[Congressional Record (Bound Edition), Volume 151 (2005), Part 1]
[Extensions of Remarks]
[Page 777]
[From the U.S. Government Publishing Office, www.gpo.gov]




                  CONGRATULATING HISTORY DAY SCHOLARS

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                           HON. GEORGE MILLER

                             of california

                    in the house of representatives

                       Tuesday, January 25, 2005

  Mr. GEORGE MILLER of California. Mr. Speaker, the nation was relieved 
that on January 7, Edgar Ray Killen was arraigned for the 1964 murder 
of three civil rights martyrs--Andrew Goodman, Michael Schwerner, and 
James Chaney. The brutal murders of these three men, who were 
registering African-American voters in Mississippi during the 1964 
Freedom Summer campaign, helped to galvanize the civil rights movement 
in the nation and centuries of legal and de facto mistreatment of our 
fellow citizens.
  In 1967, Killen was one of several men charged with violating the 
advocates' civil rights, but an all-white jury failed to convict Killen 
and only lightly sentenced 7 of the men involved. Prosecution in 
connection with the 1964 killings lay dormant for 40 years and would 
have continued to do so had Sarah Siegel, Allison Nichols, and Brittany 
Saltiel, students at Chicago's Stevenson High School, not prompted a 
reopening of the case.
  Mr. Speaker, these young women chose the 1964 Goodman-Schwerner-
Chaney case as the subject of their project for the National History 
Day competition last year. As many of our colleagues know, NHD programs 
target over half a million students throughout this country, promoting 
the teaching and study of American history. Entries to its yearly 
contest are chosen at the school, city and state level and consist of 
presentations of topics in American history based on themes developed 
by NHD. Students may prepare research papers, storyboards, video 
documentaries or performances on their subject.
  The reopening of this long-dormant civil rights case demonstrates the 
NHD's dramatic impact on American historical literacy, and illustrates 
better than any other development the impact of the study of history on 
student understanding of and ability to affect world events. Through 
the creation and promotion of dynamic, participation-driven programs, 
NHD has changed the way that teachers present American history. 
Students who engage in NHD programs enjoy a boost in historical 
literacy and interest in matters of key historical interest.
  Mr. Speaker, I am also very pleased that the Congress recently 
authorized federal support for the National History Day program. Under 
P.L. 108-474, the Secretary of Education may award grants to the NHD 
program, and we are very hopeful that he will do so. I know that we are 
joined in that wish by thousands of administrators, teachers, students 
and historians around the country who share our pride in NHD and in the 
work of these, and many other talented young students. With the added 
support of federal funding, NHD will be able to expand its commendable 
work of promoting historical literacy in our nation's schools.
  I urge my colleagues to join me in congratulating Sarah, Allison and 
Brittany for their work in publicizing the Goodman-Schwerner-Chaney 
case. Their research has not only improved our understanding of 
history; it has helped make history.

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