Walt] Disney [World]. There was no SeaWorld, Universal [Orlando Resort], etc., etc. It was a sleepy little town. And it was very enjoyable to go out on Sundays and look at homes for sale and, um, take in some of the natural beauties. Some of the—like the Wekiva Springs, uh, which was—was open—open to the public. And there were other springs. Silver Springs [State Park], etc., etc. And the beaches were so close, so it was very, very nice. Very, uh, unspoiled you might say. Hazen And when you moved down, um, was it called? It was called the National Center for Simulation yet? Okraski No. That’s a whole other outgrowth. Yeah. The Naval Training Device Center changed its name about two or three times. Hazen Mmhmm. Okraski To where it is today—Naval Air Warfare System—Naval Air Warfare Systems Training System Division. Uh, so we went through an evolution. Hazen So when you moved down, what was it? Okraski It was still the Naval Training Device Center. Hazen Okay. Okraski At that time. Hazen And what resources was here for them? Okraski Nothing. Hazen Nothing? Okraski Well, the only thing that was here—and this is kind of amusing. You wonder how these things happen. These relocations cause we’re always faced with things like BRAC [Base Realignment and Closure] and justifying movements and what have you. But the truth to be known, a lot of these decisions are totally politically based and what happened was an Air Force activity moved out of the Air Force base here in Orlando. Not McCoy [Air Force Base], but where Baldwin Park is today. Okay. there was an Air Force Reconnaissance Squadron located there. They were relocated and I think part of it was even disestablished. So there was a need to fill the vacuum. Well, the powers to be—the political powers to be—got together and decided that this little activity up in Port Washington, Long Island, would feel much better if they were located in Florida. So they moved us to Orlando beginning in, uh, 1965. The, uh—many of the buildings were old barracks. Um, they were not air-conditioned. Um, we lived in that kind of a situation where—this was before computers, where you did your own memos and that. So we would draft memos in pen and ink and your sweat would drip on the paper and run as you’re trying to write the memos to, ah, your—your—for business purposes. So it was rather a primitive existence. Although once the Navy got there, they began to refurbish the buildings and we got air conditioning, which worked most of the time. So that made us a lot more comfortable. But an interesting thing about Orlando too, uh, from a historical stand point, um, when the, um, Normandy invasion was being planned, General [Dwight D.] Eisenhower came to Orlando and actually mocked up the Normandy Beach in one of the orange groves. In other words, he created an—an, uh—an emulation, if you will, of the Normandy Beach head, and he would position ships and whatever on this false floor that essentially was cement looking like the Normandy Beach head. and he would, with his generals, plan their attack moving objects around and developing strategies that they would follow. So that was in Orlando long before the Navy or anybody else got down here to talk about simulation. Can I give you one more historical event? Hazen Certainly, yeah. Okraski I think it was—the year was 1935 or so. I’d have to verify that, but Luiz De Florez, for whom the building is named out here—the Navy building is the De Florez complex—the Luiz De Florez building. Okay. And as I mentioned earlier, he got simulation off the ground particularly for the Navy beginning in Washington, D.C., but before that, uh, he was involved in the in oil—in oil production. the crack and process and all that. Well, he was honored for his accomplishments—he was a civilian though at that time—uh, by a number of people. one of which was Rollins College here in Winter Park. So he was given an honorary Doctorate degree from Rollins College the same year that Marjorie Kinnan Rawlings, who as you well know, is the author of The Yearling, and Cross Creek, and a few other wonderful novels. So that brought simulation down here again back in the [19]30s. If you believe in pre-destiny or something, you begin to wonder if there isn’t some connection. So, those are a couple other historical points relating to the Orlando area having to do with simulation. Hazen And kind of the birth of the idea of it being here. Okraski Yes. Yeah. Hazen Um, you talked a little bit about what was here when you got here, and the buildings. Can you tell us a little bit about those early days? What were kind of your primary responsibilities when you first got down here? What were some of the main projects that were being worked on? Okraski Sure. Um, I, uh—when I came down, I was assigned to the Maintenance Engineering Division. It doesn’t have to do with changing light bulbs or anything like that. What we actually had to do was plan for the logistic support of the simulators, because it was very critical to keep the simulators operating when they’re being used by our pilots, aircrew, and other ships crew, etc. So we had to make sure that they were reliable, maintainable, and we provided an adequate logistic support package to go with each and every simulator that went out the door. And our industry was pretty much, uh, on board when they came to designing in reliability, maintainability, and providing a good logistic support package. So one of my jobs was to develop the criteria for logistic support and I wrote a document called “Bulletin 40-1,” which identified all the logistic support requirements for simulators that stayed in use for probably 20 years or so that people may even use parts of it today. It was important to do that. Now, in the process of moving down here, a number of people didn’t want to leave Long Island. They were particularly—they were really happy just to stay there. And I, in turn—I was offered a job at the Space program at the time too. But I elected to come to Florida and stay with our parent organization anyway. So when a number of people didn’t come, it left some room at the top. So that gave me some nice promotion opportunities that I took advantage of and so going, you know, then from a division head to a department head to associate director, etc. I think the move down here kind of enabled that progression quite nicely. So what I did is—I had a division and we worked very closely with the engineers in designing our systems such that they were maintainable and supportable. And we—the program began to grow quite a bit. Word got around that, “Hey, this simulation stuff must be pretty good. It must be saving a lot of lives and it’s not costing as much as putting airplanes in the air or ships at sea or submarines under the sea.” So the Army—well, they had joined us earlier with what was called the “Army Participation Group,” and, uh, the simulation caught on with them and they began to grow very large. Then the Marine Corps—they came on board. Then the Air Force came on board. So what was just a single entity down here in the Navy became pretty much a joint operation. Joint with a small “j” not a large “J,” ‘cause we’re not really a “joint” organization. We’re, uh—we operate jointly though. And it was amazing of the synergy that was achieved by working together. You know, an engineer working on a tank simulator working alongside an engineer working on an air craft simulator could share technology and experiences and know-how, such that the customers were getting more for their money essentially than if an individual service were doing a procurement of a simulator. And that continues today. Maybe even more so today, because of the large number, the large acquisition program we have here, um, at the, uh, what we call now “Team Orlando.” Hazen After it was called the Naval Training Device Center here? What was then the next step? Okraski Well, it was renamed Naval Training Systems Center, Naval Training Materials Center, uh, and Naval Training Systems Center, and then it went to, um, Naval Air Warfare Center. The reason for that is that, uh, we changed responsibilities on—we changed, uh, the organization that we reported to over the years. In the beginning, you know, it was like the Bureau of Aeronautics, and then it was Chief [of] Naval Research, and then it went to Chief [of] Naval Materials ,and then to the Naval Air Systems Command—so away and back again. So every time it moved, people felt, “Well, we gotta change the name of that.” So that happened, you know, over several years. so the stationary was taking a hitting. You know, in changing our names and who we reported to over the years, but it appears now that we have a very stable organization under the Naval Air Systems Command and our organization continues to grow down here and they’re doing wonderful things. Saving time, lives, and money every day. See, that’s the beauty of really working with an organization like this, because when you go home at night you realize that you touched the lives of every solider, sailor, Marine, and Coast Guard. You know, and through the efforts of what you’re doing here. You can’t beat that for job satisfaction. Hazen Can you give us some specific examples of simulations that happen? Like what does it look like? How does that work? What kinds of things do you have to do on the front end to make it possible? Okraski Uh, yes. Um, you know [laughs], I’m not gonna do this. You know, it’s all in here. That was commercial. Hazen [laughs] Okraski No. I actually—kidding aside—it all begins with the requirements. It all begins with the requirements from the, um, the parent system. Like if it’s an aircraft that you want to build a simulator for, uh, you examine the aircraft. you examine the tasks that have to be conducted by the air crew. And given those tasks, then you can select the media—what media is best to teach. Train those particular tasks. There are some that deal with, like, decision making. Others are procedural and each and every media kinda has their own strength, you know, with which each of the tasks that have been identified. So normally it goes through some form of task analysis of the operational system and then from there you come up with the media. Uh, you identify the behavioral objectives, come up with the media, and then go about writing the specifications and statements of work for the training system that you intend to have procured or built. So our engineers spend a lot of time writing specification statements of work delineating exactly what the simulator has to look like. Let’s take for example: what would a flight simulator consist of? Okay. First of all, you’ve got the—the enclosure where the pilot would sit. So you’ve got to make sure all the instruments—all the nobs, and controls, whatever—operate just like the real airplane. So you have to make some decisions how you gonna design that and becomes a systems engineering process to do that. So you design that enclosure with the proper configurations. Then you decide, Well, am I gonna have a visual display? So that the pilot can look out the windscreen and see the real world. If so, there are several choices you have as to what kind of visual system you would put on this. So let’s say you narrow it down to the visual system—maybe it’s a widescreen. The pilot looks out, can look 180 degrees perhaps, and see even through the periphery what’s happening in the real world. And this—the intent is to have it move and behave just like it would if you were flying the aircraft. Okay. what else do we need? Well, we need some computers to make this thing work. So you get a computing system. You go through that whole exercise again. What’s the proper size, speed, etc. for the computer? Then you say, “Well, should we have motion or not? Should we tilt and move this pilot?” We go through that same process to come up with the motion system. Then you have things we call like “control loading,” and then like when the pilot moves the control stick. Does it feel right? Does it feel like the airplane? Is it, uh, hydraulic, or is it force-fed or whatever—make these kinds of decisions depending on what your requirements are. So what you do is you take all these components and you integrate them together and you come up with a training system that replicates the function, um—the functions and usually the configuration of the system that you’re trying to simulate. I mean, a true testimony to how well we’ve done our job is when a pilot comes out of a simulator and he or she is draped with sweat and they say, “That was god-awful.” And then you know you’ve achieved some realness, because what we’re looking for here. And, uh, I think the amusement people say it very nicely—is we’re suspending disbelief for a little while. Because you know you’re in a simulator, but if you get all engrossed in the task at hand. You can forget that it’s a simulator—you begin to think that it’s real. And that’s what we want, because then you can train people effectively. You can make decisions under stress even though you’ve created the stress artificially. So that’s kinda how you put it—that’s what a flight simulator would look like. Then you have all sorts of other simulators, uh, besides just aviation, submarines, you might want to teach people how to control a submarine. You know, the driving aspects of it or the weapons system piece, fire control, etc., all those have to be integrated into the overall system. There are full-up systems, there are part-task trainers, entire families of training devices. I’m giving you a crash course here in a very short period of time. Hazen That’s perfect. Okraski Okay. Hazen That’s exactly what I was hoping for. Um, I think you touched a little bit on this next question just through some of those examples that you said but what is the mission—the mission statement of NAWCTSD? Okraski Well, see, I’ve been out of there now for a while, because I retired in 1994. Um, but the mission is—and I can just sort of paraphrase—I believe it is to be the principle agent for the acquisition research and logistic support of—of training simulators for the, uh—the Navy and the other services as a side. Something to that effect. But it is—they are the principle activity within the Navy for procuring simulators. Hazen And, um, can you tell me a little bit about your time at NAWCTSD? What were some of, uh, your major projects? Okraski Sure. Hazen And what happened on your watch when you were here? Okraski Yeah., I’d love to, ‘cause we, uh, you know—we have a road of accomplishment, I think, over those years while I was here that I’m quite proud of the people that were able to make some real breakthroughs in technology and satisfy the war fighter and the warrior in a way, in a manner, that hadn’t been done before. I’ll give ya one example: Um, the MILES system, which is the Multiple Integrated Laser Engagement System, was essentially developed in our laboratory at NAWCTSD by a team. The team was headed by a gentleman by the name of Al Marshall. Al Marshall had a better idea on how to teach weapon—team—weapons team engagement and that was the use of lasers. Um, eye safe and totally safe lasers, as opposed to using live ammunition out in the field. So he came up with the whole concept of outfitting soldiers with the laser detectors and this was really the first laser tag, if you will, but it was for the military. He was a Navy engineer doing some work for the Army and the Marine Corps went and bought the MILES system also. So it was a tri-service initiative kicked off by one little team, if you will, working in the, uh, in our laboratory under the Office of Naval Research, uh, task. Some other things that we did, uh, other than the just the technology growth and the improvement in the fidelity of simulation. You know, visual systems have gotten to be really, really good when it comes to realism, uh, as is motion for that matter. Now, while I was there too, we toyed with the idea of developing deployable trainers. You know, we felt, “Gee, why do we always have to bring people into the school house, put them in a simulator, and then they get deployed out to sea?” And by the time they come back, some of the skills have already perished. I mean, they’re perishable skills to some degree. Why not put the trainers out there where they are? So along came the whole idea of deployable simulators and mission rehearsal simulators that could be deployed, put on board aircraft carriers and other installations that are closer to the squadrons and the people that actually use them. So, uh, the deployable simulators, I thought, was a really neat technology that was like the next—next energy level above what we had been doing in the past. And—and the same is true in so many other areas too, where a level of realism has increased, uh, tremendously too. For example—his happened after my watch—so the, um, battle stations 21—the simulator up at Great Lakes where they brought together the entertainment world along with the simulation—military simulation world—and they built a training device for recruits—Navy recruits— that essentially forms the part of their graduation. Their last day. It’s sort of like a hell week, but only compressed into one day, where they’re able to simulate fires on board ship, casualties, injured people, leaks in the bulkhead—all simulated—but like with real water and what looks to be like flames. Again, borrowing on the Disney magic and any other theme parks that are here. And it became so—it’s so realistic, in fact, that it’s hard to replicate what they’ve done up there. Another, uh, thing that we did, way back when—or “back in the day,” as they say today—was pier-side training along the same notion of, you know, why bring people in to a classroom, or why go to sea and train all the time, uh, because that that can be expensive. We came up with the pier-side trainers which essentially are, um—well, they’re trailer-based simulations. More like stimulators than simulators. But anyway, we take these trailers, and we plug them into a ship that’s tied up pier-side, and through cables and running alongside and into the ship. we’re able to generate signals, put them into the ship, so that the people that are at their operating stations see everything as though they’re out at sea. We can create targets in that trailer. You know, create targets and threats and then the people in their battle station. or in their normal working stations, they can look at their radars, their sonars, their fire control, and they see targets like they’re at sea and they give commands and they run through the exercise as though they are out at sea. So that was a family of pier-side trainers that started to be quite successful. And then the next step was imbedded training where we were able to imbed some training features into the actual parent system, whether it be an aircraft or a ship. I know one particular radar, for example, that when they go out at sea they can generate targets and practice radar movements simulating those targets that are out there. There are no targets in the water, but they—the ship’s crew—think that there is, because we can generate those and they look at their scopes, the water, and they see actual targets that aren’t real. So, you know, tech, and… This this happened outside of my experience at NAWCTSD, but it began at NAWCTSD, and that’s the whole notion of using virtual reality for training. Um, one of the things that Dr. Hayes—Dr. Bob Hayes—had a project with his team called “V Sub,” to where they simulated the gentlemen in the submarine at the conning tower that was steering a submarine through a canal or channel, say. And they did that through virtual reality. They would put the head-mounted display on the individual and that individual would see the banks of the canal, would see other ships, beacons, markers. and then through a headset communicate with what would’ve been the people steering the submarine when in actuality it was a voice recognition system that was taking action based on the commands being given by the individual. So—and that was a very, very neat, neat program. And later on, after I retired and I—I worked, uh, with a company General Dynamics—actually Veridian, at the time. Um, I was like a support contractor to them—came up with this notion of maybe we can do something for deaf and hearing-impaired kids using that same technology. At that time Congressman [Ira William “Bill”] McCollum[, Jr.] was very active and interested in what we’re doing, and he was able to get some support money for us to build a virtual reality system for Lake Sybelia Elementary School up in Maitland. There they have a high percentage of deaf and hearing-impaired children, and what initiated this was the principal coming to one of our NCS [National Center for Simulation] meetings. At the time, I believe I was chairman of the board at NCS and we got all through with our meeting and it was an open meeting. He said, “Yes, sir. I’m, um, a principal of Lake Sybelia Elementary School. What can you do to help us?” “What’s your problem, sir?” He says, “Here’s my problem. We have a large group of deaf and hearing-impaired kids and our teachers spend most of their time with living skills—teaching them how to do very simple things. They don’t have time to get into reading and arithmetic and things they’re supposed to be learning. What can you do to help us?” So we moved out and we got all the support we could. We put together a team. We got some money and we did build a virtual reality system. and the kids loved it, because they would get immersed in the system. And we simulated, for example, the question of how to cross the street safely. So we would simulate trucks going by, so they could see them and we even had the odor of diesel so they knew it was a truck and a little bit of rumble, because we fixed the seat so it would vibrate. And, uh, so they learned to go to the cross-walk and go through the green light and whatever. We had stranger danger, danger stranger with an intruder coming in the classroom—in the classroom—on the school grounds. and, uh, we taught them what to do if they saw a stranger that didn’t look good. We taught them how to, uh, go to and order in a fast food restaurant. Many times these kids—they’re not looking for recognition. They’re not looking for attention. so if they order the wrong thing usually they’ll just take it and eat it—whatever it is—or if they get the wrong change back, they’re not gonna make a thing out of it. They just by and large don’t want to be recognized like that. So we taught them how to go to a fast food restaurant and order. We gave them the menu. We told them how to order. They made change and we gave it back to them and whatever. We did that. We did fire in the home. How to get out of the building if it’s on fire, etc. So we taught them all those things using that technology of virtual reality and, to me, that one probably one of the most rewarding projects that I ever got involved with. Hazen That’s really cool. Okraski Yeah. Yeah. Fun too. Like I tell people, I never worked a day in my life. And that’s true. if you enjoy what you’re doing, you never will work a day in your life. Hazen One of my questions is about challenges. In creating the different simulations for—I guess it’s kind of a broad question—what are some kind of reoccurring challenges that you come into when you go to put together one of these simulations? Okraski Well, of course, it’s—we always think in terms of cost and schedule and performance, and cost is always an issue. Particularly, if you’re dealing in an area where you cannot define precisely, exactly what you want, and so there’s opportunities there for some, some, uh, you know, movement within that—you know, feasible window of opportunity. So many times cost-growth is an issue—trying to keep the cost within the budget. And the same is true with time. Technology changes so rapidly, and usually you want the most current technology in your system. So there might be some delays attributed to that and then when you get to new technology, then there’s a learning curve or whatever. So time can be a problem. And performance, uh, can be an issue too, because you really have to understand what the user wants. And it can be sometimes vaguely stated and our engineers and others—our education specialists and psychologists—will write a specification and it may not be exactly what the, uh, expectations of the eventual user. And then you have turn over personnel. you know, the user has different people coming on board, because of rotation. The new person might say, “That’s nice, but here’s what I really want.” So that can drive cost and schedule a little wacko too. So those are some challenges and, and the technology itself. You do want to have everything that’s as current as can be, because you’ve got that whole issue of user acceptance to deal with. Kids today have the latest bells and whistles, and it’s true in the service too. I mean, all the younger people coming in the service usually are familiar with and have used the latest technology. So, if you come along and give them something that’s lesser than that, they’re not going to be happy and chances are they may not even use it. So you’ve got to be very accommodating to the, uh, you know—the generations as they’re coming along to what you deliver. Um, I can give you a good example of that. Today, gaming—you know, we’re using gaming technology in some of the simulator developments, like in decision making and some of those, uh, training devices. They’re actually using off-the-shelf games, um, or it can be just the gaming engines that are being used in the simulations. S, we have a whole new generation now that are familiar with gaming, but we have others that are not familiar with gaming. So we’ve got to bring the new people in as quickly as we can to make sure that we’re satisfying the generational needs of our—our service people. So keeping up with the technology and incorporating that in our latest devices is going to be a challenge. So, um, there are a few challenges. There are other challenges—I’m sure—but, uh, those are a few. Hazen Thank you. Um, and even in that you talked a little bit about this next question—can you tell me about what you think the future looks like for simulation? Specifically here at NAWCTSD. what’s the future look like with what kinds of things they might get into? [00:42:47.25] Okraski Yeah. these are exciting times, because every time I think that we’re here now—it just goes off onto another curve. I—I liken this to, um, a growth curves that I—I—I’ve been developed for other things, like tennis rackets. Tennis rackets, you know, started out as wood rackets, and then they went to aluminum rackets. Then they went to composite rackets. And every time they go from one technology to another, you get off a growth curve that looks like it’s saturated onto a new growth curve that begins to get saturated and you continue to do that. And that’s where we are right now in simulation and training. With—as I mentioned, gaming, for example—it’s opening up a whole new area for us to investigate. An area too that I think is gonna get some attention and that is the fidelity of simulation is determined by brain activity. To be able to measure brain activity in an individual while varying fidelity might give us some indication as to how well we are conveying information to the trainee based on their mental arousal or other, uh, symptoms that would be evident through brain wave measurement. For example, we might take a look at a low fidelity simulator—as opposed to a high fidelity simulator, as opposed to an aircraft and do the same measurement on individuals—and just take a look at what kind of distraction or what kind of concentration takes place in each of those situations. So I think there’s, you’re gonna see more activity in the brain—brain measurement area. I’m not up to the point yet where they’re gonna put probes into the head and with one throw of the switch you’ve got it. That—that’s maybe for my son or somebody else to pick up on that, but, um, yeah. I think that’s a very, very good area to and people are doing that now to some degree. Not full-scale yet, but they are looking at it. Um, other areas—I mentioned gaming. Again, I think being able to tell a story better. Being able to tell a story of how a simulator is included in the overall scenario or experience that you’re trying to create. The attractions do that really well. They prepare you for it, you know, on The [Twilight Zone] Tower of Terror. you’re terrorized before anything happens for that matter. Or if you go to the Cape [Canaveral], over here where they have the new [NASA Space Shuttle] Atlantis [Exhibit] and you go through the space mission. they get you all prepped for the mission that you’re going to be involved with. They know how to tell a story, and I think we need to do that too with our training for our military personnel. To be able to integrate what we’re doing more into the overall scenario that we’re trying to establish. Yeah. Hazen Thank you. Okraski Okay. Hazen And one of my last questions is about the changes that have happened in Orlando because of NAWCTSD’s presence. You kind of described for us what it was a little bit like when simulation kind of got started here. Can you tell us a little bit about how it’s changed? How Orlando has changed because of NAWCTSD’s presence here? Okraski Yeah. I—I think we need to look at it from a little larger picture first. And that is, when we first came down here, there were no companies that—except for Lockheed Martin—that had anything to do with simulation. But then, as simulation began to grow, all these other companies began to come down and wanted to be close to the acquisition agencies—the Army, Navy, Air Force, Marine Corps, and Coast Guard, to some degree too. They want to be close to it, so they begin to orbit essentially the Team Orlando organization that we’ve been talking about to where Team Orlando now accounts for billions of dollars of acquisition of simulators and this accounts for some 27,000 direct employees working with the [U.S.] Defense Department in modeling and simulation. Now it’s spread. We’re no longer just defense. We’re into entertainment, homeland security, transportation, medical—all using simulation. And we don’t know how large that piece is, but if the other piece is 27,000, it’s equal to or greater than probably. So what went from a handful of people moving down here in 1965—yeah. We might have 50,000 people now involved in simulation, one way or another. Tremendous impact on the tax base in Central Florida., the average salary is about 70,000 dollars a year. people working in the simulation industry and the educational system has been totally responsive. The University of Central Florida, what were our community colleges now are four year colleges that have been set up. We can get a Master’s or Doctorate degree in simulation through UCF. Our high schools now—we have a curriculum in modeling and simulation that NCS put together. It’s on our website. It just seems to be no end to this and that’s good. You know where the long pole in the tent is to all this? Teachers. We don’t have teachers than can teach at the K[indergarten] through 12 level modeling and simulation and let the kids know about the careers that are available and why they need to study STEM [Science, Technology, Engineering, Mathematics]. you know, cause that’s the basis for our business in modeling and simulation is STEM. But it has—it has grown almost exponentially, and I expect it to continue to grow too. In spite of cut backs or other barriers we might see, we’re in a growth, uh—we’re in a growth community right now. Hazen Thank you. Um, do you have any other thoughts? Kind of wrapping up our interview. Any final thoughts about simulation and, um, its benefits? How it benefits us? Okraski Well, we know about the military. We also know that it’s being infused now into the medical world. Our Lake Nona [Medical City] complex down here—Medical City—has a number of simulations for like endoscopic, other forms of surgery, the Da Vinci simulations, and all. Um, the VA hospital. They all have some form of simulation. so, um, the spectrum has opened up as to the application of simulations. It provides for a wonderful career for individuals that want to get in to a well-paying, yet very, very satisfying career. and we need to really get that information out—get that out to the youngsters so they do they do begin to think of it as a viable career and they can stay in Florida and enjoy what we have here in doing so. Hazen Thank you. Okraski My pleasure, Kendra. Thank you for taking the time. Hazen Thanks. <div> <div> <a title="">[1]</a> Individual Ready Reserve (IRR). </div> </div> 1st Marine Corps Division 2F-23 A-3 intruders A-7 Air Force Reconnaissance Squadron aircraft simulators Armstrong, Jack Army Participation Group Baldwin Park ballistic missile early warning sites Base Realignment and Closure Battle of Guadalcanal Bauer Bill McCollum BRAC Bulletin 40-1 Bureau of Aeronautics C11 Cape Canaveral Chief of Naval Materials Chief of Naval Research Clarkson University CNR cold war Community Veterans History Project Como, Perry Cross Creek CVHP De Florez, Luis deaf deep sea divers defense industry defense simulation defense simulation industry Deputy Technical Director Eisenhower, Dwight D. electrical engineering electrical engineers F-102 F-3 Field Service Organization flight simulation General Dynamics Gould-Guggenhiem Estate Greenland GS-11 Guadalcanal Guadalcanal Campaign Guggenheim Hayes, Bob Hazen, Kendra hearing impaired Hill, Amanda Invasion of Normandy Jack Armstrong, the All-American Boy Lake Nona Medical City Lake Sybelia Elementary School Link Aviation Devices, Inc. Lockheed Martin Lone Sailor Memorial Committee Lone Sailor Memorial Project Long Island Long Island, New York Luis De Florez Building Maintenance Engineering Division Maitland Marshall, Al McCollum, Ira William, Jr. McCoy AFB McCoy Air Force Base MILES Multiple Integrated Laser Engagement System NASA Space Shuttle Atlantis Exhibit National Center for Simulation Offices Naval Air Systems Command Naval Air Warfare Center Naval Air Warfare System Naval Air Warfare Systems Training System Division Naval Air Warfare Training Systems Naval Training Center Orlando Naval Training Device Center Naval Training Materials Center Naval Training Systems Center Navy Memorial of Central Florida NAWCTSD NCS Newfoundland, Canada Normandy, France Northport NTC Orlando Office of Naval Materials Office of Naval Research Okraski, Henry Carl P2V Partnership III Building Physical to Virtual Port Washington Potsdam, Germany radio programs Rawlings, Marjorie Kinnan Research and Engineering Research Parkway Rollins College Senior Executive Service simulation Special Devices Task St. Patrick's Grammar School STEM stranger danger tank simulators Team Orlando The Wonderful World of Simulation a Brief History of Modeling and Simulation and Its Impact on Our Lives The Yearling Thule Air Base Twilight Zone Tower of Terror U. S. Air Force U.S. Army U.S. Coast Guard U.S. Department of Defense U.S. Marine Corps U.S. Navy UC UCF UF University of Central Florida University of Florida USS Shenandoah Utica Free Academy Utica, New York V Sub Veridian virtual reality Wheaties https://richesmi.cah.ucf.edu/omeka/files/original/155716bad657a52a601bca86e4871b19.jpg 0b9a97d43aaed1b3abfee947df8137a7 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Apollo 8 Awaiting Liftoff at John F. Kennedy Space Center Launch Complex 39A Alternative Title Apollo 8 Awaiting Liftoff Subject Merritt Island (Fla.) National Aeronautics and Space Administration (U.S.) NASA Apollo Project (U.S.) Kennedy Space Center John F. Kennedy Space Center Description Apollo 8 sitting on John F. Kennedy Space Center (KSC) Launch Complex 39A (LC-39A) in the time leading up to launch. This was to be the first launch at Kennedy Space Center and at LC-39A. Apollo 8 was the first manned launch of the Saturn V rocket, which produced over 7.5 million pounds of thrust. Additionally, Apollo 8 was the first manned spacecraft to leave earth orbit and successfully complete orbiting of the Moon. Type Still Image Source Original color photographic print, December 1968: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original color photographic print, December 1968. Coverage John F. Kennedy Space Center Launch Complex 39A, Merritt Island, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1968-12 Format image/jpg Extent 144 KB Medium 1 color photographic print Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/apollo/apollo-8/apollo-8.htm">Apollo 8 (24)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/apollo/apollo-8/apollo-8.htm. Transcript APOLLO 8 AWAITING LIFTOFF Apollo 8 Apollo Project AS-503 John F. Kennedy Space Center John F. Kennedy Space Center Launch Complex 39A Kennedy Space Center KSC LC- 39 NASA National Aeronautics and Space Administration outer space pre-launch Saturn V space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/fc719cf08c4107f2d4a031d7313d6ccc.jpg b145d76005cef7d6979fedcf5ec22cc4 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 SA-500F Full-Scale Saturn V Mock Up at John F. Kennedy Space Center Launch Complex 39A Alternative Title SA-500F Saturn V Mock Up at Launch Complex 39A Subject Merritt Island (Fla.) Kennedy Space Center John F. Kennedy Space Center National Aeronautics and Space Administration (U.S.) NASA Apollo Project (U.S.) Description Before rolling a functional Apollo-Saturn launch vehicle, the National Aeronautics and Space Administration (NASA) used a full-scale mock up made from "boilerplate" parts to test assembly and rolling the rocket to the pad. SA-500F also was used for a propellant transfer "wet" test although the rocket was inert. The foreground of the photograph shows the propellant tank farm and water pressure systems. Type Still Image Source Original black and white photographic print, June 28, 1966: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, June 28, 1966. Coverage John F. Kennedy Space Center Launch Complex 39A, Merritt Island, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1966-06-28 Format image/jpg Extent 155 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www.hq.nasa.gov/office/pao/History/SP-4204/ch15-4.html">500-F-A Dress Rehearsal</a>." National Aeronautics and Space Administration. http://www.hq.nasa.gov/office/pao/History/SP-4204/ch15-4.html. Transcript USA Apollo Project AS-500F Saturn V boilerplates Complex 39A John F. Kennedy Space Center Kennedy Space Center KSC Launch Complex 39A Launch Pad 39A LC-39A NASA National Aeronautics and Space Administration outer space propellants rockets SA-500F Saturn space exploration space programs tank farms https://richesmi.cah.ucf.edu/omeka/files/original/cf2e74bdcd7056442426ff9273cabbb1.jpg 70ff9062a6fe4f066c8814ebd056edee 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Astronaut Gordon Cooper and Faith 7 Capsule at Cape Canaveral Air Force Station Launch Complex 14 Alternative Title Astronaut Cooper and Faith 7 Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Description Gordon Cooper (1927-2004), the astronaut aboard the last flight of Project Mercury, observing capsule preparations at Cape Canaveral Air Force Station Launch Complex 14 (LC-14), as unidentified others look on. Cooper was to become the last American to go into space alone, while setting new endurance records for the American space program. Faith 7, the name his spacecraft was dubbed, launched successfully and circled the earth 22.5 times. While in space, Cooper was one of the early practitioners of conducting scientific observations in space. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963-04 Format image/jpg Extent 273 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript UNITED STATES G. Cooper G D [illegible] Astronaut Group 1 astronauts Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station Capsules CCAFS Faith 7 Gordo Cooper Gordon Cooper Launch Complex 14 Launch Pad 14 LC-14 Leroy Gordon Cooper, Jr. MA-9 Mercury Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/d587bf69be8174ba330189b43566fe48.jpg 87e8515cf3aecf98347cfd5cc9a51a85 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Astronaut Gordon Cooper Autograph Alternative Title Astronaut Cooper Autograph Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Project Mercury (U.S.) Description Years after his historic Mercury-Atlas 9 mission, astronaut Gordon Cooper (1927-2004) autographed this photograph of himself for the U.S. Space Walk of Fame Museum in Titusville, Florida. During his Faith 7 flight, Cooper orbited the earth 22.5 times. Type Still Image Source Original black and white photographic print, May 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, May 1963. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1963-05 Format image/jpg Extent 128 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript To Space Walk of Fame Gordon Cooper NASA L. COOPER Astronaut Group 1 astronauts Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Faith 7 Gordo Cooper Gordon Cooper Launch Complex 14 Launch Pad 14 LC-14 Leroy Gordon Cooper, Jr. MA-9 Mercury Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space programs Space Walk of Fame Museum U.S. Space Walk of Fame Museum https://richesmi.cah.ucf.edu/omeka/files/original/c8d5d30dfdae085d3961ae163a72d881.jpg b5a8d9f2009dbf1ad9bcc93464d9b34a 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Günter F. Wendt and Astronaut Gordon Cooper at Cape Canaveral Air Force Station Launch Complex 14 Alternative Title Günter Wendt and Astronaut Cooper at Launch Complex 14 Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Description Photographed on the left is Günter F. Wendt, who was in charge with launch pad preparations, with astronaut Gordon Cooper (1927-2004), photographed in a space suit, at the Cape Canaveral Air Force Station Launch Complex 14 (LC-14). It is not known if this photograph was taken on launch day or for a practice day. Cooper successfully launched and completed his mission. Type Still Image Source Original black and white photographic print, May 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, May 1963. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1963-05 Format image/jpg Extent 229 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript NASA L. COOPER[?] astronauts Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station Gordo Cooper Gordon Cooper Guenter Wendt Günter F. Wendt Günter Wendt Launch Complex 14 LC-14, MA-9 Leroy Gordon Cooper, Jr. McDonnell Aircraft Corporation Mercury Mercury 7 Mercury 7, Mercury-Atlas, Project Mercury Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration outer space Project Mercury space space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/41cc1d3339275f014111bd778da85135.jpg 4be607e4c8cede5ddab830a3dba2d0c4 https://richesmi.cah.ucf.edu/omeka/files/original/e4f03cc30ee7db3157b7f38bcdd45bd9.jpg 65b5e9c404a453320f9e92d0751d726d https://richesmi.cah.ucf.edu/omeka/files/original/a9b23a0dfe64913b4e5e6c19a1f7c47a.jpg 2d4ada09554f2f096d6cbc082035da6e 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Astronaut Gordon Cooper and Dr. Calvin D. Fowler at Cape Canaveral Air Force Station Launch Complex 14 Alternative Title Astronaut Cooper and Dr. Fowler at Launch Complex 14 Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Astronauts--United States Description Gordon Cooper (1927-2004) with Cape Canaveral Air Force Station Launch Complex 14's manager Dr. Calvin D. Fowler, who would launch Cooper into orbit, observing the rocket delivery. In the final launch of Project Mercury, Cooper's Atlas launch vehicle sat on its side before being fully assembled and lifted vertically on the gantry. The Atlas was America's first rocket capable of lifting a man into orbit. Faith 7's Atlas booster eventually lifted it into orbit, allowing Cooper to circle the Earth 22.5 times. Type Still Image Source Original black and white photographic print, April 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, April 1963. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1963-04 Format image/jpg Extent 229 KB 234 KB 300 KB Medium 3 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. "<a href="http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm">Faith 7 MA-9 (26)</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/ma-9/ma-9.htm. Transcript G D [illegible] G. Cooper[?] C.[?] FOWLER[?] Astronaut Group 1 astronauts Atlas Atlas 130D Cal Fowler Calvin D. Fowler Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Faith 7 Gordo Cooper Gordon Cooper Launch Complex 14 Launch Pad 14 LC-14 Leroy Gordon Cooper, Jr. MA-9 Mercury Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 9 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/88245a691a1176464bdbe3f695696e51.jpg 29d908a7917591a8d735e3ebd12c04c7 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 President John F. Kennedy Touring Cape Canaveral Air Force Station Launch Complex 14 Alternative Title President Kennedy at Launch Complex 14 Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Launch complexes (Astronautics)--Florida Project Mercury (U.S.) Presidents--United States Description High-profile projects, such as Project Mercury, typically get a great deal of attention from Presidential Administrations. This presidential visit occurred on September 11, 1962, a month before the fifth Mercury flight. President John F. Kennedy (1917-1963) toured Cape Canaveral Air Force Station Launch Complex 14 (LC-14) the day before he travelled to Houston, Texas, and addressed an audience at Rice University to proclaim that "we choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard," thus beginning the American space program's effort to put humans on the Moon. Type Still Image Source Original black and white photographic print, September 11, 1962: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, September 11, 1962. Coverage Cape Canaveral Air Force Station Launch Complex 14, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1962-09-11 Format image/jpg Extent 138 KB Medium 1 black and white photographic print Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://er.jsc.nasa.gov/seh/ricetalk.htm">John F. Kennedy Moon Speech - Rice Stadium</a>." Software, Robotics, and Simulation Division, Lyndon B. Johnson Space Center, National Aeronautics and Space Administration. http://er.jsc.nasa.gov/seh/ricetalk.htm. <a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station Cape Canaveral Air Force Station Launch Complex 14 Jack Kennedy JFK John F. Kennedy John Fitzgerald Kennedy Launch Complex 14 LC-14 Mercury Mercury-Atlas Mercury-Atlas 5 Mercury-Atlas Five NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space program space programs https://richesmi.cah.ucf.edu/omeka/files/original/c2b969679c006c9f19eaf7f8d40ff612.jpg 39a3ab9761233b25565d53143136d66a https://richesmi.cah.ucf.edu/omeka/files/original/e98ce07101954a2af9bf4089505111ac.jpg 7b0d32f51ac0585b97a74f0bb39b1af5 https://richesmi.cah.ucf.edu/omeka/files/original/e528e625ac47f55cf7011c79ea7b7d59.jpg f01117bc4a99714085a1fd4ee2ea8c48 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Cape Canaveral Air Force Station Launch Complex 14 Blockhouse Alternative Title Launch Complex 14 Blockhouse Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Project Mercury (U.S.) Description Cape Canaveral Air Force Station Launch Complex 14 (LC-14), where some of the United States' first astronauts were launched into space, had a heavily built concrete and steel blockhouse which housed the actual rocket firing button. This blockhouse was built to withstand a rocket exploding on or close to the launchpad, which can seen in the background of the third photograph. Two months before Leroy "Gordo" Gordon Cooper, Jr.'s flight on the Mercury-Atlas rocket named Faith 7, the launch site stood ready. Type Still Image Source Original black and white photographic prints, March 15, 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic prints, March 15, 1963. Coverage Cape Canaveral Air Force Station Launch Complex 14 Blockhouse, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1963-03-15 Format image/jpg Extent 72.6 KB 125 KB 128 KB Medium 3 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. blockhouses Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station launch complex Launch Complex 14 launch complexes LC-14 Mercury Mercury-Atlas NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/7a5bcf72540c28fc3da18fc632df6697.pdf 9c50263ca076eb3a1a0a6814a7a25e80 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 5-page school assignment 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 Sanford High School Geography Assignment, 1909 Alternative Title Sanford High Geography Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description Geography assignment completed by Sanford High School eighth grader Versa Woodcock in 1909. Woodcock was a former student at Westside Grammar Elementary School and later became the chief operator of the Sanford Telephone and Telegraph Company in the 1920s. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment completed by Versa Woodcock, May 11, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00512, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment completed by Versa Woodcock, May 11, 1909. Coverage Sanford High School, Sanford, Florida Creator Woodcock, Versa Date Created 1909-05-11 Format application/pdf Extent 1.46 MB Medium 4-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Economics Teacher Geography Teacher Provenance Originally created by Versa Woodcock. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street 8th grade education geography high schools Sanford Sanford High School schools Seventh Street Woodcock, Versa https://richesmi.cah.ucf.edu/omeka/files/original/99881c74cc141f829efba9b60b3dafab.pdf c31c71b496b697b3ea16610a1fa6d4ec 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 4-page school assignment 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 Sanford High School Geography Class Assignment, 1909 Alternative Title Sanford High Geography Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description Geography assignment completed by Sanford High School eighth grader Kenneth Morton in 1909. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment completed by Kenneth Morton, May 11, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00515, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment completed by Kenneth Morton, May 11, 1909. Coverage Sanford High School, Sanford, Florida Creator Morton, Kenneth Date Created 1909-05-11 Format application/pdf Extent 1.89 MB Medium 5-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Economics Teacher Geography Teacher Provenance Originally created by Kenneth Morton. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street 8th grade education geography high schools Morton, Kenneth Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/23c3d9dc4f5df52b54d76f39344dea46.pdf e4b288facdf2490b10caf919dffb73e2 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 3-page school assignment 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 Sanford High School Grammar Assignment, 1909 Alternative Title Sanford High Grammar Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description A grammar assignment completed by Sanford High School eighth grader William Raynor in 1909. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment completed by William Raynor, May 14, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00516, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment completed by William Raynor, May 14, 1909. Coverage Sanford High School, Sanford, Florida Creator Raynor, William Date Created 1909-05-14 Format application/pdf Extent 1.16 MB Medium 3-page school assignment Language eng Mediator History Teacher Provenance Originally created by William Raynor. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street 8th grade education grammar high schools Raynor, William Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/1d4e04c9253ebb55f4741ac4e63279fd.pdf 6f7d0b7522a45b85a6591b9822933a0d 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 5-page school assignment 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 Sanford High School Civil Government Assignment, 1909 Alternative Title Sanford High Government Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description A civil government assignment completed by Sanford High School eighth grader Verne Messenger in 1909. In 1948, Messenger married Lourine Vickery, who became the first woman to hold public office in Seminole County when she was appointed as Supervisor of Registration by Governor Fuller Warren (1905-1973). Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment completed by Verne Messenger, May 17, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00517, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment completed by Verne Messenger, May 17, 1905. Coverage Sanford High School, Sanford, Florida Creator Messenger, Verne Date Created 1909-05-17 Format application/pdf Extent 1.73 MB Medium 5-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Provenance Originally created by Verne Messenger. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Stinecipher, Grace Marie. "<a href="http://mysanfordherald.com/bookmark/225644-The-Way-We-Were" target="_blank">The Way We Were</a>." The Sanford Herald, October 29, 2006. http://mysanfordherald.com/bookmark/225644-The-Way-We-Were. 7th Street 8th grade civics education government high schools Messenger, Verne Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/c3a2152a280dbcfcfe523118ba2a280f.pdf 759b9cb189db086ec5a52f76567cacc3 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 3-page school assignment 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 Sanford High School Geography School Assignment, 1909 Alternative Title Sanford High Geography Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description A geography assignment completed by Sanford High School student B. Emmrich in 1909. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment completed by B. Emmrich, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00518, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment completed by B. Emmrich, 1909. Coverage Sanford High School, Sanford, Florida Creator Emmrich, B. Date Created 1905-03-23 Format application/pdf Extent 1.16 MB Medium 3-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Economics Teacher Geography Teacher Provenance Originally created by B. Emmrich. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street education Emmrich, B. geography high schools Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/86f9c3822fb59b92d004c46b1d5758c4.pdf 6500dd03b5ceb39b3e02977076d14ab6 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 3-page school assignment 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 Sanford High School Government Assignment, 1909 Alternative Title Sanford High Government Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description A civil government assignment completed by a Sanford High School student in 1909. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment, May 17, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00519, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment, May 17, 1905. Coverage Sanford High School, Sanford, Florida Date Created 1909-05-17 Format application/pdf Extent 1.06 MB Medium 3-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street civics education government high schools Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/dc5c734daddb7d21f563cbf6ebe70e69.pdf 9c5cd0afcce3b036eddbe314048de450 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 2-page school assignment 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 Sanford High School Physical Geography Assignment, 1909 Alternative Title Sanford High Geography Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description A geography assignment completed by Sanford High School student named Ethel (possibly Ethel Mae Moughton) in 1909. Only part of the assignment remains, approximately questions 5-9. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment,1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00520, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment, 1909. Coverage Sanford High School, Sanford, Florida Date Created 1905-03-23 Format application/pdf Extent 799 KB Medium 2-page school assignment Language eng Mediator History Teacher Geography Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street education geography high schools Moughton, Ethel Mae Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/0d4961693bc2fd6f3ba78d258f92c5ae.pdf 90cc96c9d9f67be05c952ca58460f4bb 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 3-page school assignment 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 Sanford High School Geography Assignment, 1909 Alternative Title Sanford High Geography Assignment Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description A geography assignment completed by Sanford High School student Mary Belle in 1909. Only part of the assignment remains, approximately questions 6-10. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment completed by Mary Belle, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00521, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment completed by Mary Belle, 1909. Coverage Sanford High School, Sanford, Florida Creator Belle, Mary Date Created 1909-05-11 Format application/pdf Extent 1.46 MB Medium 3-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Economics Teacher Geography Teacher Provenance Originally created by Mary Belle. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street Belle, Mary education geography high schools Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/0d83e8d7281844bfffb5c326e0338364.jpg 2510e21335db365294ee24f29689798b 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Commencement Exercises, 1911 Alternative Title Sanford High Commencement Exercises Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description Sanford High School's graduating class of 1911 at the school's second campus, located at the corner of East Ninth Street and South Palmetto Avenue in Sanford, Florida, on Class Day in 1919. The graduating ceremony took place on May 26, 1911. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program and black and white photographic print, 1911: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SM-093-004, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program and black and white photographic print, 1911. Coverage Sanford High School, Sanford, Florida Date Created ca. 1911-05-26 Format image/jpg Extent 324 KB Medium 1 program Language eng Mediator History Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street Betts, William Ernest Carlson, Harry F. Chappell, Mary Class Day commencements Cowan, Mabel Brown education Fox, Martha Gwynn graduations high schools Housholder, Ernest F. Kanner, Abie O. Lovell, Carolina Louise Lovell, William Vail McKinnon, J. F. Mettingers, Ruth Esther Perkins, N. J. Pope, Sarah Eugenia Sanford Sanford High School schools Seventh Street Singletary, Willie Mary Thackston, J. A. Tillis, Gussie Emma UF University of Florida Williams, Saidee Christina Woodruff, Seth Lee https://richesmi.cah.ucf.edu/omeka/files/original/da74650d9b8bf714158aa74abe62d8b4.pdf 2ee3df3d2eb6049ffc93c8ae3fff78c6 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Annual Commencement Program, 1914 Alternative Title Sanford High Annual Commencement Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description Sanford High School Class of 1914 commencement program. Commencement ceremonies took place between May 18th and May 22nd, 1914, and included a piano recital, a graduation recital, a performance of the play "The Mishaps of Minerva," a grammar school graduation ceremony, Class Day, a junior class entertainment night, and a high school graduation ceremony. Albert A. Murphree (1870-1927), President of the University of Florida, gave the commencement address. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program by Sanford Public Schools, 1914: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00522, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program by Sanford Public Schools, 1914. Coverage Sanford High School, Sanford, Florida Creator Sanford Public Schools Date Created ca. 1914-05 Format image/jpg Extent 1.55 MB Medium 1 program Language eng Mediator History Teacher Provenance Originally created by Sanford Public Schools. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 9th Street Barnes Beethoven Berner, Evelyn Bowler, Mabel Brantley, Belle Brown, Victory Brown, Winnie Irene Chappell, Lucca Chase, Randall Chopin Class Day Coates, J. Frank Coenen Columbia College commencements Connelly, Linda Davis, Margaret Lucille Dennee education Flagler Frank, Florence Gardener, Mary Gatchel, Mary Gilbert, E. Howard Glee Club Godard, B. Gounod graduations Grieg Haydn, J. Higgins, Adelaide high schools Kanner, Ruth Kullak Liszt Little Ercel Lohr, Frederick N. Lund MacDowell Massneret, J. McAlexander, Watson McKinnon, J. F. McLaughlin, George W. Meridith, Tom Mishaps of Minerva Montague, A. P. Moughton, Ethel Mae Munson, Fannie Reba Munson, Fannie Stembridge Murphree, Albert A. Murrell, Renie Ninth Street Packard, Marian Palmer Palmetto Avenue Perkins, N. J. Philips, Marian Radford, Rosamond Rowland, Helen Salter, Mary Turner Sanford Sanford High School Sanford High School Glee Club Sanford High School Literary Societies Sanford Public Schools School of Musical Art schools Schubert Shannon, Mike Skabo, Signe Speuryker, Jennie Van Deusen Spindler, Fritz SPS Sterling, Clara Sterling, Lydia Sterling, Minerva Sterling, Mortimer J. Stevenson, Harry Strong, F. P. UF University of Florida Wagner, Maud Alice Waldron, Katherine G. Waldron, Ruth Walker, Claire Walker, Clifford Whitner, Benjamin F., Jr. Williams, Edna Wright https://richesmi.cah.ucf.edu/omeka/files/original/e6f2a42e3b31879bdedf26f3208bad17.pdf 5dc0dabb6e8c5882f41b227282ac2b75 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Annual Commencement Program, 1912 Alternative Title Sanford High Annual Commencement Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description Sanford High School Class of 1912 commencement program. Commencement ceremonies took place between May 13th and May 17th, 1912, and included a piano recital, a performance of the play "The Time of His Life," a grammar school graduation ceremony, Class Day, a junior class entertainment night, and a high school graduation ceremony. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program by Sanford Public Schools, 1912: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00523, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program by Sanford Public Schools, 1912. Coverage Sanford High School, Sanford, Florida Creator Sanford Public Schools Date Created ca. 1912-05 Format image/jpg Extent 2.18 MB Medium 1 program Language eng Mediator History Teacher Geography Teacher Music Teacher Theater Teacher Provenance Originally created by Sanford Public Schools. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 9th Street Alberti Bachmann Beethoven Butt, Cecil Carter, Tom Chappell, Lucca Chopin Class Day commencements Crosby, Wallace Custance, Arthur F. M. Davis, Margaret Deane, Tenney Durand education Erminie Frank, Florence Gavotte graduations Grey, Bob Higgins, Lillian high schools Hogan Howard, W. E. C. Inman, W. Clay Irving Literary and Debating Societies Jones, Hoskins King, Earl Landon, Dorothy Landon, James, Sr. Langley, J. D. Leffler, Linda Liszt Litolff Long, Harold Lovell, Carrie Lysberg-Rinaud Mac Dowell Mahoney, Clarence Marshall, Leonard B. McKim, Mary McLaughlin, George Munson, Fannie Stembridge Nash, Harvey Ninth Street Palmetto Avenue Perkins, N. J. Purden, Essie Ristow, Cecil Rossini Salter, Mary Turner Sanford Sanford High School Sanford Public Schools Schmidt schools Schubert Smith, Wilson G. Speaks, Oley SPS Starling, Clarissa Stewart, Ruth Stumon, Junnie Tell, William The Time of His Life Thurston, Irene' Coffee, Marguerite Tolar, Ernest Uncle Tom Verdi Wagner, Maude Alice Wagner, Richard Ward, Madge Wycombe, Peter https://richesmi.cah.ucf.edu/omeka/files/original/d92ed2adfde3cb84199cf5d78fbf2f67.pdf 072743454e72e6fa1454913b21a8d39c 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Annual Commencement Program, 1916 Alternative Title Sanford High Annual Commencement Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description Sanford High School Class of 1916 commencement program. Commencement ceremonies took place between May 14th and May 19th, 1916, and included a commencement sermon, a piano recital, a performance of the play "At the End of the Rainbow," a grammar school graduation ceremony, Class Day, a junior class entertainment night, and a high school graduation ceremony. Dr. Lincoln Hulley, President of Stetson University, gave the commencement address. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program by Sanford Public Schools, 1916: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00524, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program by Sanford Public Schools, 1916. Coverage Sanford High School, Sanford, Florida Creator Sanford Public Schools Date Created ca. 1916-05 Format image/jpg Extent 2.85 MB Medium 1 program Language eng Mediator History Teacher Geography Teacher Music Teacher Theater Teacher Provenance Originally created by Sanford Public Schools. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 9th Street Abernathy, Mollie Alberti Anderson, Agnes Anderson, Allie Arnold, Marjorie Aspenwall, Frances At the End of the Rainbow Austin, Jack Behrend Benton, Joy Kline Blackman, W. F. Bolinger, C. D. Britt, Frank, Huston, Mildred Brown, Douglas, Preston, Dick Brown, Oscar Brown, Susie Brownlee, E. D. Bruce, Mollie Chamberlain, E. C. Class Day Clementi commencements Davis, Margaret Dayton, Marion Deas, Madge Ward Doyle, A. C. education Elliott, Emily Ernest, Elsa Ezell, B. F. Foster Goertz, Alma Gounad graduations Graves, Jessie Greene, Robert Grieg Hand, Ruth Henry, Florence high schools Holly, May Hulley, Lincoln Hyman, George Kanner, Ruth Kern Klintworth, Royal Knox, Kathleen Kowalski Laing, Joe Laing, Roby Lake, Sarita Lane, Phyllis Lavallee, Calixa Leavitt, France Liszt Lyman, Emma Abbott Marshall, Ruth Mason, Anna McDaniel, Ruth McKinn, William McLaughlin, Anna McLaulin, Henry, Jr. McQueen, Anne Molloy Morris, Gladys Munson, Fannie Reba Munson, Marie Sembridge Murrell, John Mylnarski Neal, T. A. Newtown, Marian Ninth Street Palmer, Stanley Palmetto Avenue Peck, Helen Preston, Nellie Preston, Robert Price, Polly Puleston, Mary Elizabeth Rines, Lucille Ross, Louise Rumph, Hume Runge, Adele Runge, S. Runge, Theodore Sanford Sanford High School schools Schubert Schutt Shelton, Helen Smith, Sidney Spindler Steinmeyer, F. E. Sternberg Stetson University Stewart, Edith Stewart, Max Stone, Izetta Strong, F. P. Swift, Marie Takach, Lucille Aspinwall Thayer Theta Phi House Thrasher, May Wagner Wallace Ward, Fern Ware, Harriet Watson, M. Welleby West, Etta Whitner, B. F., Sr. Whitney, Ted Woodburn, Esther https://richesmi.cah.ucf.edu/omeka/files/original/fc3c09763b727c23c1355c8149a53623.jpg 834c9439bd4e3cb5683adacd891635e0 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Graduating Exercises, 1919 Alternative Title Sanford High Graduating Exercises Subject Sanford (Fla.) Schools High schools--Florida Education--Florida Description Sanford High School Class of 1919 graduation program. Graduating exercises took place on May 9th, 1919. Dr. James M. Farr (1874-1958), President of the University of Florida, gave the commencement address. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program, 1919: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00525, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program, 1919. Coverage Sanford High School, Sanford, Florida Date Created ca. 1919-05 Format image/jpg Extent 407 KB Medium 1 program Language eng Mediator History Teacher Geography Teacher Music Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 9th Street Class Day Class of 1919 education Farr, James M. high schools Lawton, T. W. Massey McKinnon, J. F. Ninth Street Palmetto Ave. Palmetto Avenue Sanford Sanford High School schools UF University of Florida Whitner, B. F. https://richesmi.cah.ucf.edu/omeka/files/original/e1eebc5f13dd1759f8045fec8e474032.jpg 030ee8a8457311d2b3acdc9df207c90b 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Commencement Exercises, 1920 Alternative Title Sanford High Commencement Exercises Subject Sanford (Fla.) Schools Education--Florida High schools--Florida Graduation ceremonies Commencements (Graduation ceremonies) Description Sanford High School Class of 1920 commencement program. Commencement exercises took place on May 21st, 1920, for the school's 29 graduates. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program, 1920: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00528, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00528, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program, 1920. Coverage Sanford High School, Sanford, Florida Date Created ca. 1920-05 Format image/jpg Extent 371 KB Medium 1 program Language eng Mediator History Teacher Geography Teacher Music Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 9th Street Adams, Gladys Aycocke, Alberta Bell, Perry Lee Brown, Martha Chappell, Ellen Class Day commencements Cox, H. W. DeCoursey, Virginia education Frank, Gussie Gallagher, Rose Gillon, Ruth graduations Henry, Ethel Herring, Eleanor high schools Hunt, E. M. Lawton, T. W. Lingle, Glenn Mason, Anna Mason, Reuben, Moore, Sherman McKim, William McLaulin, Henry Ninth Street Palmetto Avenue Rines, Adele Roller, Leslie Runge, Adele Russell, Fordyce Sanford Sanford High School schools Spencer, Carolyn Squires, Herbert Strong, Winnie Takach, Julius Terwilleger Tillis, Cora Lee Whitcomb, Glenn White, Carolyn Zachary, Julia https://richesmi.cah.ucf.edu/omeka/files/original/cf5c7615608487a724388897597b4951.jpg df15717d4031d933d5aa3d96beef06f9 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Commencement Program, 1920 Alternative Title Sanford High Commencement Program Subject Sanford (Fla.) Schools Education--Florida High schools--Florida Graduation ceremonies Commencements (Graduation ceremonies) Description Sanford High School Class of 1920 Sunday commencement program. Commencement exercises took place on May 21st, 1920. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program, 1920: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00528, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00528, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program, 1920. Coverage Sanford High School, Sanford, Florida Date Created ca. 1920-05 Format image/jpg Extent 358 KB Medium 1 program Language eng Mediator History Teacher Geography Teacher Music Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 9th Street All Hail the Power of Jesus' Name Brower, C. D. Brownell Brownlee, E. D. Class Day Come Thou Almighty King commencements education graduations high schools Munson Ninth Street Palmetto Avenue Phillip, A. M. Sanford Sanford High School schools Valdez Hotel https://richesmi.cah.ucf.edu/omeka/files/original/8b5aa2d0432268464c75bf83df7d189a.jpg 077c7f4eb4f2d4b6fa9d763d2957ecd9 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 program 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 Sanford High School Commencement Exercises, 1920 Alternative Title Sanford High Commencement Exercises Subject Sanford (Fla.) Schools Education--Florida High schools--Florida Commencements (Graduation ceremonies) Graduation ceremonies Description Sanford High School Class Day exercise program. Class Day exercises took place on May 21st, 1920. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original program, 1920: Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00528, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Commencement & Class Day Programs, item SCPS00528, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original program, 1920. Coverage Sanford High School, Sanford, Florida Date Created ca. 1920-05 Format image/jpg Extent 348 KB Medium 1 program Language eng Mediator History Teacher Geography Teacher Music Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 9th Street Adams, Gladys Aycocke, Alberta chrysanthemum Class Day commencements Cosby, Vivian education Gallagher, Rosa graduations Hail and Farewell high schools In the Harbor McKim, William Ninth Street Palmetto Avenue Rines, Adele Sanford Sanford High School schools Strong, Winnie https://richesmi.cah.ucf.edu/omeka/files/original/105a60aca3f307c35a0e55a5ac961b51.pdf 8236d42fcd85cfffcec94f4d878dba97 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 1 newspaper article 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 Sanford School Graduates Hear Dr. Nixon Sunday: Methodist Minister Draws a Lesson for Members of the Senior Class from Miracle of 5 Loaves and 2 Fishes Alternative Title Sanford School Graduates Hear Dr. Nixon Sunday Subject Sanford (Fla.) Schools Education--Florida High schools--Florida Graduation ceremonies Commencements (Graduation ceremonies) Clergy--Florida Methodists--Florida Description A newspaper article about Reverend T. J. Nixon's speech for the Sanford High School Class of 1925 baccalaureate service. A Methodist minister, Rev. Nixon's speech focused on several Biblical stories, including: the story of Jesus of Nazareth feeding 5,000 people with five loaves of bread and two fishes, the story of Moses, and the story of King David. The article continues with the program for the closing ceremony of the high school graduation. Professor Herman F. Harris, of Rollins College, delivered the commencement address and diplomas to the students. In addition to this, there is a menu from the Junior-Senior banquet that took place on June 2, 1925, at the Women's Club. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original newspaper article, 1925: Sanford High School Collection, box 3A, folder Baccalaureate Service, item SCPS00157, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Baccalaureate Service, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original newspaper article, 1925. Coverage Sanford High School, Sanford, Florida Date Created 1925-06-02 Format image/jpg Extent 432 KB Medium 1 newspaper article Language eng Mediator History Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Thrift, Charles Tinsley. <a href="http://www.worldcat.org/oclc/1310732" target="_blank">The Trail of the Florida Circuit Rider: An Introduction to the Rise of Methodism in Middle and East Florida</a>a. Lakeland, Fla: Florida Southern College Press, 1944. 7th Street Barber, Carmeta Bethsaida Brumley, John Byrd, Sam Capernaum Christianity Christians commencements disciples Dubose, H. C. Edenfield, Evelyn education Galilee Gladstone, W. E. gospel Gospel of John graduations Gray, Ida M. Harris, Herman F. high schools King David King, F. D. Lawton, T. W. Long, Stewart McKay, G. E. Methodists minister Moses Nixon, T. J. Peck, Lee Rines, Clinton Rollins College Russell, Clyde Sanford Sanford High School Schirard, John schools Scoggan, Warner Sea of Galilee sermon Seventh Street Spuregeon St. John Stoinoff, Mary Twelve Disciples Women's Club https://richesmi.cah.ucf.edu/omeka/files/original/ff23f794821c0e0c45d4c6498c9db9de.pdf a912fa0509e96f38dcd977ff59e7d128 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 2-page handwritten list 1-page typewritten letter 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 Letter from Mary Crawford Williams to the Sanford High School Class of 1926 (June 5, 1976) Alternative Title Letter from Williams to Sanford High School Class of 1926 (June 5, 1976) Subject Sanford (Fla.) Lake Mary (Fla.) Schools Education--Florida High schools--Florida Description A letter from Mary Crawford Williams to the Sanford High School Class of 1926. The letter consists of a two-page list of graduates and their addresses as of 1976, as well as a typed letter informing the alumni of a manuscript written about Sanford and Lake Mary. The manuscript is titled "The Roaring Twenties in Lake Mary and Sanford, Florida," which was written by Margaret Sprout Green, and is about her school days in Sanford, Florida, from 1919 to 1929. It also gives a full history of Lake Mary to 1930. The end of the letter provides the recipient with the option to be notified when the book would be available for purchase. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original letter from Mary Crawford Williams to the Sanford High School Class of 1926, June 5, 1976: Sanford High School Collection, box 3A, folder Cornerstone 1926, item SCPS00529, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Cornerstone 1926, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. References Green, Margaret Sprout, and Margaret Green Wesley. <a href="http://www.worldcat.org/oclc/15152221" target="_blank">Lake Mary's Beginnings and the Roaring Twenties in Lake Mary and Sanford, Florida</a>. Chuluota [Fla.]: Mickler House, 1986. Is Format Of Digital reproduction of original letter from Mary Crawford Williams to the Sanford High School Class of 1926, June 5, 1976. Coverage Sanford High School, Sanford, Florida Lake Mary, Florida Date Created 1976-06-05 Format application/pdf Extent 722 KB Medium 2-page handwritten list 1-page typewritten letter Language eng Mediator History Teacher Geography Teacher Provenance Originally created by Mary Crawford Williams. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference Green, Margaret Sprout, and Margaret Green Wesley. <a href="http://www.worldcat.org/oclc/15152221" target="_blank">Lake Mary's Beginnings and the Roaring Twenties in Lake Mary and Sanford, Florida</a>. Chuluota [Fla.]: Mickler House, 1986. "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Creator Williams, Mary Crawford 9th Street alumna alumni alumnus Class of 1926 education Green, Margaret Spout high schools manuscript Ninth Street Palmetto Ave. Palmetto Avenue Roaring Twenties Roaring Twenties in Lake Mary and Sanford, Florida Sanford Sanford High School schools Williams, Mary Crawford https://richesmi.cah.ucf.edu/omeka/files/original/b2388a4c26f0b55f8b294d9f0ec85fbd.pdf 6485e6e72811907bd3a7d36ea38fb7c0 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 6-page school assignment 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 Sanford High Geography Assignment, 1909 Alternative Title Sanford High Geography Assignment Subject Sanford (Fla.) Schools Education--Florida High schools--Florida Description A geography assignment completed by Sanford High School eighth grader Verne Messenger in 1909. In 1948, Messenger married Lourine Vickery, who became the first woman to hold public office in Seminole County when she was appointed as Supervisor of Registration by Governor Fuller Warren. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment completed by Verne Messenger, May 11, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00513, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment completed by Verne Messenger, May 11, 1905. Coverage Sanford High School, Sanford, Florida Creator Messenger, Verne Date Created 1909-05-11 Format application/pdf Extent 1.87 MB Medium 6-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Economics Teacher Geography Teacher Provenance Originally created by Verne Messenger. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Stinecipher, Grace Marie. "<a href="http://mysanfordherald.com/bookmark/225644-The-Way-We-Were" target="_blank">The Way We Were</a>." The Sanford Herald, October 29, 2006. http://mysanfordherald.com/bookmark/225644-The-Way-We-Were. 7th Street 8th grade education geography high schools Messenger, Verne Sanford Sanford High School schools Seventh Street https://richesmi.cah.ucf.edu/omeka/files/original/2a2585ceedec22432b764ca42743f365.pdf 6523b2ec9db35092459fffc1ab183041 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 Seminole County Public Schools Collection Alternative Title SCPS Collection Subject Seminole County (Fla.) Schools High schools--Florida Elementary schools Grammar schools Middle schools--Florida Education--Florida Teachers--Florida Educators--Florida Description Collection of digital images, documents, and other records depicting the educational history of Seminole County, Florida. Items from this collection are donated by the Student Museum and UCF Public History Center. The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history. Contributor <a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a> <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Has Part <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Seminole County Collection, RICHES of Central Florida. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cameron City, Sanford, Florida Crooms Academy, Goldsoboro, Sanford, Florida Chuluota Primary School, Chuluota, Florida East Side Primary School, Sanford, Florida Forest City School, Forest City, Altamonte Springs, Florida Fort Reed, Sanford, Florida Gabriella Colored School, Gabriella, Oviedo, Florida Geneva Colored School, Geneva, Florida Geneva Elementary, Geneva, Florida Georgetown, Sanford, Florida Goldsboro Primary School, Goldsboro, Sanford, Florida Hungerford School, Florida Kolokee, Geneva, Florida Lake Howell High School, Winter Park, Florida Lake Mary School, Lake Mary, Florida Lake Monroe Colored School, Lake Monroe, Sanford, Florida Longwood School, Longwood, Florida Lyman High School, Longwood, Florida Lyman Elementary School, Longwood, Florida Midway, Sanford, Florida Osceola School, Osceola, Geneva, Florida Oviedo Colored School, Curryville, Oviedo, Florida Oviedo High School, Oviedo, Florida Oviedo School, Oviedo, Florida Paola, Florida Sanford Grammar School, Sanford, Florida Sanford High School, Sanford, Florida Sanford Junior High School, Sanford, Florida Sanford Middle School, Sanford, Florida Sanford Primary School, Sanford, Florida Seminole County Public Schools, Sanford, Florida Seminole High School, Sanford, Florida South Side Primary School, Sanford, Florida Student Museum, Sanford, Florida UCF Public History Center, Sanford, Florida Wagner Colored School, Florida Westside Grammar Elementary School, Sanford, Florida West Side Primary School, Sanford, Florida Wilson School, Altamonte Springs, Florida Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a> External Reference "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. Accrual Method Donation Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Original Format 4-page school assignment 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 Sanford High Geography School Assignment, 1909 Alternative Title Sanford High Geography Assignment Subject Sanford (Fla.) Schools Education--Florida High schools--Florida Description A geography assignment completed by a Sanford High School student named Clarence in 1909. Sanford High School was originally established at 301 West Seventh Street in Sanford, Florida, in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students. Type Text Source Original school assignment, May 11, 1909: Sanford High School Collection, box 3A, folder Student Work 1909, item SCPS00514, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. Is Part Of Sanford High School Collection, box 3A, folder Student Work 1909, <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original school assignment, May 11, 1905. Coverage Sanford High School, Sanford, Florida Date Created 1909-05-11 Format application/pdf Extent 1.45 MB Medium 4-page school assignment Language eng Mediator History Teacher Civics/Government Teacher Economics Teacher Geography Teacher Provenance Originally created by B. Emmrich. Rights Holder Copyright to this resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a> External Reference "<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/. "<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/. Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank">Sanford</a>. Charleston, SC: Arcadia, 2003. "<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx. 7th Street education geography high schools Sanford Sanford High School schools Seventh Street 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 Folk Collection Alternative Title Folk Collection Subject Music--United States Folk music--United States Description Collection of digital images, documents, and other records depicting the history of folk music in Central Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. Folk music varies by country and region, but is typically described as acoustic-based music that embraces the life and struggles of the common man and the events of everyday life. “Folk” comes from the term “folklore,” which was derived by William Thomas in 1846, to describe “the traditions, customs, and superstitions of the uncultured classes.” Although the definition of folk music is elusive, the International Folk Music Council defines it as “the product of a musical tradition that has been evolved through the process of oral transmission. The factors that shape the tradition are: (1) continuity which links the present with the past; (2) variation which springs from the creative impulse of the individual or the group; and (3) selection by the community which determines the form or forms in which the music survives." Before sound recording and reproduction allowed people to listen to recorded music, songs were often passed down through oral traditions, creating variants. Cecil Sharp, considered by many to be the founding father of the folklore revival in early 20th century England, believed that competing variants of a traditional folk song created a process of natural selection, eventually creating a more perfect version, shaped by the community. By the end of the 1930s, American folk music had become a social movement, and by the 1960s, folk genres varied as much as the definition of the term itself. The Library of Congress attempted to capture as much North American field material as possible in the 1930s and 1940s, working through the vast collections of collectors such as Alan Lomax and Robert Winslow Gordon. On behalf of the Works Progress Administration (WPA), teams of writers and scholars across the United States collected materials about the places they saw and the people they met. Fieldworkers from the Florida Folklore Project, in conjunction with the Florida Federal Writers' Project, the Florida Music Project, and the Joint Committee on Folk Arts of the Work Projects Administration, concentrated on enclaves known for preserving ethnic traditions, documenting African-American, Arabic, Bahamian, British-American, Cuban, Greek, Italian, Minorcan, Seminole, and Slavic cultures throughout Florida. Florida is home to two significant folk festivals, including the annual Will McLean Music Festival, which is held at the Sertoma Youth Camp in Brooksville, Florida; and the Florida Folk Festival, an annual festival of music, food, and traditional arts to highlight and celebrate Florida's many folk cultures and traditions. Contributor <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/140" target="_blank">Central Florida Music History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage WUCF-TV, University of Central Florida, Orlando, Florida Valencia College, Orlando, Florida The Social, Downtown Orlando, Florida Curator Cepero, Laura Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference DeVane, Dwight, Blaine Waide, Peggy A. Bulger, Doris J. Dyen, and David Evans. <a href="http://www.worldcat.org/oclc/856993560" target="_blank">Drop on Down in Florida: Field Recordings of African American Traditional Music 1977-1980</a>. Atlanta, Ga: Dust-to-Digital, 2012. Karpeles, Maud, and A. H. Fox Strangways. <a href="http://www.worldcat.org/oclc/1292970" target="_blank">Cecil Sharp: His Life and Work</a>. [Chicago]: University of Chicago Press, 1967. Lloyd, A. L. <a href="http://www.worldcat.org/oclc/429559" target="_blank">Folk Song in England</a>. New York: International Publishers, 1967. Lornell, Kip. <a href="http://www.worldcat.org/oclc/56942443" target="_blank">The NPR Curious Listener's Guide to American Folk Music</a>. New York: Berkley Pub. Group, 2004. McLean, Will. <a href="http://www.worldcat.org/oclc/1599000" target="_blank">Florida Sand; Original Songs and Stories of Florida</a>. 1969. Morris, Alton Chester, and Leonhard Deutsch. <a href="http://www.worldcat.org/oclc/20853347" target="_blank">Folksongs of Florida</a>. Gainesville: University of Florida Press, 1990. Seeger, Ruth Crawford, Larry Polansky, and Judith Tick. <a href="http://www.worldcat.org/oclc/46909473" target="_blank">"The Music of American Folk Song" and Selected Other Writings on American Folk Music</a>. Rochester, NY: University of Rochester Press, 2001. Moving Image A series of visual representations that, when shown in succession, impart an impression of motion. Original Format 1 audio/video recording Duration 8 minutes and 4 seconds 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 WUCF Artisodes Short: Sandy Shugart Alternative Title Sandy Shugart Artisode Subject Orlando (Fla.) Music--United States Folk music--United States Poetry--Southern States Description Sandy Shugart became the President of Valencia College, one of the country's largest colleges, in 2000, and led them to win the prestigious Aspen Prize for Community College Excellence in 2011. As a folk artist and poet, Shugart believes these seemingly unrelated endeavors are integral aspects of his life journey. WUCF-TV is a Public Broadcasting Service (PBS) television station serving the Central Florida television market. The station, operated by the University of Central Florida, is the region's sole PBS member station, reaching an estimated population of 4.6 million people in its aerial viewing area. Arts and culture take center stage in WUCF-TV's weekly local series: "WUCF Artisodes." Each episode airs Thursdays at 8 p.m., featuring a local artist or initiative, as well as stories on the arts from across the country. Developed in partnership with 28 PBS stations nationwide, this series is part of WUCF-TV's mission to give everyone a front-row seat to the arts. This Artisodes Short originally aired as part of "WUCF Artisodes #159: Music is Life" on January 29, 2015. Type Moving Image Source Original 8-minute and 4-second audio/video recording of Sandy Shugart, <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>, Orlando, Florida, January 29, 2015: WUCF-TV, University of Central Florida, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank"> Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank"> Java</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/143" target="_blank">Folk Collection</a>, Central Florida Music History Collection, RICHES of Central Florida. <a href="http://video.wucftv.org/video/2365411991/" target="_blank">WUCF Artisodes 159: Music is Life</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Is Format Of <a href="http://video.wucftv.org/video/2365411994/" target="_blank">WUCF Artisodes Short: Sandy Shugart</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Coverage WUCF-TV, University of Central Florida, Orlando, Florida Valencia College, Orlando, Florida Garden Theatre, Winter Garden, Florida Publisher <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Contributor Shugart, Sandy Date Created ca. 2015-01-29 Date Issued 2015-01-29 Date Copyrighted 2015-01-29 Format application/website application/pdf Medium 8-minute and 4-second audio/video recording Language eng Mediator History Teacher Geography Teacher Humanities Teacher Music Teacher Provenance Originally published by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>. Rights Holder Copyright to this resource is held by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Curator Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> External Reference Ordway, Denise-Marie. "<a href="http://articles.orlandosentinel.com/2014-01-18/features/os-valencia-president-folk-music-20140118_1_garden-theatre-valencia-college-folk-music" target="_blank">Valencia President Sandy Shugart shows musical side</a>." The Orlando Sentinel, January 18, 2014. http://articles.orlandosentinel.com/2014-01-18/features/os-valencia-president-folk-music-20140118_1_garden-theatre-valencia-college-folk-music (Accessed March 30, 2015). <a href="http://www.wucftv.org/local-programs/artisodes/" target="_blank">”WUCF Artisodes</a>.” WUCFTV.org. http://www.wucftv.org/local-programs/artisodes/ (Accessed March 30, 2015). Click to View (Movie, Podcast, or Website) <a href="https://www.youtube.com/watch?v=f-qH31z8UF4" target="_blank">WUCF Artisodes Short: Sandy Shugart</a> acoustic guitarists acoustic guitars Artisodes college president college presidents folk From This Valley Frost, Robert Lee Garden Theatre Music is Life musicians orlando PBS poetry poets provosts Public Broadcasting Service public speakers public speaking Robert Frost Robert Lee Frost Sandy Shugart songwriters songwriting St. Caffeine storytellers storytelling Two Tramps in Mud Time UCF University of Central Florida Valencia College VC Winter Garden WUCF Artisodes WUCF-TV 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 Blues Collection Alternative Title Blues Collection Subject Music--United States Blues (Music)--Florida Description Collection of digital images, documents, and other records depicting the history of blues music in Central Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. During the middle to late 19th century, African-American ex-slaves and their descendants in the Deep South began playing a style of music that evolved from Black Spirituals and chants, work songs, field hollers, rural fife and drum music, revivalist hymns, and European folk and country dance music. It was characterized by its call-and-response narrative pattern, blue notes, and specific chord progressions, of which the 12-bar blues was the most common. By the turn of the century, blues music was being performed in regions such as Louisiana, the Mississippi Delta, the Piedmont region, and Texas, typically by a solo musician on acoustic guitar, harmonica, or piano. Initially, a traditional blues verse was made up of a single line repeated four times, until the common AAB pattern was established in the early 20th century. In 1912, W. C. Handy, an African-American minstrel show band leader, published "Memphis Blues," which helped popularize the genre by transcribing and orchestrating it in a symphonic-like style. Handy is also credited with giving the blues its contemporary form, and was crowned the "Father of the Blues." The unexpected success of Mamie Smith’s "Crazy Blues," eight years later, caused record labels to begin producing “race records," featuring blues singers such as Ma Rainey and Bessie Smith. Most of the blues pioneers from the 1920s performed solo with an acoustic guitar. Among the most recognized are Robert Johnson, Blind Lemon Jefferson, Son House, Leadbelly and Charlie Patton. As blues spread from the Deep South, it took on regional characteristics and styles. The Mississippi Delta blues featured slide guitar and a rootsy, sparse style. The Piedmont blues used an elaborate ragtime-based rhythm and fingerpicking technique. The Memphis blues, popular in vaudeville and medicine shows, was influenced by jug bands, incorporating unusual instruments such as washboard, kazoo, jug, mandolin, and fiddle. Urban blues forced performers to become more elaborate, as they had to adapt to a larger, more varied audience. Boogie-woogie consisted of piano-based blues derived from barrelhouse and ragtime in Chicago. Big band blues emerged out of Kansas City and incorporated elements of jazz and swing. West Coast blues was heavily influenced by a swing beat, and popularized by Texas musicians who moved to California. Electric blues came out of Chicago, Memphis, Detroit, and St. Louis in the 1950s, using electric guitars, double bass, drums. and harmonica performed through a microphone, amplifier and PA (public address) system. By the beginning of the 1960s, the most popular genres for young Americans were rock and roll and soul music, both rooted in African-American blues. Buried in the Deep South, Central Florida has had a long blues tradition, and a number of notable blues musicians had roots in Florida, including Tampa Red, Bo Diddley, Ray Charles, "Diamond Teeth Mary" McClain, Gabriel Brown, Noble "Thin Man" Watts, Willie Green, Blind Blake, Little Mike and the Tornadoes, Barrelhouse Chuck, and the Allman Brothers Band. Muddy Waters wrote a song for his 1977 album, Hard Again, entitled "Deep Down in Florida," in which he mentions Newberry and traveling to Gainesville to see an old friend. Waters met his third wife while performing at the popular blues dance hall, the Cotton Club, in Gainesville. The club opened in 1948 and had regular performances by such future famous blues musicians as James Brown, B.B. King and Ray Charles. The Wells’ Built Hotel and Casino, which is now an African-American history museum, is located in the historic African-American community of Parramore in Downtown Orlando. The hotel hosted many notable African-American musicians and celebrities during the Segregation era. Guitar Slim, Ray Charles, Ivory Joe Hunter, B. B. King and Bo Diddley were among the bluesmen traveling along the Chitlin' Circuit who were guests at the hotel and performers at the casino. Contributor <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/140" target="_blank">Central Florida Music History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Bradenton, Florida The Alley, Sanford, Florida West Tampa, Tampa, Florida WUCF-TV, University of Central Florida, Orlando, Florida Curator Cepero, Laura Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference DeVane, Dwight, Blaine Waide, Peggy A. Bulger, Doris J. Dyen, and David Evans. <a href="http://www.worldcat.org/oclc/856993560" target="_blank">Drop on Down in Florida: Field Recordings of African American Traditional Music 1977-1980</a>. Atlanta, Ga: Dust-to-Digital, 2012. Oakley, Giles. <a href="http://www.worldcat.org/oclc/3082016" target="_blank">The Devil's Music: A History of the Blues</a>. New York: Taplinger Pub. Co, 1977. Palmer, Robert. <a href="http://www.worldcat.org/oclc/6864668" target="_blank">Deep Blues: A Musical and Cultural History of the Mississippi Delta</a>. New York: Viking Press, 1981. Moving Image A series of visual representations that, when shown in succession, impart an impression of motion. Original Format 1 audio/video recording Duration 5 minutes and 25 seconds 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 WUCF Artisodes Short: Daniel Heitz Alternative Title Daniel Heitz Artisode Subject Sanford (Fla.) Music--United States Blues (Music)--Florida Description Daniel Heitz first took the stage at the Alley blues club in Sanford, Florida, when he was 11 years old. Over the next six years, he became one of the most impressive classical blues guitarists in Central Florida. WUCF-TV is a Public Broadcasting Service (PBS) television station serving the Central Florida television market. The station, operated by the University of Central Florida, is the region's sole PBS member station, reaching an estimated population of 4.6 million people in its aerial viewing area. Arts and culture take center stage in WUCF-TV's weekly local series: "WUCF Artisodes." Each episode airs Thursdays at 8 p.m., featuring a local artist or initiative, as well as stories on the arts from across the country. Developed in partnership with 28 PBS stations nationwide, this series is part of WUCF-TV's mission to give everyone a front-row seat to the arts. This Artisodes Short originally aired as part of "WUCF Artisodes #145: The Call of Music" on October 2, 2014. Type Moving Image Source Original 5-minute and 25-second audio/video recording of Daniel Heitz, <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>, Sanford, Florida, October 2, 2014: WUCF-TV, University of Central Florida, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank"> Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank"> Java</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/144" target="_blank">Blues Collection</a>, Central Florida Music History Collection, RICHES of Central Florida. <a href="http://video.wucftv.org/video/2365335036/" target="_blank">WUCF Artisodes 145: The Call of Music</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Is Format Of <a href="http://video.wucftv.org/video/2365333735/" target="_blank">WUCF Artisodes Short: Daniel Heitz</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Coverage WUCF-TV, University of Central Florida, Orlando, Florida The Alley, Sanford, Florida Publisher <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Contributor Heitz, Daniel Heitz, Sherri Johnson, Chris Williamson, Karl Date Created ca. 2015-01-29 Date Issued 2014-10-02 Date Copyrighted 2014-10-02 Format application/website application/pdf Medium 5-minute and 25-second audio/video recording Language eng Mediator History Teacher Geography Teacher Humanities Teacher Music Teacher Provenance Originally published by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>. Rights Holder Copyright to this resource is held by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Curator Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> External Reference McPherson, Gary. <a href="http://www.worldcat.org/oclc/64554616" target="_blank">The Child As Musician: A Handbook of Musical Development</a>. Oxford: Oxford University Press, 2006. <a href="http://www.wucftv.org/local-programs/artisodes/" target="_blank">”WUCF Artisodes</a>.” WUCFTV.org. http://www.wucftv.org/local-programs/artisodes/ (Accessed March 30, 2015). Click to View (Movie, Podcast, or Website) <a href="https://www.youtube.com/watch?v=s6yGU66JuBA" target="_blank">WUCF Artisodes Short: Daniel Heitz</a> Albert King Artisodes B. B. King blues blues guitarists blues guitars bluesman bluesmen broadcast television distributor Chris Johnson classic blues Dan Heitz Daniel Heitz Doc Williamson Freddie King Karl Williamson musicians PBS Public Broadcasting Service Riley King Sanford Sherri Heitz The Alley The Call of Music The Daniel Heitz Band UCF University of Central Florida WUCF Artisodes WUCF-TV 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 Rock Collection Alternative Title Rock Collection Subject Music--United States Rock music--United States Lakeland (Fla.) Maitland (Fla.) Orlando (Fla.) Description Collection of digital images, documents, and other records depicting the history of rock music in Central Florida. Series descriptions are based on special topics, the majority of which students focused their metadata entries around. Rock music is uniquely American, emerging in the late 1940s and 1950s, with the influence of African-American blues, jazz, boogie woogie, and gospel, mixed with predominantly white country and Western swing music. This hybrid genre helped define a generation, breaking down color barriers in the South by merging African musical traditions with European instrumentation. The popularization of rock music coincided with the African-American Civil Rights Movement, which sought to end racial segregation and discrimination in the South. The sudden interest of white teens in black “race music” provoked a backlash among traditionalists and Americans found themselves in the middle of a “culture war.” The counterculture youth of the 1950s and 1960s rejected many of the mainstream cultural standards of their parents’ generation, especially in regards to race. During the First and Second Great Migration of the 20th century, African Americans and whites began living in closer proximity to one another, more so than ever before, resulting in both races emulating the other’s style in fashion, art, and music. Rock music influenced the language, attitudes, ideas, and trends of a generation. The genre continued to evolve, incorporating new elements with each subsequent decade. During the 1960s, the subgenres of folk rock, jazz rock, country rock, blues rock, psychedelic rock, glam rock, and progressive rock emerged. Musicians in the 1970s and 1980s created punk rock, Southern rock, heavy metal, new wave, and alternative rock. By the 1990s, artist continued to expand the genre by creating rap rock, reggae rock, grunge, and indie rock. Florida has been at the heart of rock music and the “culture war” since the 1950s. The recording industry was actively making rock records in Tampa during the 1960s and in Miami during the 1970s. Gram Parsons, a native of Winter Haven, is credited as the father of the country rock movement of the late 1960s, and Southern rock emerged from Jacksonville during the 1970s and 1980s, with bands such as the Allman Brothers Band, Lynyrd Skynyrd, the Outlaws, and Molly Hatchet. These contributions played an integral part in the history of rock music. Contributor Knickerbocker, Carl Wahl, Julie Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/140" target="_blank">Central Florida Music History Collection</a>, RICHES of Central Florida. Type Collection Coverage Bob Carr Theater, Orlando, Florida Enzian Theater, Maitland, Florida Great Southern Music Hall, Orlando, Florida Lakeland Civic Center, Lakeland, Florida Orange County Civic Center, Orlando, Florida Orlando-Seminole Jai Alai Fronton, Fern Park, Florida Orlando Sports Stadium, Orlando, Florida Tangerine Bowl, Orlando, Florida Curator Cepero, Laura Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference Altschuler, Glenn C. <a href="http://www.worldcat.org/oclc/51518334" target="_blank">All Shook Up: How Rock 'n' Roll Changed America</a>. Oxford: Oxford University Press, 2003. Fisher, Marc. <a href="http://www.worldcat.org/oclc/69594101" target="_blank">Something in the Air: Radio, Rock, and the Revolution That Shaped a Generation</a>. New York: Random House, 2007. Studwell, William E., and D. F. Lonergan. <a href="http://www.worldcat.org/oclc/41090615" target="_blank">The Classic Rock and Roll Reader: Rock Music from Its Beginnings to the Mid-1970s</a>. New York: Haworth Press, 1999. Language eng Moving Image A series of visual representations that, when shown in succession, impart an impression of motion. Original Format 1 audio/video recording Duration 5 minutes and 31 seconds 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 WUCF Artisodes Short: Enmanuel Chacin Alternative Title Enmanuel Chacin Artisode Subject Orlando (Fla.) Music--United States Rock music--United States Description One of Central Florida's most unique and talented drummers/percussionists, Enmanuel Chacin, shares his thoughts on what he considers to be the blueprint of life: music. Chacin, who is blind, grew up in Caracas, Venezuela, where he claims the culture is driven by drums and percussion. WUCF-TV is a Public Broadcasting Service (PBS) television station serving the Central Florida television market. The station, operated by the University of Central Florida, is the region's sole PBS member station, reaching an estimated population of 4.6 million people in its aerial viewing area. Arts and culture take center stage in WUCF-TV's weekly local series: "WUCF Artisodes." Each episode airs Thursdays at 8 p.m., featuring a local artist or initiative, as well as stories on the arts from across the country. Developed in partnership with 28 PBS stations nationwide, this series is part of WUCF-TV's mission to give everyone a front-row seat to the arts. This Artisodes Short originally aired as part of "WUCF Artisodes #161: We've Got the Beat" on February 12, 2015. Type Moving Image Source Original 5-minute and 31-second audio/video recording of Enmanuel Chacin, <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>, Orlando, Florida, February 12, 2015: WUCF-TV, University of Central Florida, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank"> Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank"> Java</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/142" target="_blank">Rock Collection</a>, Central Florida Music History Collection, RICHES of Central Florida. <a href="http://video.wucftv.org/video/2365422312/" target="_blank">WUCF Artisodes 161: We've Got the Beat</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Is Format Of <a href="http://video.wucftv.org/video/2365425045/" target="_blank">WUCF Artisodes Short: Enmanuel Chacin</a>, WUCF-TV, University of Central Florida, Orlando, Florida. Coverage WUCF-TV, University of Central Florida, Orlando, Florida Valencia College, Orlando, Florida Caracas, Venezuela Publisher <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> Contributor Chacin, Enmanuel Browning, Barbara Date Created ca. 2015-01-29 Date Issued 2015-02-12 Date Copyrighted 2015-02-12 Format application/website application/pdf Medium 5-minute and 31-second audio/video recording Language eng Mediator History Teacher Geography Teacher Humanities Teacher Music Teacher Provenance Originally published by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a>. Rights Holder Copyright to this resource is held by <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Curator Cravero, Geoffrey Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.wucftv.org/home/" target="_blank">WUCF-TV</a> External Reference Price, Jim. <a href="http://www.guidedogs.com/site/PageServer?pagename=stories_echacin" target="_blank">"Enmanuel Chacin</a>." Guidedogs for the Blind. http://www.guidedogs.com/site/PageServer?pagename=stories_echacin (Accessed March 30, 2015). <a href="http://www.wucftv.org/local-programs/artisodes/" target="_blank">”WUCF Artisodes</a>.” WUCFTV.org. http://www.wucftv.org/local-programs/artisodes/ (Accessed March 30, 2015). Click to View (Movie, Podcast, or Website) <a href="https://www.youtube.com/watch?v=L55f31AOaUA" target="_blank">WUCF Artisodes Short: Enmanuel Chacin</a> Artisodes Barbara Browning blind blindness Caracas, Venezuela disabilities disability drummers drums Enmanuel Chacin musicians orlando PBS Pearl drums percussion percussionists Public Broadcasting Service rock rock music UCF University of Central Florida Valencia College VC visual impairments visually impaired We've Got the Beat WUCF Artisodes WUCF-TV https://richesmi.cah.ucf.edu/omeka/files/original/66456b316aaeb016e7869939073234aa.jpg 5588133007e035c2e829e90679db8e00 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Friendship 7 Lift Off at the Launch Pad at Cape Canaveral Air Force Station Launch Complex 14 Alternative Title Friendship 7 Lift Off Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Project Mercury (U.S.) Friendship 7 (Spacecraft) Description John Glenn's (b. 1921) Mercury-Atlas vehicle (MA-6) lifting off the launch pad at Cape Canaveral Air Force Station Launch Complex 14 (LC-14) on February 20, 1962. This was the first manned flight of a Mercury-Atlas spacecraft, which occurred after a few delays. Glenn would become the first American to orbit the Earth. Glenn was later feted in parades from Cocoa Beach, Florida, to New York City, New York. Type Still Image Source Original black and white photographic print, February 20, 1962: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, February 20, 1962. Coverage Cape Canaveral Air Force Station Launch Complex 14 Launch Site, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1962-02-20 Format image/jpg Extent 180 KB Medium 1 black and white photographic print Mediator History Teacher Civics/Government Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://history.nasa.gov/SP-45/ch5.htm">MERCURY PROJECT SUMMARY (NASA SP-45)</a>." National Aeronautics and Space Administration. http://history.nasa.gov/SP-45/ch5.htm. Astronaut Group 1 Atlas 109D Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station CCAFS Friendship 7 John Glenn John Herschel Glenn, Jr. Launch Complex 14 Launch Pad 14 launches LC-14 MA-6 Mercury 7 Mercury Seven Mercury-Atlas Mercury-Atlas 6 NASA National Aeronautics and Space Administration Original Seven outer space Project Mercury space exploration space program space programs https://richesmi.cah.ucf.edu/omeka/files/original/af501b8034bf384883021303fd4b5b86.jpg 3082384d95848c7bd0b5cd473783fbc9 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Rocket Monitoring and Launch Workstations at the Cape Canaveral Air Force Station Launch Complex 14 Blockhouse Alternative Title Workstations at Launch Complex 14 Blockhouse Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Project Mercury (U.S.) Description The Cape Canaveral Air Force Station Launch Complex 14 (LC-14) Blockhouse was where Mercury-Atlas rockets were launched using analog electronic equipment to monitor various aspects of the rocket. One might note that these Project Mercury workstations had no video screens, as there might be today, only analog gauges and meters to view conditions, as well as dials, switches, and buttons to issue commands to the rockets. This equipment was placed in electronics racks, similar to those used for computers in server rooms today, to save space and allow each workstation to have all the equipment to accomplish its function. Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Blockhouse, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962 Format image/jpg Extent 203 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. analog electronics blockhouses Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station electronic equipment electronics racks Launch Complex 14 LC-14 Mercury Mercury-Atlas Monitoring NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space programs workstations https://richesmi.cah.ucf.edu/omeka/files/original/785816e903063190c645abc019fca13d.jpg 11ceaed4f6e9ae6b5ec55c0de4f8549b https://richesmi.cah.ucf.edu/omeka/files/original/c3ccd351f310828ec174036c361be2ed.jpg b77792695d178ffffe0fd32f850af48b https://richesmi.cah.ucf.edu/omeka/files/original/749a152b8d4167f105a737efefba4702.jpg 7c8244ecb8336e97d9c9fc07577ad00a https://richesmi.cah.ucf.edu/omeka/files/original/1212c921ca7f3b7e56213e9736f7e840.jpg 0bf8d05e769874f52d104e2628dd3f7f https://richesmi.cah.ucf.edu/omeka/files/original/19cc77ef5c8c8b9a9633a377853d7e98.jpg b32393ceaae1c231b5e02e40374b49a5 https://richesmi.cah.ucf.edu/omeka/files/original/805d466a9ef22f93aa41a4847888fb7b.jpg 6527361c7d29c51b10b6febd2fa0af63 https://richesmi.cah.ucf.edu/omeka/files/original/4b25aea4961019e74ea09ee7e3c20f45.jpg 5ee96a2d73f65f878ad5f7c1edfe6c71 https://richesmi.cah.ucf.edu/omeka/files/original/e39be1ec38daf511235f35a1e9f6c87d.jpg 289fffab02be3aed682babfab9746065 https://richesmi.cah.ucf.edu/omeka/files/original/aa5247f2664a2d1d503645b4fb45bfe8.jpg 1cfa07f0999e1f2eae52149f869c15be 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Workstation Containing Analog Electronics in Rack at the Cape Canaveral Air Force Station Launch Complex 14 Blockhouse Alternative Title Analog Electronics at Launch Complex 14 Blockhouse Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Project Mercury (U.S.) Description <div>Used during the launches of the Mercury-Atlas rockets—from the first American to orbit earth, John Glenn (b. 1921), to the last Project Mercury flight with Gordon Cooper (1927-2004), Jr.—this was one of the workstations in the blockhouse at Launch Complex 14 (LC-14). Electronic equipment used in the LC-14 Blockhouse was placed in racks to maximize space utilization, similar to what one might see today in a computer server room. One main difference is that the electronics of Project Mercury era were analog rather than digital, and the displays and controls were analog as well, such as analog meters and knobs.</div> Type Still Image Source Original black and white photographic print: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print. Coverage Cape Canaveral Air Force Station Launch Complex 14 Blockhouse, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created ca. 1962 Format image/jpg Extent 168 KB 189 KB 186 KB 181 KB 161 KB 196 KB 189 KB 154 KB Medium 9 black and white photographic prints Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Transcript NASA SEQUENCE SYSTEM MONITOR MCE 0727 REVA[?] MOD-1 PANORAMIC MERCURY INTERCOM [?] MONITOR PANEL SPECIAL INSTRUMENTATION (PRIMATE) CONTROL NOBATRON[?] VOLTS LAMBDA REGULATED POWER SUPPLY analog electronics blockhouses Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station electronic equipment electronics racks Launch Complex 14 Launch Complex 14 Blockhouse LC-14 Mercury Mercury-Atlas NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/fb462aad2a2d65d81162c056eddb700c.jpg 069bf773d9a243357b541f2d6201f456 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 Dr. Calvin Fowler Collection Alternative Title Fowler Collection Subject Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA John F. Kennedy Space Center Kennedy Space Center Description Collection of images, documents, and other archival items donated by Dr. Calvin "Cal" D. Fowler, who was the manager of Cape Canaveral Air Force Station Launch Complex 14 during the final three launches of Project Mercury. Contributor Fowler, Calvin "Cal" D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/148" target="_blank">Florida Space Coast History Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Cape Canaveral Air Force Station, Cape Canaveral, Florida General Dynamics/Astronautics, Cocoa Beach, Florida John F. Kennedy Space Center, Merritt Island, Florida Patrick Air Force Base, Florida Covair/Astronautics, Mission Training Center, Port Canaveral, Florida U.S. Space Walk of Fame Museum, Titusville, Florida Daytona Beach, Florida George C. Marshall Space Flight Center, Redstone Arsenal, Hunstville, Alabama Space Systems Division Headquarters, Air Force Systems Command, United States Air Force, El Segundo, California General Dynamics/Astronautics Factory, San Diego, California Manned Spacecraft Center, Houston, Texas Space Center Houston, Houston, Texas Fairchild Air Force Base, Washington Francis E. Warren Air Force Base, Wyoming Valley Forge, Pennsylvania Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Still Image A static visual representation. Examples of still images are: 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 Cape Canaveral Air Force Station Launch Complex 14 Blockhouse Launch Tote Board Alternative Title Launch Complex 14 Launch Tote Board Subject Cape Canaveral (Fla.) Cape Canaveral Air Force Station (Fla.) National Aeronautics and Space Administration (U.S.) NASA Description The Launch Tote Board at the Cape Canaveral Air Force Station Launch Complex 14 (LC-14) detailed the rocket launches carried out at the facility. Posted outside of the blockhouse, it showed the vehicle type, designation and launch date. Type Still Image Source Original black and white photographic print, March 15, 1963: Private Collection of Dr. Calvin D. Fowler. Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/149" target="_blank">Dr. Calvin Fowler Collection</a>, Florida Space Coast History Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original black and white photographic print, March 15, 1963. Coverage Cape Canaveral Air Force Station Launch Complex 14 Blockhouse, Cape Canaveral, Florida Contributor Fowler, Calvin D. <a href="http://srealserver.eecs.ucf.edu/chronopoints/" target="_blank">Chronopoints</a> Date Created 1963-03-15 Format image/jpg Extent 149 KB Medium 1 black and white photographic print Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally owned by Dr. Calvin D. Fowler. Rights Holder Copyright to this resource is held by Dr. Calvin D. Fowler and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://virtualheritage.ist.ucf.edu/cchp/" target="_blank">Florida Space Coast History Project</a> Curator Michlowitz, Robert Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm">Project Mercury Overview</a>." John F. Kennedy Space Center, National Aeronautics and Space Administration. http://www-pao.ksc.nasa.gov/history/mercury/mercury-overview.htm. Transcript GENERAL DYNAMICS/ASTRONAUTS COMPLEX-14 MERCURY blockhouses Cape Canaveral Cape Canaveral AFS Cape Canaveral Air Force Station Launch Complex 14 Launch Complex 14 Blockhouse launch tote boards LC-14 Mercury Mercury-Atlas NASA National Aeronautics and Space Administration outer space Project Mercury space exploration space programs https://richesmi.cah.ucf.edu/omeka/files/original/0b40819725606254eecf400511258f67.pdf c3045a34a79e8c324ef3c3056bf87d70 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 Friends of Lake Apopka Collection Alternative Title FOLA Collection Subject Lake Apopka (Fla.) Water quality--Florida Pollution--Florida Description The Friends of Lake Apopka (FOLA) is a citizen advocacy group with the mission of restoring Lake Apopka in Orange County and Lake County, Florida. Due to poor farming practices along its shores, Lake Apopka has become one of the largest polluted lakes in Florida. This collection features various archival items related to the restoration of the lake. Contributor <a href="http://www.fola.org/" target="_blank">Friends of Lake Apopka</a> Language eng Type Collection Coverage Lake Apopka, Florida Florida Game and Fresh Water Commission, Tallahassee, Florida Oakland, Florida Orlando, Florida Saint Johns River, Florida Winter Garden, Florida Winter Haven, Florida Zellwood, Florida Contributing Project <a href="http://www.fola.org/" target="_blank">Friends of Lake Apopka</a> Curator Cepero, Laura King, Joshua Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.oaktownusa.com/Pages/Preserve/index" target="_blank">Oakland Nature Preserve</a> External Reference "<a href="http://www.fola.org/" target="_blank">Our Mission & Purpose</a>." Friends of Lake Apopka. http://www.fola.org/. Document A resource containing textual data. 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 Agreement to Establish the Oklawaha River Basin Improvement Council Alternative Title Oklawaha River Improvement Council Agreement Subject Ocklawaha River (Fla.) Pollution--Florida Description An agreement to establish the Oklawaha River Basin Improvement Council, formed from a proposal by U.S. Representatives Lou Frey, Jr. (b. 1934), Don Fuqua (b. 1933), and William V. Chappell, Jr. (1922-1989). The agreement outlines the environmental issues facing the Ocklawaha River Basin and details the organization of the council, its goals, powers, and funding. The Oklawaha River Basin Improvement Council was formed on April 21, 1972, consisting of members representing Orange County, Lake County, Marion County, and Putnam County, as well as representatives of state agencies, such as the Florida Department of Air and Water Pollution Control. The council was formed to coordinate planning of environmental restoration at a regional level under the Florida Inter-Local Cooperation Act of 1969, which allowed city, county, and state agencies to coordinate with each other on mutually beneficial projects. The council’s primary project was a proposed drawdown of Lake Apopka, which was heavily polluted due to agricultural and sewage run-off by the 1970s. The drawdown would entail completely or mostly draining the lake, discharging the water downstream into the lakes and rivers that constitute the Ocklawaha River Basin, allowing Lake Apopka’s bottom sediments to consolidate, in the hope that this would improve Lake Apopka’s water quality. The council applied for several federal grants seeking funding for this project. Type Text Source Photocopy of 3-page typewritten agreement: binder 1972, Friends of Lake Apopka Archives, Ginn Museum, <a href="http://www.oaktownusa.com/Pages/Preserve/index" target="_blank">Oakland Nature Preserve</a>, Oakland, Florida. Requires <a href="http://www.adobe.com/products/reader.html" target="_blank">Adobe Acrobat Reader</a> Is Part Of Binder 1972, Friends of Lake Apopka Archives, Ginn Museum, <a href="http://www.oaktownusa.com/Pages/Preserve/index" target="_blank">Oakland Nature Preserve</a>, Oakland, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/153" target="_blank">Friends of Lake Apopka Collection</a>, RICHES of Central Florida. Is Format Of Digital reproduction of photocopied 3-page document, April 21, 1972. Coverage Lake Apopka, Florida Lake Beauclair, Florida Lake Dora, Florida Lake Harris, Florida Lake Eustis, Florida Lake Griffin, Florida Lake Ocklawaha, Florida Winter Garden, Florida Apopka, Florida Eustis, Florida Mount Dora, Florida Tavares, Florida Clermont, Florida Orlando, Florida Date Created 1972-04-21 Format application/pdf Extent 606 KB Medium 3-page typewritten agreement Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Rights Holder Copyright to this resource is held by the <a href="http://www.fola.org/" target="_blank">Friends of Lake Apopka</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://www.fola.org/" target="_blank">Friends of Lake Apopka</a> Curator King, Joshua Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.oaktownusa.com/Pages/Preserve/index" target="_blank">Oakland Nature Preserve</a> External Reference "<a href="https://richesmi.cah.ucf.edu/omeka/items/show/7508" target="_blank">Agreement to Establish the Oklawaha River Basin Improvement Council</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka/items/show/7508. "<a href="https://news.google.com/newspapers?id=GXBQAAAAIBAJ&sjid=KwUEAAAAIBAJ&pg=7243%2C3366225" target="_blank">Marion Commission Votes To Nix Funds for ORBIC</a>." The Ocala Star-Banner, May 16, 1972. https://news.google.com/newspapers?id=GXBQAAAAIBAJ&sjid=KwUEAAAAIBAJ&pg=7243%2C3366225. "<a href="https://news.google.com/newspapers?id=AWdRAAAAIBAJ&sjid=CwYEAAAAIBAJ&pg=6230%2C3569451" target="_blank">River Basin Council To Receive Applications</a>." The Ocala Star-Banner, December 17, 1972. https://news.google.com/newspapers?id=AWdRAAAAIBAJ&sjid=CwYEAAAAIBAJ&pg=6230%2C3569451. algae Bill Chappell Central Florida Agricultural Institute citrus processing industry Dean Maloney Don Fuqua East Central Florida Regional Planning Council eutrophication Florida Citrus Mutual Florida Department of Air and Water Pollution Control Florida Department of Pollution Control Florida Game and Fresh Water Fish Commission Florida Inter-Local Cooperation Act of 1969 Gourd Neck Springs Lake Apopka Lake Dora Lake Eustis Lou Frey Louis Frey, Jr. Ocklawaha Basin Oklawaha River Basin Improvement Council sewage disposal plants Southwest Florida Water Management District St. Johns River stormwater drainage UF University of Florida water hyacinths William V. Chappell, Jr. https://richesmi.cah.ucf.edu/omeka/files/original/75ca7b1d86eb69144532adf265d01702.jpg 38b4dd118fd8984d00a9370ec4653ddf 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 Lone Sailor Navy Memorial History Project Collection Alternative Title Lone Sailor Collection Subject Veterans--Florida Orlando (Fla.) United States. Navy Navy Sailors--United States Description Collection of digital images and oral histories related to the former Recruit Training Center Orlando (RTC Orlando) for the United States Navy. The training center transformed raw recruits into highly effective sailors. This process took place over an intensive eight-week training period, commonly referred to as "boot camp." RTC Orlando occupied roughly one half of the former Naval Training Center Orlando (NTC Orlando), which was located at present day Baldwin Park, Orlando, Florida. Between 1968 and 1994, over 650,000 men and women graduated from RTC Orlando. Contributor <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/24" target="_blank">UCF Community Veterans History Project Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Naval Training Center, Orlando, Florida Contributing Project <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://riches.cah.ucf.edu/veterans/" target="_blank">About the Project</a>." UCF Community Veterans History Project, RICHES of Central Florida, University of Central Florida. http://riches.cah.ucf.edu/veterans/. "<a href="http://cfnavyleague.org/lone-sailor/" target="_blank">The History</a>." Lone Sailor Navy Memorial History Project. http://cfnavyleague.org/lone-sailor/ "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. <a href="http://www.lonesailorfl.com/" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 1 black and white photograph 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 Saluting Sailor at the Orlando Naval Training Center Alternative Title NTC Orlando Sailor Subject Orlando (Fla.) Navy Sailors--United States Description An unidentified sailor salutes at Naval Training Center (NTC) Orlando. NTC Orlando was in operation from 1968 to 1998 and was one of three recruit training centers used by the U.S. Navy. It resided in the area that is now the community of Baldwin Park. During the 30 years that NTC Orlando was operational, more than 650,000 men and women were transformed from civilians to sailors. Beginning in 1973, NTC Orlando became the Navy's only co-educational recruit training center. Type Still Image Source Original 3 x 3 inch black and white photograph by Johnson, March 1970: <a href="http://floridamemory.com/photographiccollection/collections/?id=6" target="_blank">Department of Commerce Collection</a>, shelf number SN037545, image number c674896, Florida Photographic Collection, State Library and Archives of Florida, Tallahassee, Florida. Is Part Of <a href="http://floridamemory.com/photographiccollection/collections/?id=6" target="_blank">Department of Commerce Collection</a>, shelf number SN037545, Florida Photographic Collection, State Library and Archives of Florida, Tallahassee, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/109" target="_blank">Lone Sailor Navy Memorial History Project Collection</a>, UCF Community Veterans History Project Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original 3 x 3 inch black and white photograph by Johnson, March 1970. Has Format Digital reproduction of original 3 x 3 inch black and white photograph by Johnson, March 1970: "<a href="http://www.floridamemory.com/items/show/58870" target="_blank">Unidentified sailor at the Naval Training Center - Orlando, Florida</a>." Department of Commerce Collection, shelf number SN037545, image number c674896, Florida Photographic Collection, State Library and Archives of Florida, Tallahassee, Florida. http://www.floridamemory.com/items/show/58870. Coverage Naval Training Center, Orlando, Florida Creator Johnson Date Created 1970-03 Format image/jpg Extent 35.3 KB Medium 3 x 3 inch black and white photograph Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally created by Johnson. Rights Holder Copyright to this resource is held by the <a href="http://dlis.dos.state.fl.us/index_Researchers.cfm" target="_blank">State Library and Archives of Florida</a> and is provided here by <a href="http://riches.cah.ucf.edu/">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://dlis.dos.state.fl.us/index_Researchers.cfm" target="_blank">State Library and Archives of Florida</a> Curator Barnes, Mark Cepero, Laura Digital Collection <a href="http://www.floridamemory.com/" target="_blank">Florida Memory</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://dlis.dos.state.fl.us/index_Researchers.cfm" target="_blank">State Library and Archives of Florida</a> External Reference Brokaw, David. Interview by Freddie Roman-Toro. Video. February 22, 2014. Lone Sailor Navy Memorial Project. RICHES of Central Florida. University of Central Florida, Orlando, Florida. Dobie, Kathy. "A Few Nice Men. (using Coed U.S. Navy Boot Camps to Reduce Incidence of Sexual Harassment)." <a href="http://www.worldcat.org/oclc/1769261" target="_blank">Vogue</a> 183, no. 2 (1993): 234, 299. "<a href="http://www.lonesailorfl.com/" target="_blank">The History</a>." Navy Memorial of Central Florida. http://www.lonesailorfl.com/. Rajtar, Steve. <a href="http://www.worldcat.org/oclc/70911136" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. military education military training Naval Training Center Orlando NTC Orlando orlando sailors training centers U.S. Navy https://richesmi.cah.ucf.edu/omeka/files/original/c62bcd04e26ae9d751548bdafe27b133.pdf 8f30ddfb5649a986242427f6e728aa76 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 Lone Sailor Navy Memorial History Project Collection Alternative Title Lone Sailor Collection Subject Veterans--Florida Orlando (Fla.) United States. Navy Navy Sailors--United States Description Collection of digital images and oral histories related to the former Recruit Training Center Orlando (RTC Orlando) for the United States Navy. The training center transformed raw recruits into highly effective sailors. This process took place over an intensive eight-week training period, commonly referred to as "boot camp." RTC Orlando occupied roughly one half of the former Naval Training Center Orlando (NTC Orlando), which was located at present day Baldwin Park, Orlando, Florida. Between 1968 and 1994, over 650,000 men and women graduated from RTC Orlando. Contributor <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/24" target="_blank">UCF Community Veterans History Project Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Naval Training Center, Orlando, Florida Contributing Project <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://riches.cah.ucf.edu/veterans/" target="_blank">About the Project</a>." UCF Community Veterans History Project, RICHES of Central Florida, University of Central Florida. http://riches.cah.ucf.edu/veterans/. "<a href="http://cfnavyleague.org/lone-sailor/" target="_blank">The History</a>." Lone Sailor Navy Memorial History Project. http://cfnavyleague.org/lone-sailor/ "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. <a href="http://www.lonesailorfl.com/" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer Barnes, Mark Interviewee Kidd, Scott T. Location <a href="http://www.ucf.edu" target="_blank">University of Central Florida</a>, Orlando Florida Duration 47 minutes and 10 seconds Original Format 1 Hi-8 audio/video recording Bit Rate/Frequency 2418kbps 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 Oral History of Scott T. Kidd Alternative Title Oral History, Kidd Subject Orlando (Fla.) Navy Veterans--Florida Description An oral history of former recruit training Commander Scott T. Kidd. This interview was conducted by Mark Barnes at the University of Central Florida's Colbourn Hall in Orlando, Florida. This oral history was produced as part of the Community Veterans History Project (CVHP) and the Lone Sailor Memorial Committee for the purpose conducting background research for a memorial honoring the former Orlando Naval Training Center (NTC Orlando). Kidd was a former recruit commander at Naval Training Center Orlando (NTC Orlando) from 1989 to 1993. He also served in the U.S. Navy from 1983 to 1994. Kidd was the first recruit commander at the base to lead a fully integrated company of male and female recruits. He also served on the USS Ponce LPD-15, the USS Niagara Falls AFS-3, and the USS Iowa. Table Of Contents 0:00:00 Introduction 0:00:41 Biographical information 0:03:03 Assignments 0:06:24 Transfer to NTC Orlando 0:10:08 Responsibilities as a recruit training commander 0:12:32 Experience of the recruits 0:20:05 The training of male and female recruits 0:26:26 USS Blue Jacket and the Grinder 0:32:50 Additional training 0:36:30 Development of simulation training 0:38:48 Assignments following time at NTC Orlando 0:40:43 Legacy of NTC Orlando 0:44:17 Lone Sailor Memorial Abstract Oral history interview of Scott T. Kidd. Interview conducted by Mark Barnes at <a href="http://www.ucf.edu" target="_blank">University of Central Florida</a>, in Orlando Florida. Type Moving Image Source <a href="http://digital.library.ucf.edu/cdm/singleitem/collection/VET/id/276/rec/1" target="_blank">Kidd, Scott T.</a> Interviewed by Mark Barnes. UCF Community Veterans History Project. February 2, 2014. Audio/video record available. UCF Community Veterans History Project, Special Collections and University Archives, University of Central Florida Libraries, Orlando, Florida. Requires <a href="http://get.adobe.com/flashplayer/" target="_blank">Adobe Flash Player</a> <a href="http://java.com/en/download/index.jsp" target="_blank">Java</a> <a href="https://get.adobe.com/reader/" target="_blank">Adobe Acrobat Reader</a> Is Part Of <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a>, Special Collections and University Archives, University of Central Florida Libraries, Orlando, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/109" target="_blank">Lone Sailor Navy Memorial History Project Collection</a>, UCF Community Veterans History Project Collection, RICHES of Central Florida. Conforms To Standards established by the <a href="http://www.loc.gov/vets/" target="_blank">Community Veterans History Project (CVHP)</a>, Library of Congress, http://www.loc.gov/vets/. Coverage Richland, Washington Naval Station Great Lakes, Great Lakes, Illinois Norfolk, Virginia Mediterranean Sea Naval Training Center Orlando, Orlando, Florida Creator Barnes, Mark Kidd, Scott T. Publisher <a href="http://library.ucf.edu/UniversityArchives/" target="_blank">Special Collections and University Archives</a>, University of Central Florida Libraries Contributor Maldonado, Fernando <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> Date Created 2014-02-12 Date Copyrighted 2014-02-12 Format video/mov application/pdf Extent 872 MB 163 KB Medium 47-minute and 10-second Hi-8 audio/video recording 18-page typed transcript Language eng Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally created by Mark Barnes and Scott T. Kidd, and published by the University of Central Florida Libraries <a href="http://library.ucf.edu/UniversityArchives/" target="_blank">Special Collections and University Archives</a>. Rights Holder All rights are held by the respective holding institution. This material is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce and/or for copyright information contact <a href="http://library.ucf.edu/UniversityArchives/" target="_blank">Special Collections and University Archives</a>, University of Central Florida Libraries, (407) 823-2576. http://library.ucf.edu/about/departments/special-collections-university-archives/. Accrual Method Item Creation Contributing Project <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Curator Barnes, Mark Cepero, Laura Digital Collection <a href="http://library.ucf.edu/Systems/DigitalCollections/" target="_blank">UCF Digital Collections</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://library.ucf.edu/about/departments/special-collections-university-archives/" target="_blank">University of Central Florida, Special Collections and University Archives</a> External Reference "<a href="http://www.lonesailorfl.com/" target="_blank">The History</a>." Navy Memorial of Central Florida. http://www.lonesailorfl.com/. Rajtar, Steve. <a href="http://www.worldcat.org/oclc/70911136" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. Click to View (Movie, Podcast, or Website) <a href="http://digital.library.ucf.edu/cdm/singleitem/collection/VET/id/276/rec/1" target="_blank">Oral History of Scott T. Kidd</a> Has Format Digital transcript of orginal 47-minute and 10-second oral history: <a href="http://digital.library.ucf.edu/cdm/singleitem/collection/VET/id/276/rec/1" target="_blank">Kidd, Scott T.</a> Interviewed by Mark Barnes. UCF Community Veterans History Project. February 2, 2014. Audio/video record available. UCF Community Veterans History Project, Special Collections and University Archives, University of Central Florida Libraries, Orlando, Florida. Transcript Barnes Today is February 12th, 2014. I am interviewing Scott [T.] Kidd, who served in the United States Navy. My name is Mark Barnes, and with me is Fernando Maldonado, who is working the camera. We are interviewing Mr. Kidd as part of the UCF Community Veterans History Project, and as research for the creation of the Lone Sailor Memorial Project. We are recording this interview at UCF [University of Central Florida], in the city of Orlando, Florida. Mr. Kidd, or Scott, however you would like to be directed. Kidd Scott is fine. Barnes Scott. So, if you could just give us some of your early biography. Where were you born? Your brothers or sisters, mother, father? Kidd Sure. I was born in Richland, Washington. I have six brothers and sisters. Single-parent family. Raised there in the [19]60s. Left home when I was 15, as part of the late 60s-early 70s liberal generation movement. Early—bounced around the California-Las Vegas area. Got married. Decided I would join the military and clean my act up, at a certain point in life. And then spent 12 years in the service. After multiple experiences there, I received a medical retirement, due to some contamination from a command I was with. And moved on into real life. I opened a couple of businesses. got into broadcasting. And now, I run a company that is involved in putting science and technology companies together with young students in order to do career guidance. Barnes Good. And what year did you join the Navy? And what were your reasons for choosing the Navy over other services branches? Kidd I joined the Navy in actually February of—yeah—February of 1983. And, at that time, we were busy—the United States, in particular, was busy—enjoying a massive recession. Huge unemployment. Eighteen percent—18 to 20 percent interest rates on home loans. There was a lot of convulsions there, and I had a young family that I needed to be able to take care of. So, like many people, I joined for the job. I selected the military, because—quite frankly, I selected the Navy, because they gave me a bonus, which came in quite handy at the time. So like many people in the military who joined, it was for the money—for the job. Barnes And what were some of your first experiences coming out of boot camp—some of your first assignments? Kidd Okay. here’s a little entertainment. First place, I was—even though I was born in Washington, I sort of made my way to warmer clim[ate]s, like the L.A. [Los Angeles] and Las Vegas areas. When I joined the service, in February of 1983, the Navy and its infinite wisdom sent me to Great Lakes, Illinois, which is the north end of Chicago. Directly on the lake. Now for those of you unaware of it, it’s frickin’ cold up there [laughs]. So when you have a chill factor of minus 35 [degrees], it, ah, persuades you that—it gives you second thoughts about your [laughs] —your move to join the military. But any rate, I completed boot camp there, and my initial training—I was actually there for a best part of the year. And my first duty assignment was in Norfolk, Virginia, with a ship called the USS Shenandoah—I forgot to mention it down there—brand new ship that had just been commissioned. I was what was known as a “boiler technician.” I was persuaded to become a boiler technician, because the recruiter I spoke to was a chief boiler technician who told me what a great job it was. And, oh, he lied [laughs]. I will tell you, this is not just for me, but through your conversations with anyone else in here, one of the most common refrains you will hear from folks who served in, ah—in any of the branches is that, “My recruiter lied to me.” [laughs]. That is just—it should be on Hallmark cards. But regardless, when I started on board the Shenandoah, which was a tender ship—in other words, it was a repair ship, so it brought supplies and performed repairs on other ships while they were deployed. So we would accompany battle groups of ships that would go on cruises. For example, Mediterranean cruise would normally be scheduled to last for about six months. It would include an aircraft carrier, some destroyers, support ships, this-and-that, and we would—we were the type of ship that would go a long with that group in order to keep them functioning over that six month period. So my job was to work on propulsion—stuff which is what boilers were for. We built steam. Interesting experience. It was also one of the first ships in the Navy that had a sexually-integrated crew. Because at that time, women were not permitted in contact—in combat roles. Because this particular ship was considered a support ship it was—it did not put anyone in direct combat. Ergo, you could have women sailors. Barnes What year was… Kidd That was 1984. Barnes What—when did you come to NTC [Naval Training Center] Orlando? Kidd I was stationed starting in June of 1989. I was—what was called? My first shore duty command, which meant that I did not have to go to sea for a while. Barnes And how did you come about getting that assignment? Kidd My assignment at NTC Orlando was actually with the subcommand RTC Orlando—Recruit Training Command. This is kind of important—an important distinction in that, as background, if—in order to get promoted in the military, you had to show your skill and availability, flexibility in different types of roles. Those roles would usually include assignments. Now, there were certain assignments that you could take in the Navy that enhanced your resume, and virtually guaranteed your promotion to the next level. For enlisted people, promotion—you went through E[nlisted Rank] 6—is essentially strictly a test taking job. The Navy says how many it needs, you take a paper test, and if you score high enough on that test, you get promoted. The promotion to E-7—the E-7 through E-9 grades, which is senior enlisted, is based on different criteria, along with taking tests. It’s also a lot of interview and examination of your service record, what type of assignments you had, skill sets, etc. Performance-based. So, if you wanted to be promoted to E-7, which is kind of important for a number of reasons, you had to take some demanding assignments. RTC Orlando recruit—being a recruit company commander slot, there was one of those type of assignments that would get you—if you completed it successfully, odds are you were gonna get promoted . Barnes So you arrived in 1989 to… Kidd I was there through—through 1980—from ’89 through ’93. Barnes And what were your impressions of the base and/or the Orlando area when you arrived? Kidd Oh, Orlando’s beautiful, compared to Norfolk [laughs]. The base had—was a mixture of buildings that were 60 years old and brand new. From—the base, of course, was originally an [U.S.] Army—was an [U.S.] Air For—Army Air Force base built back in World War II. And it had been—in the 1960s—supposed to be closed, but Lyndon [B.] Johnson did a deal with one of the, uh, Congress people here for Central Florida, in order to get the congressmen’s votes for the Civil Rights Act [of 1965]. Lyndon Johnson did a deal with him—said, “Well, we’ll keep the base open instead of closing it so you have jobs.” And they transferred it over to the Navy. The Navy—you might note that we do live in Florida, and that Orlando is damn near as far from the water as you can get. So that might seem an odd place for a Navy base [laughs]. But any rate, that’s why it was there. But it was a beautiful base, and the city of Orlando of course was growing at that time. Lots of great building going on, lots of energy, sunshine. All things you might expect. Barnes So while you were at RTC, what were your responsibilities? Your day in and day out responsibilities. Kidd [coughs] I was what is known as a “recruit company commander.” Many people recognize that from what they are in the other services called “drill sergeants.” But the Navy being different, we’re recruit company commanders. It was our job to supervise folks who were brand new to the military experience—Navy, in particular—from the time they arrived on a bus until they had met certain standards and were prepared to go on to their first set of actual technical schools. We trained them in how to wear uniforms, appropriate sense of discipline, how to recognize military rank, appropriate forms of behavior. The, uh—the recruit training experience is something that’s been around since Roman times. It is designed to take someone who is a civilian, with civilian values, regardless of where they come from, and first break down their identity as a civilian, for who they were in the first place, and then build them back up with a new identity—sense of recognition as a member of that military group. So that is what—that’s what we did over the course of eight weeks. We spent a couple of weeks being very nit-picky about any—any deviation from standards, by the quarter inch. Sometimes sixteenth of an inch. Once you did that—that normally took about two weeks—and from that point on, you would spend your time having them involved in basic classes—classroom activities—and then participation in group activities in order to build up that identity. Barnes And how did the recruits—obviously, they may have all been different—but how did the recruits seem to act to the environment, to the training, to the region, did they come in raw and left as… Kidd Left as sailors, which is what they were. It’s such a wide range. It is. But when you say how they reacted when they came in, that’s kind of the point. The point is you do have a wide range of individuals, and the point is to put them out in the end of that eight-week training as similarly as possible. So they all met certain standards. So we really didn’t care how they felt when they got there. We already knew that the system was designed to be uncomfortable for them. It was designed to be challenging. An example is routinely you would—their first day of arrival, regardless, they would be scheduled to come in somewhere between ten o’clock at night and four o’clock in the morning. They would be herded into a—basically a dormitory room with bunk beds, regardless of what time they got there. With their stuff, whatever they carried on which was minimal, and their clothing. At 04:00—or four o’clock in the morning—myself and another person would come in and wake them up. It was not unusual for us to wake them up by banging metal trashcans, or using an air horn, or both. The idea was—thinking of it as shock and awe, because they would lead, for the next couple of weeks, 18-hour days, in order to—as part of that process to change their value system. Barnes Now did you guys—now you as an instructor, and you can answer for the recruits if you know as well, did you guys have normal off-base activities? Downtime? Anything that you guys liked to do? Kidd The recruits did not. During that eight-week training, uh—let me rephrase that. During the eight-week training period, the recruits would normally go through six weeks basically [coughs]—six weeks of training of varying intensities. Initially, extremely intense, a little less so, and more cerebral[?] as it went along, more detailed-oriented. By the end of six weeks—normally somewhere—the sixth or seventh weekend, they were there. they would be escorted by company commanders like me to some type of off-base activity. Go to SeaWorld, or something else along that line. The following week they’d be allowed to go without escorts. Like that weekend when they graduated, which was either—normally the end of their seventh week. When they graduated they would have that evening to go out and do whatever they were—then they would come back they would have two or three more days before they actually left the base and went onto their next command. Depends on the schedule, on the way it fell apart. So by and large, the company commanders—no. We, the company commanders, were horribly mistreated [laughs]. I’m sorry, I’m just playing. It was a very challenging duty for a company commander, because in the shipboard Navy, normally you deploy for six months. You’re gone from home, family, all the rest of that, the boat’s gone. And you go for shorter deployments, depending on what type of command you were on. It was nothing for shipboard Navy to be gone, physically, nine months a year from your home and family. Very strenuous. Well, when you came to a training command here, it was just as bad. Problem was it was even more intense, and worse your family is just down the street from wherever you lived. So when—when we say it was intense for the recruits, understand the company commanders did everything the recruits did, were with them that entire time. Plus an hour before and an hour after. So it was not unusual for company commanders to have weeks where they averaged four hours sleep a night. After—after three consecutive—the normal schedule was to train three companies, and then take a break from being a company commander to being an instructor in teaching classes, which was normal life. you actually had like weekends off. But for six months you were pretty burnt out [laughs]. The effect on company commanders being stationed there—the normal billeting there was a three-year duty. When you have orders to go there, you are expected to be there for three years. And the divorce rate there for married couples was an excess of 70 percent. It was just that strenuous, and demanding a duty. It was pretty intense. But for those people that survived it and did well, God bless them all. Barnes But you mentioned classes that recruits went to. What were some of the classes that they take? Kidd Recruits would go through classes—everything from an introduction to naval history. Teaching them about John Paul Jones— it was a very much—very light overview, very light, of the years the Mili[tary], the years the Navy got started, some of the high points, and very early naval history, etc. That type of thing. They would also go through courses—classes on basic hygiene, behavioral sense. I would call it “social and ethical education”, as in teaching what the standards were. We had class everything to naval history to rape awareness, all of which were taught be certified instructors like myself. So everything from how to wear your clothes properly, to the language of the Navy—as in, for example, what a “bulkhead” is. It’s a wall, by the way, if you didn’t know. All floors are decks. ceilings are overheads. There’s a shipboard terminology the Navy uses that no one else does. So you had to learn that. You also had to learn neat stuff like “bits,” “bites” as they applied to the Navy. They have nothing to do with high-tech, they have a whole lot to do with ropes [laughs]. So these are all things that—there’s a wide range of topics. Largely related to how to behave in a shipboard environment. Barnes Now did you instruct male and female recruits? Kidd Oh, yes. I did [laughs]. Barnes So—so what was that experience like for the recruits? For the officers? Kidd For the—let me start with for the recruits, because I got a lot of feedback from them. This was a unique time in the Navy’s history—my particular time era—because of the fact that, while Recruit Training Center of Orlando had always—as long as the Navy had been accepting women—had been the training center for women enlisted recruits. In the late ‘80s-early ‘90s, the Navy as a policy made the commitment to do training of both sexes together in the same room. No separation. this-and-that and the other things. The Navy was very, very concerned, from a policy matter, that they—there would be problems involving throwing a lot of young people together in a stressed environment, where they might be encouraged to look for some release from that stress. What a stunning idea [laughs]. So in the Navy’s infinite wisdom, they made it the responsibility of the trainers and stuff to emphasize to these young men and young women every day that having sex was not a good thing. So you might want to imagine telling a drunk, “Don’t think about pink elephants.” So yes. It became challenging in that respect, and young women and young men, being what young women and young men are, there were some rather creative attempts to get around the rules there. Not a big deal. In the big scheme of things, it’s hardly—but it was more amusing than anything else. The point was that it added a note to the training environment that didn’t exist elsewise in the Navy. And it also led to some major changes in the way recruits were actually trained. The history of training recruits is—regardless of branch of service, again—is very much tied into the process of breaking down the individualized identity in the first place, and rebuilding them. Anyone who has ever watched the movies knows that there’s a certain amount of blunt language that is used, and historically has been used. Well, the United States Navy, as training command, decided that that type of language was no longer to be used. So within an environment where you have certain expectations by many of the recruits— come in expecting that this is going to be the toughest thing they ever did. some of them were a little disappointed. Probably a minority, but nonetheless you had folks who were very highly motivated to be there looking for the challenge of a lifetime. Those are a lot of recruits who came to the military simply because they were looking for direction. That was their number one reason for entering. It wasn’t because of job. it was because they wanted a sense of who they were within a larger community. I cannot count the number of kids—and I’ll say “kids,” because I was in my mid-30s and most of them were in their teens—who came to me after, upon completion of training or during it, and expressed their pride about being part of the organization, knowing what they were doing, having goals that were clear to them at that time. So by and large, for the vast majority of recruits coming through, boot camp—RTC Orlando—was a very positive experience. I think most of them—I never met one who afterwards[sic]—many of the kids I trained here, even 20 years later, are in touch with me via Facebook or something else, who haven’t expressed what a positive impact the experience had on their lives. Funniest thing I ever—I actually had probably over the course of my three and a half years, 13 companies that I’ve pushed, which was pretty much the record. More than once, at the end of the training cycle for the kids, the eight-week period, when they approach their graduation, the night before their actual graduation ceremony, their parents and families would come to visit. And more than once, I’d have some young man come introduce me to his single mother. And then come to me afterwards and say, “I wish I had a dad like you.” Which was a little scary when you think about all the horrible things I said to that boy [laughs] not two months before that. But that gives you an idea of how many of them looked at the experience—was something to go through. It was finite. They did it. They knew they were changed. For us, as the trainers, the vast majority of us were already set in our career goals. We already knew where we were headed, so it was a job to be done. Most of us took a great deal of pride in the job. Sometimes it was challenging. By and large, I can say this from my own experience. and I stay in touch with five or six folks from those times. Everyone shares relatively similar experiences. Both the joys and the frustrations. So, uh, it’s a job. Barnes There’s[sic] two features of the base we just want to kind of get your feedback on, and then you can let us know how they relate either to the base or to what you did. So that would be the Blue Jacket, USS Blue Jacket… Kidd Right. Barnes And then the Grinder. Kidd [laughs] I almost forgot about that being called the “Grinder.” The USS Blue Jacket was, at the time I was there, pretty much an unused reminder—mainly because by 1989, it had been there for 30-odd years. It was broken down, unsafe. Never went on board it. Never took recruits on board it. Because it would have cost money to fix, and that’s not what money got put into. But it was a little bit of humor for all of us there, because the Blue Jacket was physically located at one end of the “Grinder.” The “Grinder” was—I think was a huge patio space—cement, you name it. But it was located there. you could see it. And it was nothing to march around in, or run around in, as the case may be. And there were people from the base maintenance crews who had the job of keeping it painted, and all the rest of that. But other than that, it really did not have—while I was there, and subsequent, because the base closed two years after I left—three years after I left. It really was nothing more than an ornament. Before that, I understood they used to do some facsimile training onboard simply to say, “This is a boat.” “This is a rope.” “This is a gang-way.” “This is a flag or pennant.” [laughs] And that’s fine. You need those things, but it was not used for that in my time. Now the “Grinder”, on the other hand—one of the primary tools of training for all the boot camps—for all the services boot camps—particularly here, is marching. Marching means that you get a group of people together, you teach them to march in step as one. Their arms and legs moving at the same, each—left arm, left leg. Everything moving at the same time, to a certain rhythm, dressed a certain way. And the “Grinder” was where you taught them to do that. And you yelled at them a lot. And, you know, you played loud music—loud marshal music, in a lot of cases. In other cases, you played some serious, four-beat, rock’n’roll, because it all has the same beat if you get them to march to it. The fun—I won’t say fun, because it certainly wasn’t for them [laughs]. After the first six hours, if you’re out in the middle of the sun, it’s far less entertaining than you might think. But this is Orlando. It gets hot here. Certain times of the year you’d be out on the “Grinder”—you’d had companies who were out on the “Grinder” every day, or at least in the evening, for two or three hours at a time. At other times of the year, when heat and humidity didn’t allow for it, because of heat stress factors, you had companies that never—did not spend a single day on the “Grinder,” simply because physical requirements were such. they weren’t allowed to. They may have gone through basic swim instruction at some point, where they had to cross the “Grinder” to get to the training facility, but other than that, they simply never saw it. Which made a challenge for company commanders like me who had to teach them how to march. “It’s where?” [laughs] “Oh, okay.” So—but you would also use the “Grinder” as a—let’s call it a “training tool.” As in, the companies would be in their particular barracks, and as a company commander, perhaps you were dissatisfied for some reason with the level or performance, or moral, or whatever other particular instance. So you might send your people out the back door, out onto the “Grinder”, and have them run around the “Grinder,” uh, at sometimes two to three times, and then report back in. And woe unto to anyone who fell behind [laughs]. And so you could use those as disciplinary, but… BarnesSo were there any other structures on the base that you remember vividly that you used a lot? or recruits may have remembered vividly, because they trained a lot? Kidd Well, uh, classroom building, which I believe is still there. uh, but you had other than the cafeteria, uh, which of course was the primary spot for all of the recruits. Um, you had the firefighting command. You had what’s call WSMP, uh, which was—I hate to say water sports—water systems and physical training, which was the gymnasium and pool. Those are pretty much what the recruits saw for those eight weeks. They simply did not spend that much time unsupervised or as individuals. They just weren’t given it. Once they left that—that recruit training command portion of thing, there was a lot of the base to be seen, but they were not allowed to do that while they were recruits. Barnes Now did you ever spend on NTC as a non-recruit commander? Kidd Yes. Barnes And what did you do in that capacity? Kidd I taught at nuclear power school. Barnes Okay. Kidd I taught remedial mathematics. neat stuff like that. Kids who had, or for young men—it was always young men—who had signed up to go into nuclear power training. It was very high-end stuff for them. Some of them needed refreshers in their math in order to be able to handle the theoretical stuff in there, but that was just like being a classroom teacher anywhere. Normal 8-5 working hours. Monday through Friday. Barnes Now, at the time, was that the only nuclear training facility in the… Kidd It was the initial. Barnes The initial? Kidd The training pipe. I’m going to use the word “pipeline,” which many people recognize—as in like, there are varying points along there. Uh, in the military in particular, there’s always ongoing training, regardless of what you’re in. Recruit training is simply the very beginning of the pipeline. From that point on, regardless whether you’re going to be a, uh—if you’re planning on just going out as an E-1 to a ship someplace—“Congratulations. You’re gone.” You are a seaman apprentice or a seaman recruit is what a[sic] E-1 is. You are going to go through additional training, just to teach you what a boat is all about. That’s called “apprentice training,” and that was also at Naval Training Center. It was separate from recruit training. Uh, for more technical schools, then there was[sic] various pipelines. For example, nuclear power, which was one of the most restricted—restrictive—qualifications. Um, for someone to get into it they had to—well, of course, they had to be a high school graduate, but on top of that, they had to have certain score on Navy-wide entrance tests when they came in. Um, certain behavioral records, etc. Uh, we used to go by what we called AFQT scores—Armed Forces Qualifying Test. They were scored on a 0 to 99 basis. You could not be accepted into nuclear power program, unless you scored above 90 on that test. Trust me. there were a lot of people that didn’t. I trained recruits that were as low as 13. You can imagine the level of literacy for those folks. Um, so—but at any rate, you also had, uh, initial training for electronic weaponry. Uh, electronic—you had training for folks going into, uh, basic seamanship, like boatswain’s mates school. A variety of things took place on the Naval Training Center Command. These are all initial and secondary schools, prior to sending someone out as qualified in that particular field to, uh, command. And some of them might move on to a different training command. When you spoke about the Nuclear Power Training Command, it—about a two, at that time—it took roughly two and half years from the time someone came in, as a recruit, to the time they actually went to a command to be around—to a seagoing command that had a nuclear reactor on it. So some of the training is intense. Barnes And you were at the base at the infancy of the simulator training? Was that beginning to develop why you were there? Kid Yes. It was. Uh, first off, all military training for years, has been—there’s simulation involved. You need to understand what simulation is, of course. Not all of it is high-tech electronic gizmo games. And that’s—you mentioned earlier the Blue Jacket was a stab at simulating seagoing environment. Um, many of the, uh—for example, I give the example of firefighting school as the single best example. Oh, I almost forgot, because you earlier asked about one that the recruits would remember. They all remembered the tear gas chamber. All of them. And that’s another example of simulation, because, uh—well, for firefighting, of course, you would walk people through and train them in class about the basics of actual firefighting skills. Then you would walk them through donning the shipboard firefighting gear—boots, heavy jackets, facemask, oxygen breathing apparatus, this, that, and the other thing. Put them on fire hoses, put them into a building, and light controlled fires. Then have trained groups operate the hoses in order to work those. Firefighter is a major, major skill that is consistently trained onboard ships all the time. For the obvious reasons that you don’t call the fire department in the middle of the ocean. So [laughs] that’s kind of—so when you talk simulation, obviously there’s[sic] varying levels of simulation and varying degrees of realism. The more realistic you can make the—the training more effective it was. Does that answer that question for you? Barnes Yes. It does. Thank you. So when you left—you left in 1993? Kidd Yes. Barnes Was that your final year in the Navy or did you have another assignment? Kidd Oh. No. From there I went out to Guam. I was attached originally to a ship that was getting ready to be decommissioned. Um, the refrigerator services ship that was being decommissioned. A ton of fun. The ship was already 40 years old and, if you can imagine driving a car that’s 40 years old, now [laughs] drive a ship that’s 40 years old. It’s got a few miles on it. But, uh, one of the problems with a ship that’s 40 years old is that it’s got a lot of things on there that were older than 40 years old, including asbestos and this, that, and the other thing, so which I was part and parcel of discovering. So subsequent to that, I thought it was time to stop being Navy, and the Navy agreed with me, but fortunately it hasn’t killed me yet. Barnes Now did you return to this area immediately after leaving the Navy? Kidd No. Barnes Or you just settled here? Kidd Um, two years later, I returned here. I owned a home here I had bought. The fact of the matter is that Central Florida is a beautiful place in comparison to a lot of other places. Um, Orlando was a medium-sized city, uh, so it didn’t have quite the problems of the [Washington,] D.C. area or San Diego[, California], or some of the other places I lived at. Sun always shone and I had this odd thing about I was going to learn to play golf. That lasted about two days [laughs]. Barnes I can help you with that, if you decide to change your mind Kidd [laughs]. Barnes So what were your initial thoughts when you heard that NTC Orlando was closing? Kidd I wasn’t concerned about it at all. Um, largely because for me, my experiences in the Navy were pretty broad. Um, while many people—if you were career Navy and worked all the way through retirement, which would be 20 years, at least, uh, you were stationed at multiple commands. Lots of them. And that meant that things came and went—people you knew, people you were intense, great friends with for a short period of time. You lost track of shortly thereafter, simply because you were separated. So, uh, loosing Naval Training Center Orlando, largely because it wasn’t on the ocean anywhere—it was just a set of buildings—really wasn’t a whole lot different than any other set of buildings any other place. And of course, the Navy did not get rid of recruit training. They simply consolidated it all up in Michigan—or Illinois, rather. So it was never about the location. It was all about the process. Barnes What do you think is the Navy’s legacy to the Central Florida region? Kidd A lot of folks are unaware that Central Florida is the location of the second largest group of retired military—military retirees—in the nation. It tends to concentrate a lot of people here. The fact that we had the Navy base here for so long is really a very vital part of that. Um, and those retirees have a very strong commitment to the values they were trained in, and they live and work with those every day. They bring that as part of the palate of colors that is here in Central Florida. Um, people who have a strong memory of learning about responsibility, decency, reliability, ethics, in general, and that shared commitment—those shared values. They live here and there’s a lot of them. So the effect of that command, that physical base, and the people that worked there is something that will—that doesn’t only exist now, but it’s going to echo for quite a while. Um, that, uh, is something that the Orlando and Central Florida community should be very proud of and they should recognize that that contribution, while again, because we’re not located on the water, people don’t necessarily grasp. But for the number of retirees here, who came specially because—either returned because of that, or came because there was that presence here—the impact is really immeasurable. Barnes So as a former recruit commander, or as a former recruit, why do you think someone would want to come back? Or what do you think someone would like to see or be reminded of if they came and visited the Lone Sailor Memorial [Project]? Kidd Being. First place, there’s[sic] several Lone Sailor monuments throughout the nation, and this is a great location for them. And in the public mind, uh, whether you’ve been in the service or not, uh, that image is rather striking. It implies a lot of things. For the people who served, the people who were Navy and went through basic training—regardless of where they went, but specifically here in Orlando—it reminds them of a dramatic change in their lives where they took control of themselves and their destiny. They made that choice to say, “I don't want to do what I was doing. I’m going to be different.” And they learned a new value system. They learned to be part of a generations-old organization that had a history they could be proud of, and that they could carry with them and they could then share with their own friends, children, subsequent generation. It means a lot. It means a lot to a lot of people. and far more than just movies that no longer get watched [laughs]. The fact that we trained a lot of people—we sent a lot of people out to represent and defend the nation—some did not come back—needs to be remembered. We need to be reminded of why that happened. What those values where. And why they’re still important. Barnes Very good. Is there anything I missed that you think would be relevant either to the project or to your story? Kidd I appreciate that y’all took time to ask me the questions. No. I think we pretty much covered everything we'll do on camera. All [laughs] Barnes Well, very good. We appreciate your time. Kidd Not a problem. AFQT AFS-3 apprentice training Armed Forces Qualifying Test boiler technician boiler technicians boot camp boot camps Civil Rights Act Community Veterans History Project Congress CVHP E-1 E-6 E-7 E-9 Enlisted Rank 1 Enlisted Rank 6 Enlisted Rank 7 Enlisted Rank 9 Facebook Grinder Guam Naval Base John Paul Johnson, Lyndon B. Jones, John Paul Kidd, Scott T. Lone Sailor Memorial Committee Lone Sailor Memorial Project LPD-15 Lyndon Baines Johnson Maldonado, Fernando Naval Station Great Lakes Naval Training Center Command Naval Training Center Orlando Navy Memorial of Central Florida NS Great Lakes NTC Orlando nuclear power Nuclear Power Training Command orlando recessions recruit commanders recruit company commanders Recruit Training Command Orlando Richland, Washington RTC Orlando tear gas chambers U. S. Air Force U.S. Army U.S. Army Air Force U.S. Navy USS Blue Jacket USS Iowa USS Niagara Falls USS Ponce veterans https://richesmi.cah.ucf.edu/omeka/files/original/787bb53f95f955b2928adf9960def863.jpg 3e2614739666e8ff15fd4cacc912a3b2 https://richesmi.cah.ucf.edu/omeka/files/original/07604d585b41b983fa15a0ba4ee645f6.jpg 81ce3357638bf7050a985459b0edd8ee https://richesmi.cah.ucf.edu/omeka/files/original/8e224f77eb2ee49c1edac432d3c142e8.jpg 629ff4c3f29185a38759aace050b6542 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 Lone Sailor Navy Memorial History Project Collection Alternative Title Lone Sailor Collection Subject Veterans--Florida Orlando (Fla.) United States. Navy Navy Sailors--United States Description Collection of digital images and oral histories related to the former Recruit Training Center Orlando (RTC Orlando) for the United States Navy. The training center transformed raw recruits into highly effective sailors. This process took place over an intensive eight-week training period, commonly referred to as "boot camp." RTC Orlando occupied roughly one half of the former Naval Training Center Orlando (NTC Orlando), which was located at present day Baldwin Park, Orlando, Florida. Between 1968 and 1994, over 650,000 men and women graduated from RTC Orlando. Contributor <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/24" target="_blank">UCF Community Veterans History Project Collection</a>, RICHES of Central Florida. Language eng Type Collection Coverage Naval Training Center, Orlando, Florida Contributing Project <a href="http://www.lonesailorfl.com/" target="_blank">Lone Sailor Navy Memorial History Project</a> <a href="http://digitalcollections.net.ucf.edu/cdm/landingpage/collection/VET" target="_blank">UCF Community Veterans History Project</a> Curator Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> External Reference "<a href="http://riches.cah.ucf.edu/veterans/" target="_blank">About the Project</a>." UCF Community Veterans History Project, RICHES of Central Florida, University of Central Florida. http://riches.cah.ucf.edu/veterans/. "<a href="http://cfnavyleague.org/lone-sailor/" target="_blank">The History</a>." Lone Sailor Navy Memorial History Project. http://cfnavyleague.org/lone-sailor/ "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. <a href="http://www.lonesailorfl.com/" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Original Format 3 color photographs 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 Recruit Training Center Orlando Graduation Review Alternative Title RTC Orlando Graduation Subject Orlando (Fla.) Navy Graduation ceremonies Sailors--United States Description The members of a co-educational recruit company pass in review at Naval Training Center (NTC) Orlando. NTC Orlando was in operation from 1968 to 1998 and was one of three recruit training centers used by the U.S. Navy. It resided in the area that is now the community of Baldwin Park. Beginning in 1973, NTC Orlando became the Navy's only co-ed recruit training center. Following an intense 8-week training program, the various companies would march along the vast field know as the "Grinder" and pass before the base commanders for review. This ceremony would mark the completion of their transformation from civilians to sailors. Type Still Image Source Original color photographs, July 24, 1992: image 6476857, <a href="http://research.archives.gov/description/6274097" target="_blank">Combined Military Service Digital Photographic Files</a>, National Archives at College Park, U.S. Department of Defense. Is Part Of <a href="http://research.archives.gov/description/6274097" target="_blank">Combined Military Service Digital Photographic Files</a>, National Archives at College Park, U.S. Department of Defense. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/109" target="_blank">Lone Sailor Navy Memorial History Project Collection</a>, UCF Community Veterans History Project Collection, RICHES of Central Florida. Is Format Of Digital reproduction of original color photograph, July 24, 1992. Has Format Digital reproduction of original color photograph, 1992: "<a href="http://research.archives.gov/description/6476853" target="_blank">Flagbearers carry religious flags during the graduation ceremony of a co-ed recruit company. Recruit Training Command, Orlando, is the only Navy command where both men and women undergo basic training</a>." Image number 6476853, Combined Military Service Digital Photographic Files, National Archives at College Park, U.S. Department of Defense. https://research.archives.gov/id/6476853. Digital reproduction of original color photograph, July 24, 1992: "<a href="http://research.archives.gov/description/6476857" target="_blank">Members of a co-ed recruit company pass in review during their graduation ceremony. Recruit Training Command, Orlando, is the only Navy command where both men and women undergo basic training, 07/24/1992</a>." Image 6476857, Combined Military Service Digital Photographic Files, National Archives at College Park, U.S. Department of Defense. http://research.archives.gov/description/6476857. Digital reproduction of original color photograph, July 24, 1992: "<a href="http://research.archives.gov/description/6476858" target="_blank">Members of a recruit drill team present the state flags as they perform during their company's graduation ceremony. Recruit Training Command, Orlando, is the only Navy command where both men and women undergo basic training, 07/24/1992</a>." Image 6476858, Combined Military Service Digital Photographic Files, National Archives at College Park, U.S. Department of Defense. http://research.archives.gov/description/6476858. Coverage Naval Training Center, Orlando, Florida Creator Defense Visual Information Center, American Forces Information Service, <a href="http://www.defense.gov/" target="_blank">U.S. Department of Defense</a> Contributor <a href="http://www.archives.gov/" target="_blank">National Archives at College Park</a>, U.S. Department of Defense Date Created 1992-07-24 Format image/jpg Extent 185 KB 198 KB 235 KB Medium 3 color photographs Mediator History Teacher Civics/Government Teacher Geography Teacher Provenance Originally created by the Defense Visual Information Center, American Forces Information Service, <a href="http://www.defense.gov/" target="_blank">U.S. Department of Defense</a>. Rights Holder Copyright to this resource is held by the Defense Visual Information Center, American Forces Information Service, <a href="http://www.defense.gov/" target="_blank">U.S. Department of Defense</a> and is provided here by <a href="http://riches.cah.ucf.edu/">RICHES of Central Florida</a> for educational purposes only. Accrual Method Donation Contributing Project <a href="http://research.archives.gov/description/6274097" target="_blank">Combined Military Service Digital Photographic Files</a> Curator Barnes, Mark Cepero, Laura Digital Collection <a href="http://www.archives.gov/" target="_blank">National Archives at College Park</a> <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository <a href="http://www.archives.gov/" target="_blank">National Archives at College Park</a> External Reference Dobie, Kathy. "A Few Nice Men. (using Coed U.S. Navy Boot Camps to Reduce Incidence of Sexual Harassment)." <a href="http://www.worldcat.org/oclc/1769261" target="_blank">Vogue</a> 183, no. 2 (1993): 234,37, 299. "<a href="http://www.lonesailorfl.com/" target="_blank">The History</a>." Navy Memorial of Central Florida. http://www.lonesailorfl.com/. Rajtar, Steve. <a href="http://www.worldcat.org/oclc/70911136" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. "<a href="http://rtcorlando.homestead.com/" target="_blank">The History</a>." RTC Orlando. http://rtcorlando.homestead.com/. flagbearers graduates graduations Naval Training Center Orlando NTC Orlando orlando Orlando Naval Training Center Recruit Training Center Orlando RTC Orlando sailors U.S. Navy https://richesmi.cah.ucf.edu/omeka/files/original/7b28f80ebc98fcd4b410fba075faac3c.JPG 3f58d10a7eca6d55cacce90f1c59224a 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 Orlando City Hall Collection Alternative Title City Hall Collection Subject Orlando (Fla.) City halls--United States Description Historic artifacts from an exhibit created by Orlando Remembered at the Orlando City Hall, located at 400 South Orange Avenue in Downtown Orlando, Florida. This exhibit houses objects relating to Orlando's municipal government. The current building opened in July of 1991. The former city hall was located directly in front of current building and was in operation from 1958 to 1991. The exhibit features photographs and memorabilia from past Orlando mayors dating back to 1932. Orlando Remembered is a community based group, dedicated to the preservation of Downtown Orlando's past. To date, the group has constructed 18 exhibits in the downtown area that highlight the current building's connection to the past. Contributor Orlando Remembered Is Part Of <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/106" target="_blank">Orlando Remembered Collection</a>, Orlando Collection, Orange County Collection. RICHES of Central Florida. Language eng Type Collection Coverage Orlando City Hall, Downtown Orlando, Florida Contributing Project Orlando Remembered Curator Cepero, Laura Barnes, Mark Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> Source Repository "<a href="http://www.historiciconsoforlando.com/" target="_blank">The Historic Icons of Orlando</a>." Orlando Remembered. http://www.historiciconsoforlando.com/. Bacon, Eve. <a href="http://www.worldcat.org/oclc/2020029" target="_blank">Orlando: A Centennial History</a>. Chuluota, Fla: Mickler House, 1975. Rajtar, Steve. <a href="http://www.worldcat.org/oclc/70911136" target="_blank">A Guide to Historic Orlando</a>. Charleston, SC: History Press, 2006. Still Image A static visual representation. Examples of still images are: 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 Orlando City Hall Architectural Drawings Description The contract drawings for the heating and air conditioning systems that were to be installed in Orlando City Hall in Downtown Orlando, Florida. Drawings contain the name of the commissioners of the city of Orlando. The old Orlando City Hall building was completed in 1958, stood at eight stories tall, and cost $1,600,000 to construct. The city hall was imploded on October 25, 1991, for the opening scene of the film Lethal Weapon 3. The new city hall building was completed in 1992, stands at nine stories tall, and cost $32,000,000 to construct. Date Created ca. 1958 Coverage Orlando City Hall, Downtown Orlando, Florida Source Original black and white photograph: Orlando Remembered Exhibit, <a href="http://www.cityoforlando.net/city-hall-hours-directions/" target="_blank">Orlando City Hall</a>, Orlando, Florida. Rights Holder Copyright to this resource is held by <a href="https://www.thehistorycenter.org/" target="_blank">Orange County Regional History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. External Reference "<a href="http://www.emporis.com/buildings/263215/orlando-city-hall-orlando-fl-usa" target="_blank">Orlando City Hall." Emphoris. Accessed April 7, 2016. http://www.emporis.com/buildings/263215/orlando-city-hall-orlando-fl-usa. </a> Alternative Title City Hall Architectural Drawings Subject Orlando (Fla.) City halls--United States Is Format Of Digital reproduction of original black and white photograph. Is Part Of Orlando Remembered Exhibit, <a href="http://www.cityoforlando.net/city-hall-hours-directions/" target="_blank">Orlando City Hall</a>, Orlando, Florida. <a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/173" target="_blank">Orlando City Hall Collection</a>, Orlando Remembered Collection, Orlando Collection, Orange County Collection, RICHES of Central Florida. Format image/jpg Extent 3.1 MB Medium 1 blueprint Language eng Type Still Image Accrual Method Donation Mediator History Teacher Civics/Government Teacher Contributing Project <a href="http://orlandoremembered.org/" target="_blank">Orlando Remembered</a> Curator Smith, Zane Cepero, Laura Digital Collection <a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a> A/C air conditioning architectural drawings city halls City of Orlando Claude R. Edwards construction George A. Barker, Jr. heating orlando Orlando City Hall Robert Spencer Carr W. M. Sanderlin Wilbur H. Strickland