Category: Benjamin Banneker

The scientific revolution was the emergence of modern science during the early ages which opened up the doors for science (Gale, 2019). During this time period, developments were made in mathematics, astronomy, medicine, physics, and chemistry (Gale, 2019). In this paper, a scientist from the past, Benjamin Banneker, and a more recent scientist, George Washington Carver will be compared and contrasted in terms of their biographies, challenges to participate in the scientific community, and their scientific contributions.

George Washington Carver was raised in Diamond, Missouri (Benson & Valentine, 2009). Both of his parents were slaves and he did not grow up with them, his mother was kidnapped and his father was killed in an accident, he was adopted shortly after his parents’ deaths (Benson & Valentine, 2009). Likewise, Benjamin Banneker was also a descendant of slaves but did not have to face the troubles Carver had to during his young age because he was born free (Gale, 2006). Banneker was raised on a farm near Baltimore, Mayland. He learned how to read and write from his grandmother who was a white Englishwomen, she also arranged school for him when he was 12 (Bruno, 2008). In contrast, Carver learned to read himself using only one book and as a child, he spent most of his time outdoors observing plants and exploring his natural surroundings (Jazynka, 2016). Benjamin also loved school, especially reading, writing, and mathematics (Gale, 2006). At the age of 10, Carter had left his family and was now taking care of himself by working different jobs, he left so he could attend a school that allowed African Americans (Benson & Valentine, 2009). When Carver turned 20, he gained acceptance into Iowa State College of Agriculture and Mechanic Arts where he was able to show his true potential (Reidy, 2016). On the contrary, Banneker was self-taught and did not go to college (Gale, 2006). At the age of 27, his father had passed away and he had inherited a farm from him where he would stay for the rest of his life (Bruno, 2008). On the other hand, Carver’s parents died at a young age so he was not given anything and had to do earn everything himself (Benson & Valentine, 2009).

Both these men had to deal with a lot of problems on their journey to becoming great scientists as they were from African American descent. George Washington Carver’s path was more difficult in comparison to Benjamin Banneker. Carver was kept out of Highland college because of discrimination and racism, but he did not let that discourage him and he worked even harder (Benson & Valentine, 2009). He then got accepted into Simpson College in Iowa where he hoped to study painting, but he figured it was difficult to get accepted as an artist because of his color (Benson & Valentine, 2009). So, he moved on to Botany and was admitted to Iowa Agricultural College in Ames where he got his masters (Benson & Valentine, 2009). This proves that because of his race, he was not able to do many things he desired, but he still accomplished a lot in science because he put his mind to it. However, Banneker did not face as many challenges because his grandmother was English (Gale, 2006). His family consisted of slaves that had been freed (Schlager and Lauer, 2001). So people did not expect him to become a scientist because of his background (Schlager and Lauer, 2001). He also lived on a farm which isolated him from everyone else, so he did not experience the overt racism that other blacks suffered (Schlager and Lauer, 2001). Talk about equipment. Refer to 2009 gale website.

Both these scientists made a lot of contributions to science and modernized it. George Washington Carver’s professional career began when he was asked to become the director of agriculture for the Tuskegee Institute in Alabama, which was established in the 1880s as an industrial and agricultural school for African American students (Benson & Valentine, 2009). In addition to that, Carver worked with local farmers in his region which was very poor (Benson & Valentine, 2009). Carver helped by writing instructional pamphlets on farming, he also established a mobile school (Benson & Valentine, 2009). Carver tried to improve the lives of local farmers from his region (Benson & Valentine, 2009). He did that by analyzing water and soil, experimenting with paints made of clay and searched for new, inexpensive foods to supplement their diets (Benson & Valentine, 2009). The most important resource Carver had found was the peanut. He used it to restore nitrogen to the depleted soil, and from it, he made soap, shampoo, metal polish, even adhesives. Carver became an advocate of “chemurgy” (Benson & Valentine, 2009). Conversely, Benjamin Banneker’s contributions to science were very different. He was always curious about how things worked, so he borrowed a pocket watch from his friend and made an attempt to figure out the mechanics of it (Gale, 2006). He studied it and then built a larger version of the clock out of wood and a few bits of metal (Gale, 2006). The result was fascinating as it lasted for more than forty years. In 1771, the Ellicott family moved onto land about a mile from the Banneker farm (Gale, 2006). So, Banneker visited their store and discussed some ideas and they became friends (Gale, 2006). They gifted him astronomy and mathematics books and even a first-rate telescope, so he began studying the stars (Gale, 2006). Banneker quickly became an accomplished astronomer and attempted to calculate when the next solar eclipse would occur as he had a natural talent in math (Gale, 2006). He made a drawing of his prediction, called a projection, and successfully calculated that the next solar eclipse in the Baltimore area would occur in 1789 (Gale, 2006). Banneker’s almanac was published in 1791 as the first almanac ever to be written by a black man (Gale, 2006). Not only did he contribute to science but also to the rights of black men when he wrote a letter to Thomas Jefferson asking why slavery existed in a free country. Jefferson agreed with his statements and Banneker became one of the first black men to stand up for their rights (Gale, 2006). Although both these scientists had many different contributions to science, their main one was that they influenced the African American society to study science as well and proved to them that anything is possible no matter how much the odds are stacked against you.

In conclusion, George Washington Carver and Benjamin Banneker had a huge impact on society and science as black men. Their journeys differed a lot but they put their hearts into doing what they love; science.

Bibliography

1. Scientific Revolution. (2019). In Gale In Context Online Collection. Retrieved from Gale In Context: High School database.
2. Benson, S., Brannen, D. E., Jr., & Valentine, R. (2009). Carver, George Washington. In UXL Encyclopedia of U.S. History (Vol. 2, pp. 248-250). Retrieved from Gale In Context: High School database.
3. Benjamin Banneker. (2006). In Scientists: Their Lives and Works. Retrieved from Gale In Context: High School database.
4. Jazynka, K. (2016). George Washington Carver.
5. Benjamin Banneker. (2008). In L. C. Bruno (Ed.), Math & Mathematicians: The History of Math Discoveries Around the World. Retrieved from Gale In Context: High School database.
6. Reidy, T. E. (2016). George Washington Carver: A Life. Journal of Southern History, 82(4), 953+. Retrieved from Gale In Context: High School database.
7. The Work and Impact of Benjamin Banneker. (2001). In N. Schlager & J. Lauer (Eds.), Science and Its Times (Vol. 4). Retrieved from Gale In Context: High School database.

Many freedmen were abolitionists and had a significant impact on slavery and the antebellum period. Benjamin Banneker and Paul Cuffe are only a few of the significant freedmen of the slavery period. They took up the cause and helped the antislavery movement move forward.

Benjamin Banneker was born on November 9, 1731, in Banneky Farm, Maryland. He was an astronomer, farmer, mathematician, inventor, and writer. His grandmother taught him to read and write. He had a great interest in mathematics and science. He taught himself astronomy. Later, Banneker built a wooden clock by hand that was very accurate. He only had a pocket watch and a picture of a clock as his model. () This clock was believed to be the first made in America. () Benjamin Banneker also correctly predicted a solar eclipse. The prediction was in contrast to the forecasts of most well-known scientists. () He made all calculations for a yearly almanac. Banneker sent his almanac to Jefferson. Jefferson was impressed with his work. He sent the almanac to the Royal Academy of Sciences in Paris. () The almanac showed the talent and skill of African American people. It was used by abolitionists to show that African Americans have skills and talents. Therefore, they can contribute to society and are the same as white people. He changed the view many people held towards African Americans at that time. Benjamin Banneker died on October 9, 1731, in Baltimore, Maryland.

Paul Cuffe or Paul Slocum was born on January 17, 1759, in Cuttyhunk Island, Maryland. He was an American shipowner, merchant, and Pan-Africanist. He was one of the wealthiest African Americans of his time. He was born to Ruth Moses, an African American woman, and Kofi Slocum, a freed black man. () During the American Revolution, Paul Cuffe served as a privateer. () He then married a Native American woman, Alice Pequit. They had ten children together. He wanted to establish African settlements and develop trade routes. () He supported black emigration. Paul Cuffe advocated and raise help for black settlers to relocate to Sierra Leone. Even though he was seeking help for African Americans, he accepted help from white people. () He joined the Society of Friends, a Christian group of Quakers. His faith was important and spurred his interest in advocating for his fellow African Americans. He used his wealth to help others. () He assisted Africa in the revitalization. () He founded the Friendly Society of Sierra Leone. He transported many African Americans to Sierra Leone. He also wrote the “Memoir of Captain Paul Cuffee”. Paul Cuffe wanted to make many more trips to Sierra Leone to relocate African Americans. Alas, he would not be able to continue his life work. He died on September 7, 1817, in Westport, Maryland. He was buried in a Society of Friends cemetery.

Therefore, African American freedmen had a significant impact on the antislavery movement during the antebellum period. They changed the perception of African Americans and encouraged the abolitionist movement. They led to the emancipation of slaves in later years.

Film Proposal

When learning the history of historic people and events, the curiosity that people say called the cat takes over making the story even more fascinated to learn about in the first place. The people’s lives that can be described through the world of film varies from many different people in their different ways of learning in ordered to have their stories shared and how their achievements came to be shown to the world. Some examples of African American’s that had their stories shared to world could include Martin Luther King with the movie Selma, or Jackie Robinson with the movie 42. One example also being the movie that made its debut in 2016 called hidden figures about the three African American women who work for NASA, those women being Katherine Johnson, Dorothy Vaughan, and Mary Jackson. When choosing someone to have a movie about them knowing their lives but also wanting more to learn about them to further the insight that one may have about to person to demonstrate how the lives of those people have truly affected others.

The African American figure that was found to be most interesting and would love to display through a movie screen for me would be Benjamin Banneker. The reason that Benjamin Banneker should be considered an important figure to have a movie made about him is the fact that not only was he a famous author, but he also invented the wooden clock while also being an astronomer. When reading back to Benjamin’s past realizing all of things he accomplished in his life while helping everyone else with his inventions and books that was written by him. Benjamin’s life has a very telling story that would be interesting to most seeing as he invented the wooden clock as well as other achieving many things as an astronomer. The movie about Benjamin’s life should demonstrate the making of the clock as well as the process in coming up with concept of the wooden clock to begin with as well as showing the interest in astronomer and demonstrating the things that he was self-taught. People in the world today do not understand the making of things that are used today such as the wooden clock that was invented by Benjamin Banneker.

The story about Benjamin Banneker’s life when discussing the movie will be about the workings of his inventions such as the wooden clock and others such as the invention of the six annual farmer’s almanacs. Banneker’s way of inventing the Almanacs was a way used by ephemeris that he either calculated himself or had help by Thomas Jefferson. “In 1792, Banneker published an Almanac, based on his own painstakingly calculated ephemeris (table of the position of celestial bodies), that also included commentaries, literature, and fillers that had a political and humanitarian purpose” (Paragraph 7 Line 1 https://www.pbs.org/wgbh/aia/part2/2p84.html). When Benjamin Banneker was learning his way being self-taught, had only seen to sorts of timepieces in his life even by the age of 22 so seeing as the sundial and pocket watching, Banneker took it upon himself to build a clock strictly made of wood basing it on drawing and even calculations that he has constructed before the making of the clock. The clock then being destroyed after forty years due to a fire, seeing as the clock lasting most of Banneker’s life seeing as his invention lasting for a very long life before being destroyed.

The movie of Benjamin Banneker’s life will demonstrate the making of the clock and Almanacs which in correlation can be seen as some of Benjamin Banneker’s life achievements to be known as the most famous inventions for his time being from 1731 to 1806. The inventions of Banneker have shown to be used more in his life being as he created the clock when he was 22 years old while Benjamin was able to use the skills that he learned by himself in such ways by using his mathematical and mechanical teachings. The clock that was invented by Banneker was based all on wood that he used a knife to use for the carvings in order to get the exact design that he was envisioning for the clock to look like. “According to ‘Gay & Lesbian Biography,’ Banneker ‘applied his natural mechanical and mathematical abilities to diagrams of wheels and gears, and converted these into three-dimensional wooden clock-parts he carved with a knife” (Paragraph 10, Line 2, https://www.bnl.gov/bera/activities/globe/banneker.htm). Benjamin had no further training in order to know that his calculations for the mathematics that were used in the invention in either the clock and Almanacs were to be correct.

When watching this movie, I am hoping that not only kids but also adults as well to understand how a concept of something that was invented so long ago can be changed so immensely in the future to come. Seeing how the clock as come so far from the wooden clock that Benjamin Banneker invented at the age of 22 years old. The wooden clock that was invented by Benjamin Banneker is completely different now a days due to the technology that has advanced since then clearly seeing as things such as the internet and cellular phones did not exist when Benjamin Banneker was alive meaning that the times have changed in that sense. The Wooden clock and it was made in the process by making a movie about the entirety of it, will spark the interest in many people that have interests in such things as mathematical and mechanical topics that were similar to what Banneker was going through at the time of inventing the wooden clock. “Building this clock seems to have brought Banneker some fame in the local community in which he lived, and he quickly acquired a reputation for skill in making and solving mathematical puzzles” (Paragraph 3 Line 3 https://www-history.mcs.st-andrews.ac.uk/Biographies/Banneker.html).

When thinking about themes that people should take away from the movie that would be produced about the life of Benjamin Banneker and the inventions that were created by him are that even though he had no education he still was able to invent things that were very important in his time, no matter what skin color you have no one can stop you from living your full potential, another theme being that you cannot give up on yourself and the things that interest you even if you did not grow up with the greatest background. When discussing the first theme that was listed above, you can talk about the only education that Benjamin Banneker received was from his grandmother who only received a short education herself. “His grandmother, an Irish-born former indentured servant, taught him how to read and write, and Benjamin continued his studies alongside both white and black classmates at a one-room school nearby” ( Paragraph 4 Line 2 https://www.whitehousehistory.org/benjamin-banneker). The second theme being based off how in his times, people that share the same skin tone as Benjamin Banneker were not always treated the best due to the fact that in that time there was slaves that were owned by the white citizens in that area. “ Benjamin Banneker, a free African American man living in a slave state in the 18th century, never knew the weight of iron shackles or the crack of an overseer’s whip” (Paragraph 1, Line 1, https://www.whitehousehistory.org/benjamin-banneker). Benjamin’s family were either slaves, seeing as Benjamin’s father was a slave but was given him freedom before becoming a farmer while his mother was married his father taking his surname after marriage. “Benjamin Banneker’s father, Robert, had been a slave who had been given his freedom and was a farmer, while his mother was Mary Banneky” (Paragraph 1, Line 1 https://www-history.mcs.st-andrews.ac.uk/Biographies/Banneker.html).

Works Cited

1. “Benjamin Banneker.” Benjamin Banneker (1731-1806). Accessed October 17, 2019. https://www-history.mcs.st-andrews.ac.uk/Biographies/Banneker.html.
2. Benjamin Banneker. Accessed October 17, 2019. https://www.bnl.gov/bera/activities/globe/banneker.htm.
3. “Benjamin Banneker.” PBS. Public Broadcasting Service. Accessed October 17, 2019. https://www.pbs.org/wgbh/aia/part2/2p84.html.
4. “Benjamin Banneker.” PBS. Public Broadcasting Service. Accessed October 17, 2019. https://www.pbs.org/wgbh/aia/part2/2h68.html.
5. “Benjamin Banneker.” WHHA (en-US). Accessed October 17, 2019. https://www.whitehousehistory.org/benjamin-banneker.
6. “Benjamin Banneker.” Benjamin Banneker: Invented America’s First Clock. Accessed October 17, 2019. http://www.black-inventor.com/Benjamin-Banneker.asp.

As inequalities rose, Benjamin Banneker, the son of former slaves, made an attempt to make a change for African Americans in 1791 as he wrote a letter to Thomas Jefferson, framer of the Declaration of Independence. In his letter, Banneker relies on repetition and pathos in order to tell Jefferson to end slavery and the inequalities.

In his letter, Banneker utilizes repetition to emphasize what he wants his audience to know when arguing against slavery. As he argues in his letter, he still wants to come off as respectful because he repeatedly uses the phrase ‘sir’ whenever he starts his sentences or a new topic. The opening phrase eases tension with the main target of the letter and the audience, regardless of having different opinions as him, because he wants to seem polite towards the readers. By using the word ‘sir’ Banneker wants the audience to know that he does not want to offend anyone, but to speak on what he knows. By repeatedly using that word, he doesn’t want the audience to disagree or fight with him, but to listen to what he has to say, in hopes of some understanding and possible change. Subsequently, he continues to use repetition when he states, ‘you’ multiple times to emphasize that he is targeting his message to Thomas Jefferson. In order to get the message received and taken seriously, Banneker makes sure to use ‘you’ to get his message read. This strategy of repeating words is to convince Jefferson and the broader audience who don’t have the same morals as him, to do something to change the inequalities of slavery because it isn’t fair for African Americans to be living unjustly.

After trying to argue against slavery by using repetition, Banneker appeals to emotions in his letter by making the audience feel certain feelings when reading his statement. He states, “…in which you saw into the injustice of a State of Slavery, and in which you had just apprehensions of the horrors of its condition’. Banneker describes the situations that have happened to slaves in order for his readers to feel remorse towards them. His words help them feel emotions toward the slaves and in hopes will help make a change in knowing what challenges they face every day. Also, by making the audience feel guilty he states, “thus shall your hearts be enlarged with kindness and benevolence towards them”. Although Banneker writes this to sound nice, he knows that the main audience does not practice what he is stating, which makes the people feel guilty of not doing so, especially after hearing what it’s like being an African American. Banneker hopes this will appeal to the audience’s emotions and inspire them to make a change in systematic racism because he is making them more aware of what’s going on and how inequalities of slaves need to stop.

Ultimately, Banneker repeats certain phrases to make his points clear and appeals to the audience’s emotions to argue against slavery. By writing his letter, Banneker was trying to convince the people in 1791 to stop the inequalities of slavery, in order to have a more diverse and kinder world.

From the late 1700s to the mid-1800s is when slavery saw the largest growth in racial injustice. Innocent men, women, and children were forced into hard manual labor with unhumanitarian working conditions in which many would face malicious abuse by their “slave owners.” During this time of suffering there were not nearly enough people advocating for the lives of these slaves, but Benjamin Banneker, a slave justice activist fought for the abolishment of slavery. When evaluating American history, we see basic hypocrisy in The Declaration of Independence where Thomas Jefferson declared, “all men are created equal,” yet him and the other writers still owned slaves. In the pursuit towards justice, Banneker writes to the secretary of state, Thomas Jefferson, arguing against slavery by asking Jefferson to remember just how much pain the British rule brought, using allusions, and by maintaining a respectful tone.

Banneker opens the letter by diverting Jefferson back to his experience with British tyranny to remind him just how painful it was. Immediately he asks Jefferson to recall the time when, “the arms and tyranny of the British Crown were exerted with every powerful effort to reduce you to a State of Servitude,” (2-4). The use of this personification becomes so crucial to Banneker’s argument because the validity of it makes Jefferson feel his freedom being taken right out from under his feet again. By using this essential emotional appeal he shows that Colonial Americans fought for many of the same issues that the current slaves are fighting for. With this comparison of the British rule and slavery, he gains the audience’s sympathy and attention by enlightening them with a struggle everyone in that period would understand. Also within this paragraph, Banneker asks Jefferson to reflect on the time, “in which every human aid appeared unavailable, and in which even hope and fortitude wore the aspect of inability to the conflict,” (6-8). The repetition of “in which” shows that the British rule was a time of suffering where many lost hope since there was indeed no help coming. Instead of continuing listing the similarities between the oppression that the British rule brought and the oppression of the slaves, Banneker contrasts this darkness by explaining, “you cannot but be led,” to a feeling of appreciation at the freedom you received, and “you cannot but acknowledge,” that freedom is a gift from heaven (9-14). The repetition of “you cannot,” forces Jefferson to accept that he much rather prefers he newfound gift of freedom. Overall, Banneker’s request of asking Jefferson to remember the pain that the British rule brought was central to his argument because it helped Jefferson realize how much hypocrisy he held within his position on slavery.

Next Banneker creates an allusion to The Declaration of Independence, which was a result of the British rule. For the reason that The Declaration of Independence was written by Jefferson himself, Banneker brings attention to the specific part of the Declaration stating, “All men are created equal, that they are endowed by their creator with certain inalienable rights, that among these are life, liberty, and the pursuit of happiness,” (21-25). During this time of slavery and the oppressed made up for a large percentages of the population, Banneker uses this allusion to show Jefferson just how inaccurate his document was. All men were not created equal. All men did not have concrete rights and liberty. This is so effective to his argument because he uses this allusion to try and evoke a sense of guilt from the audience; guilt that he wrote all of these things into the Declaration, but wasn’t following through on any of them. Banneker creates an additional allusion to the biblical figure Job – a righteous man who endured much suffering – who begged to, “put your souls in their souls stead,” (49-50). The idea behind stepping into one’s shoes is to get a better look into what they’re going through, so that is what Banneker wants Jefferson to do himself. He believes that the only way to truly understand the predicament of the slaves’ was for Jefferson to put himself into the slaves’ position. Banneker gains ultimate effectiveness behind his argument by mentioning the bible and citing a biblical figure since many Americans believed in a Godly figure. Additionally, using biblical citations helps provide a sense of religious and emotional appeal which in turn strengthens an argument because religion is a great way to be credible. In hindsight, by creating allusions within his letter to Thomas Jefferson, Banneker strengthens his argument because they evoke feelings of guilt from the audience and provide biblical evidence to why Jefferson needed to create an act to end slavery in America.

Besides Banneker’s implied remembrance to the British reign and his created allusions, he also maintains a respectful tone throughout his letter to earn the audience’s highest regard. If the speaker started off his argument being utterly bashful in his tone, then the reader would most likely withdraw from any form of compromise or persuasion from Banneker. So instead, he addresses the audience, Thomas Jefferson, as “sir.” He starts off the beginning of each paragraph with, “sir,” followed by a reference to the audience himself. For example the first sentence starts out with, “Sir, suffer me to recall to your mind that time in which the arms and tyranny of the British Crown,” (1-2) the use of Sir not only helps to capture Jefferson’s attention but it makes Jefferson feel like more of an authoritative figure because Banneker asked permission to remember that moment. This is effective to Banneker’s argument because it doesn’t make Jefferson feel any less that Banneker. Another example, in paragraph two, he addressed Jefferson by, “This sir, was a time in which you saw into the injustice of a state of slavery,” (15-16). The use of “sir” helps to capture the reader’s attention and then lead them into the rest of the argument. Specifically, in this part of the letter, the use of Banneker’s respectful tone helps to generate a positive response from Jefferson because it makes him feel good about his past actions. Without this positive respectful tone, Banneker would not have had a shot at Jefferson’s consideration because at this time Banneker was much lower in social status than Jefferson.

Introduction

I am Sergeant Jermaine Denee Bowens with the District of Columbia National Guard located in the most important city in the Nation. The District of Columbia is the capitol of the United States and is located in the Mid-Atlantic region. The city has a total area of 68.34 square miles (177.0km2); 61.05 square miles (158.1 km2) is land and 7.29 square miles (18.9 km2) (10.67%) is water. The District of Columbia is one of the fastest growing cities in the nation. In 2019, The District of Columbia has welcomed more than 25.8 million visitors from various States and countries around the world making it very diverse. It is often characterized as the melting pot city due to its vast amount of cultures, ethnic backgrounds, talents and experiences. In addition to a booming tourism, D.C. is one of the more transient areas in the country. People relocate into The District of Columbia from neighboring cities, Maryland and Virginia, as well as, other states around the world. D.C. also has a rapid and diversified economy. Its proximity to various internship and networking opportunities contribute to an increasing percentage of professionals and students relocating to the area. There are also many benefits to living in The District of Columbia The cultural and entertainment (Edu-tainment) is also another value of The District of Columbia Many of our schools reflect the diversity of The District of Columbia, as well as, their particular neighborhoods and wards. In particular, Northwest D.C. is one of the largest and diverse areas in The District of Columbia. The District of Columbia (D.C.) is divided into four quadrants with the Capitol Building as the center. The dividing streets are North Capitol, East Capitol, South Capitol, and the National Mall. Northwest D.C. is the largest of the four quadrants that make of D.C. It encompasses the areas known as Penn Quarter, Foggy Bottom, Georgetown, DuPont Circle, Adams-Morgan, and Columbia Heights, among others. The zip codes include 20001, 20004, 20005, 20036, 20009, 20007, 20010, 2008, and 20016. My target schools, Benjamin Banneker High School and Woodrow Wilson High School, are located in Northwest D.C. As a new recruiter, it is important to understand the structure and dynamic of D.C., as well as, the surrounding metropolitan area. The purpose of this paper is to introduce the diversity of D.C. and how this uniqueness can benefit my recruiting efforts. I will create a recruiting plan to educate my community, local students and educators by administrating School Entry Vehicle, as well as, to generate elite leads. I plan to leverage the uniqueness of the Northwest D.C. community to help with the recruiting mission of creating a diverse workforce for the D.C. National Guard.

Demographics

Area Demographics

According to the 2010 United States Census, The thriving city of D.C. has a population of 710,893 and has dramatically exploded between the years of 2010 to 2019 by 18.14%. It is the 20th most populous city in the United States. The population consist of 337,903 males which is 47.53% of the population and 372,990 females which is 52.47% of the population. In regards to race, the primary ethic group populations is broken down as follows: Whites make up 41.53% of the population, Black/African American 45.20% make up 45.20%, and American Indians/Alaskan Native make up .37%. Asians make up 4.17%, Native Hawaiian/Pacific Islanders make up 0.08%. Of this population, the Hispanic/Latino population is 11.74%. The Non- Hispanic/Latino 88.26%. My target audience is 17-35. For the population of 17-24 is 81.21% and 25-35 is 71.27%. The population of of my target age of 17-35 is 34.6%

D.C. is one of the highest educated workforces in the U.S. and is represented in the population of educational attainment. The Consortium of Colleges and Universities which allows for cross registration makes the area very attractive. The population of those with some high school but no diploma is 5.92%. High School Graduates is 17.76%. Some college but no degree is 13.02%. Those holding an Associate degree is 3.02%. Those with a Bachelor’s Degree is 24.00% compared to those with a Master’s Degree of 20.31%. Over 12% of the population hold either a Professional Degree or Doctorate Degree. According to the Bureau of Labor of Statistics, the median household income in D.C. is $70,848. The unemployment rate is rather low at 7.29%. This data is vital to me and ensures the recruiting potential to diversify my recruiting mission will be beneficial.

All School Demographics

Located in Ward 1, Benjamin Banneker Academic High School has a small enrolment rate of 482. Benjamin Banneker Academic High School is a magnet high school and is consider to be one of the best in the region, as well as, the top high school in the District of Columbia Public Schools. According to District of Columbia Public Schools, the curriculum is one of the District’s International Baccalaureate Diploma Program sites and offers Pre-IB, Advanced Placement, and its own summer institute. The school is open to anyone in the District; however, students are required to go through a strenuous entrance procedure and admission test, written essays, interviews at minimum. There are 121 juniors and 104 seniors. The school does not have a Junior Reserve Officers’ Training Corps (JROTC) program; however, they have other programs such as Wellness & Fitness and Advisories in Action which I will request to collaboration. I will also request a small office area within the Career Counselors office. If given this opportunity, this will allow me to coach, mentor, as well as, leverage recruiting ownership of this school. In addition, Benjamin Banneker Academic High School is located directly across from Howard University which is my Alma mater and a popular college choice amongst student who attend Benjamin Banneker Academic High School. Their graduation rate is 95%. 82% of students are at least proficient in math and 92% in reading. The average Scholastic Assessment Test (SAT) composite score is 1110 were as the average American College Testing (ACT) composite score is 24. The Advanced Placement (AP) enrollment is 72%. These tests are comparable to the ASVAB which is a perfect indicator of the students as academic knowledge and how they will perform on our test.

Woodrow Wilson High School is a secondary school and the largest comprehensive public high school in D.C. This school is located in Ward 3 and has a total student body of 1825. There are 385 juniors and 377 seniors. It is one of the most diverse schools and has a minority enrollment of 69%. Their specialized programs include Career and Technical Education, Interscholastic Sports and JROTC. Due to English Language Learners (ELL) programs and other factors, the percent proficient in reading is 52% and the parentage proficient in Math is 22%. The Average Graduation Rate is 90%. The average SAT composite score is 1150 and the average ACT composite score is 27. AP enrolment is 42%. Howard University also seems to be a popular college choice amongst student at Woodrow Wilson High School students.

School Program

Woodrow Wilson High School reflects the diversity of DC and I would like to choose this school to obtain school ownership using a School Entry Vehicles (SEV) program. The SEV of my choice is Career Direction because it will be benefit Woodrow Wilson High School, the schools, as well as, the DC National Guard. Career Direction is a comprehensive career guidance program designed to help high school students with job search tools, educational and career choices post high-school.

Recruiting and Sustainment Plan

My marketing object will include guidance on interacting quarterly with my primary, secondary, and tertiary market. This will assist me in sustaining contact with schools year round and establish presence in my schools. During the First Quarter (October-December), I plan to Benjamin Banneker Academic High School and Woodrow Wilson High School and visit Primary Market. Upon arrival I will request a copy of their school academic and event calendar, request speaking engagements for High School seniors, as well as, meet and greet the school’s guidance counselors. Although I don’t have any colleges assigned to my area, I will reach out to recent High Schools graduates via the school’s Alumni social media pages. These are considered my Secondary Market. Later in the First Quarter, I will visit our local District Veteran Service Office. Prior service is my Tertiary Market.

During the Second Quarter (January-March), I will revisit Benjamin Banneker Academic High School and Woodrow Wilson High School. I will schedule lunch room displays to interact with juniors which are my Primary Market. For my Secondary Market, I will visit my alma mater, Howard University as a team outreach. Later in the First Quarter, I will revisit my Tertiary Market at the District Veteran Service Office.

During the Third Quarter (April-June), I will revisit Benjamin Banneker Academic High School and Woodrow Wilson High School. After confirming with the advisors, I will administer the Career Direction program. After successfully administrating this program, I will follow up with administrating this program with my Secondary Market juniors. I will schedule lunch room displays to interact with juniors which are my Primary Market. Each weekend drill, I will visit and interact with my units to speak to soldiers in IRR or those who have not reenlisted.

During the Fourth Quarter (July-September), I will participate in the District Veteran Service Office Annual Summer Career Fair to reach Prior Service cliental. During the summer, our State administers an Internship program for rising juniors, rising seniors and recent High School seniors. This is a chance for us to learn from our target market, educate them about the guard and hopefully help them consider the D.C. National Guard. Towards the end of the internship, I will reevaluate their interest focusing on the High school graduates.

Recruiter Zone

I love utilizing the Recruiter Zone and School Zone application. These applications are great tracking mechanism tools, where I can set quarterly agendas, collect leads, update my calendar and prospect appointments, formulate my strategies, processing new applicants, maintain accountability with direct supervisor, as well as, a space to keep accurate and up-to-date record pertinent information about my schools. I can also use historically records from previous recruiters assigned to my area. These applications are an important tool for any recruiter looking to achieve success.

Conclusion

In conclusion, some may see recruiting in D.C. as a challenge or exasperating because of the various diversity, cultures, and languages, economics, educational levels; however, I see this as an advantage to diversify D.C. National Guard’s recruiting pool. Due to my understanding of the unique intricacies of D.C.’s demographics I envision a huge potential in recruiting in a metropolitan area such as D.C. These unique features will assist me in reaching my brand, knowing my brand, knowing what to brand and how to brand. In turn this will help me to generate leads, build trust within my community and establish my presence. I look forward to living, serving and working in the diverse Northwest, as well as, my schools D.C. Benjamin Banneker High School and Woodrow Wilson High School.

References

1. https://dcps.dc.gov/page/our-schools
2. http://profiles.dcps.dc.gov/
3. https://www.doleta.gov/Youth_services/wioaformula.cfm
4. https://www.census.gov/quickfacts/DC
5. https://youth.workforcegps.org/resources/2017/08/29/08/48/FactSheet
6. https://www.greatschools.org/washington-dc/washington/847-BASIS-DC-/
7. https://en.wikipedia.org/wiki/Demographics_of_Washington,_D.C.
8. https://en.wikipedia.org/wiki/Washington,_D.C.
9. https://dc.gov/page/data-demographics-and-maps
10. https://washington.org/press/dc-information/washington-dc-visitor-research
11. http://www.dchealthmatters.org/demographicdata
12. https://www.tripsavvy.com/nw-washington-dc-map-and-guide-4056247
13. https://www.bls.gov/eag/eag.dc.htm
14. https://www.dcschoolreportcard.org/schools/1-0402 https://www.usnews.com/education/best-high-schools/district-of-columbia/districts/district-of-columbia-public-schools/wilson-high-school-4649/test-scores
15. https://www.usnews.com/education/best-high-schools/district-of-columbia/districts/district-of-columbia-public-schools/wilson-high-school-4649/student-body
16. http://elschoolprograms.com/arng/programs