[Congressional Record (Bound Edition), Volume 154 (2008), Part 10]
[House]
[Pages 13375-13378]
[From the U.S. Government Publishing Office, www.gpo.gov]




      SENSE OF CONGRESS REGARDING TERRITORIES OF THE UNITED STATES

  Mr. SARBANES. Madam Speaker, I move to suspend the rules and agree to 
the concurrent resolution (H. Con. Res. 2) expressing the sense of the 
Congress that schools in the United States should honor the 
contributions of individuals from the territories of the United States 
by including such contributions in the teaching of United States 
history, as amended.
  The Clerk read the title of the concurrent resolution.
  The text of the concurrent resolution is as follows:

                             H. Con. Res. 2

       Whereas individuals from Puerto Rico, the United States 
     Virgin Islands, American Samoa, Guam, and the Northern 
     Mariana Islands have contributed to many aspects of the 
     history and culture of the United States, including its 
     politics, athletics, and music;
       Whereas many students do not know the location or the 
     significance of these places;
       Whereas the diversity of the citizens of the United States 
     strengthens the Nation, and individuals from the territories 
     of the United States contribute to that diversity; and
       Whereas it is important for students to study the history 
     of these geographic areas as part of United States history: 
     Now, therefore, be it
       Resolved by the House of Representatives (the Senate 
     concurring), That it is the sense of the Congress that 
     children in the United States should understand and 
     appreciate the contributions of individuals from Puerto Rico, 
     the United States Virgin Islands, American Samoa, Guam, and 
     the Northern Mariana Islands and the contributions of such 
     individuals in United States history.
       Amend the title so as to read: ``Concurrent resolution 
     expressing the sense of the Congress that children in the 
     United States should understand and appreciate the 
     contributions of individuals from the territories of the 
     United States and the contributions of such individuals in 
     United States history.''.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Maryland (Mr. Sarbanes) and the gentlewoman from North Carolina (Ms. 
Foxx) each will control 20 minutes.
  The Chair recognizes the gentleman from Maryland.


                             General Leave

  Mr. SARBANES. Madam Speaker, I request 5 legislative days during 
which Members may revise and extend and insert extraneous material on 
H. Con. Res. 2 into the Record.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Maryland?
  There was no objection.
  Mr. SARBANES. I yield myself such time as I may consume.
  Madam Speaker, I rise today in support of H. Con. Res. 2, which 
recognizes the contributions of individuals from Puerto Rico, the 
United States Virgin Islands, American Samoa, Guam, and the Northern 
Mariana Islands to the United States. Many individuals from these 
territories have added and continue to add tremendous cultural, 
political, and athletic contributions to America.
  Some examples of these remarkable individuals include Roberto 
Clemente, David Hamilton Jackson, and Agueda Iglesias Johnston. Roberto 
Clemente, a native of Puerto Rico, was a legendary major league 
baseball player with the Pittsburgh Pirates and an altruistic global 
public servant. I will say as an aside that Roberto Clemente put the 
Baltimore Orioles in fits during the World Series when I was growing 
up, and I have a vivid memory of that. While displaying extraordinary 
athletic feats on the baseball diamond, his selfless nature, not his 
play, cast him as an national icon and an exemplary role model. 
Unfortunately, Roberto Clemente died in a plane crash as he was trying 
to deliver aid to Nicaraguan earthquake victims.
  David Hamilton Jackson is another outstanding individual to 
recognize. Jackson spearheaded the transfer of the United States Virgin 
Islands territory from the Danish into the hands of the local 
residents. Jackson, born in the Virgin Islands, parlayed his power into 
making local Virgin Island residents also United States residents. 
Jackson served as an educator, legislator, labor leader, and lawyer, 
and is known as one of the most important figures from the West Indies.
  Agueda Iglesias Johnston was Guam's leading educator and well-known 
patriot. After Japan invaded the island in 1942, she both served as a 
teacher and principal during dangerous times in Guam. Amidst the 
perilous state, Johnston showed bravery when many feared. She 
communicated over the radio about the progress of the war, and she also 
aided an American Navy soldier, George Tweed, to escape capture by the 
Japanese. In Guam, she is known for her outstanding commitment, 
bravery, and service.
  Puerto Rico, the U.S. Virgin Islands, American Samoa, Guam, and the 
Northern Mariana Islands have many, many historical figures, events, 
and pivotal historic moments that highlight the legacy of their 
respective homelands. Children in the United States should understand 
and appreciate the contributions of citizens from

[[Page 13376]]

the territories of the U.S. Ensuring America's youth know the 
contributions of these great territories and their impact on American 
culture creates a better understanding of our Nation's history.
  Madam Speaker, once again, I express my support for recognizing the 
important contributions of individuals from these territories of the 
United States.
  I reserve the balance of my time.
  Ms. FOXX. Madam Speaker, I yield myself such time as I may consume.
  I rise today in support of House Concurrent Resolution 2, expressing 
the sense of the Congress that schools in the United States should 
honor the contributions of individuals from the territories of the 
United States by including such contributions in the teaching of the 
United States history.
  Scholars say that teaching history to children has many important 
lifelong benefits. History provides them with identity. Studying 
history improves their decision-making and judgment. History highlights 
models of good and responsible citizenship. History also teaches 
students how to learn from the mistakes of societies' past. History 
helps them understand change and societal development, and it provides 
a context from which to understand others.
  Students today need to be engaged in substantive historical content. 
Only through curriculum that provides solid, exciting historical 
narratives and working with materials firsthand will students grasp the 
essential events of American history and proficiently comprehend the 
crucial issues of modern society.
  Included in our schools' history curriculum should be a look at the 
contributions of individuals from the territory of the United States. 
From revolutionary times through the second World War, these 
territories have played significant roles in American history.
  Individuals who lived in U.S. territories, including Puerto Rico, 
Guam, the U.S. Virgin Islands, Midway Islands, the Mariana Islands, and 
American Samoa have all contributed to the history and cultural fabric 
of our country in unique ways. As such, the stories of their 
accomplishments and challenges should be passed down to our young 
people and included when we talk about the rich history of this great 
country.
  I ask my colleagues to support this resolution.
  I reserve the balance of my time.
  Mr. SARBANES. Madam Speaker, it is my privilege at this time to yield 
such time as she may consume to the gentlelady from the Virgin Islands, 
the sponsor of this important bill, Mrs. Christensen.
  Mrs. CHRISTENSEN. Madam Speaker, I am proud to rise in strong support 
of House Concurrent Resolution 2 today, which I introduced on the first 
day of this Congress and which expresses the sense of Congress that 
children in the United States should understand and appreciate the 
contributions of individuals from the United States Virgin Islands, 
Puerto Rico, American Samoa, Guam, and the Northern Mariana Islands to 
the U.S. history. I am joined in this bill by 46 cosponsors.
  This bill began with young people and it is for young people, but it 
is also for all Americans. A few years ago, I was on the campus of the 
Charlotte Amalie High School in St. Thomas, and as I was leaving some 
students gathered around to greet me and ask questions. It is because 
of one of those questions that I introduced this resolution.
  A young lady expressed her concern and frustration that so many 
stateside children and adults as well knew so little about the Virgin 
Islands. Is it is a complaint I have heard often from other students 
coming up for Close Up and other legislative classrooms. They 
challenged me to do something about it.
  While it has taken longer than I would have liked, I am pleased that 
House Concurrent Resolution 2 is being considered today, and I would 
like to thank Chairman Miller, Ranking Member McKeon, and all of the 
committee members for their support as well as my staff and the staff 
of the Education and Labor Committee for their work on bringing this 
resolution to the House floor.
  Madam Speaker, the United States presently maintains sovereignty over 
three unincorporated territories and two commonwealths, the U.S. Virgin 
Islands, Puerto Rico, Guam, American Samoa, and Northern Mariana 
Islands. All, including the now Freely Associated States of Palau, 
Micronesia, and Marshall Islands, have contributed to the defense and 
the richness of the United States in politics, music, arts, science, 
sports, education, as well as in many other areas.
  And there have been many historic events in the past that 
unfortunately are not well known by the rest of our country. As 
depicted in this painting that is the cover on a book about many of the 
relationships between the then Danish West Indies and the early years 
of this country, it is reported that it was a ship in Christiansted 
Harbor in St. Croix that gave the first foreign recognition to the 
early Stars and Stripes in June of 1776. In another fact, one of the 
earliest flags was designed by a Markoe, again from the then Danish 
West Indies.
  Madam Speaker, among outstanding Virgin Islanders in American 
history, we are also proud to count Alexander Hamilton, one of the 
great Founding Fathers of our Nation, the first Secretary of the 
Treasury and the author of the Nation's financial system. Hamilton 
lived in St. Croix, U.S. Virgin Islands, then the Danish West Indies 
during his formative years and before coming to the then Colonies. It 
is while on the U.S. Virgin Islands that, according to noted historian 
Richard Brookhiser and others, that Hamilton learned accounting and 
trade which spanned international borders and where he began to develop 
his philosophy of life and politics. One of his earliest recorded 
writings is a descriptive and moving account of a hurricane which was 
published in the local newspaper when he was around 16, in 1772.
  More recently, one of New York's premier politicians of the mid 1900s 
was J. Raymond Jones, also known as the Silver Fox, from St. Thomas, 
who ran politics in New York City and is credited as a mentor by our 
own greater leader in this Congress, Congressman and Chairman Charles 
Rangel. He played an important role in laying the political foundation 
of that city, which continues to this day.
  We were active and remain active in the U.S. labor movement. Men like 
Ashley Totten was one of A. Phillip Randolph's lieutenants, and 
instrumental in the founding of the Brotherhood of Sleeping Car 
Porters.
  In the entertainment business, people like Kelsey Grammer grew up in 
St. Thomas, and he is well known for his character on Cheers and its 
spinoff, Frasier. Benny Benjamin, the well-known songwriter of songs 
like ``I Don't Want to Set the World on Fire,'' John Lucien, and others 
were from my home.
  There are also individuals like Casper Holstein who played a role in 
the Harlem Renaissance, and Barbara Christian, an influential feminist 
literary scholar and critic who was born in St. Thomas, Virgin Islands.
  And, of course, we have also made major contributions in sports, with 
Tim Duncan of the San Antonio Spurs, Raja Bell of the Phoenix Suns who 
both hail from St. Croix. And in the past we had Giants catcher Valmy 
Thomas whose daughter Shelley works in our office, Joe Christopher and 
Horace Clarke, and many others in major league baseball. Boxing legends 
such as Emile Griffith and Julian Jackson are from the Virgin Islands. 
And none of us could match the number of major league football players 
who come from American Samoa.
  But it should not take an NBA game or a boxing match to bring about 
awareness of the U.S. territories. Our children should begin to learn 
about the U.S. territories within the context of U.S. history.
  Madam Speaker, it is the diversity of the citizens of the United 
States that strengthens this Nation, and individuals from the 
territories have contributed to that diversity and continue through 
today. The sad reality is that

[[Page 13377]]

far too many of our fellow Americans do not even know where the U.S. 
territories are located, not to mention the important contributions 
that they have made not only to U.S. history but to world history.
  A full history program should include curricula that give students a 
balanced learning of all of the historic contributions that impact 
people who live in the United States, including contributions made by 
the people of the territories, the Commonwealth of the United States, 
and the Freely Associated States.
  This bill will be a giant step forward in ensuring that all 
Americans, however separated by geography, are fully a part of the told 
and taught history of our great country, as we are today an integral 
part of its unfolding future. And to the children and young people of 
Guam, American Samoa, the Northern Mariana Islands, the Freely 
Associated States, Puerto Rico, and the U.S. Virgin Islands, this bill 
is for you.
  I urge my colleagues to pass House Concurrent Resolution 2.
  Mr. SARBANES. Madam Speaker, I reserve the balance of my time.
  Ms. FOXX. Madam Speaker, unfortunately, as I was listening to the 
Delegate speak, I realized that the failed energy policies of the 
Democratic majority are going to be hurting these very groups of folks, 
because people can't afford to fly there for vacation; the prices of 
tickets have gone up so much that it is going to hurt significantly the 
tourism industry.
  Also, I think as we study the history of the contributors from the 
territories of the United States, we need to call attention to people 
to the history of the actions of the Democrats and Republicans in 
relation to American-made oil and gas, which is a history of support 
and opposition.
  When it comes to taking meaningful steps to provide affordable energy 
to the American people, Congress has the ability and responsibility to 
act. Unfortunately, a clear pattern has emerged over the years as one 
party consistently has fought to increase access to home-grown energy 
reserves while the other has consistently voted to expand America's 
dependence on foreign unstable energy instead.

                              {time}  1815

  We have compiled the facts by the issues.
  ANWR exploration: House Republicans, 91 percent supported; House 
Democrats, 86 percent opposed.
  Coal-to-liquid: House Republicans, 97 percent supported; House 
Democrats, 78 percent opposed.
  Oil shale exploration: House Republicans, 90 percent supported; House 
Democrats, 86 opposed.
  Outer Continental Shelf exploration: House Republicans, 81 percent 
supported; House Democrats, 83 percent opposed.
  Refinery increased capacity: House Republicans, 97 percent supported; 
House Democrats, 96 percent opposed.
  I reserve the balance of my time.
  Mr. SARBANES. Madam Speaker, at this time it is my pleasure to yield 
such time as she may consume to the gentlewoman from Guam (Ms. 
Bordallo), and I would say I have benefited from having my office right 
across the hall from her office because she has sponsored a number of 
cultural activities in the hallway between our offices, so I have 
learned a lot about Guam since I got here.
  Ms. BORDALLO. I thank the gentleman.
  Madam Speaker, today the teaching of history to our children and 
young adults is an integral part of the learning experience and the 
American elementary and secondary education system. History is a 
formidable, important part of the curriculum and the intellectual 
development of our youth. It is through history that we learn about, 
recall, and reflect upon lessons of the past and it is through history 
that we learn to responsibly recognize and seize the opportunities of 
the future. History is an exercise of self-awareness. It helps each 
citizen understand his or her place and role in our society, and it 
helps us establish a continuity for progress.
  It is through history that we learn about and come to appreciate our 
roots, our heritage, our culture, our progress as a society, and our 
relationships to one another and about how our family and our community 
relate to the broader world and to the generations that have come 
before us and those that follow us. Through history, our children learn 
about people and the faces and the stories behind the names that have 
helped shape our great democratic experiment.
  The teaching of United States history is fundamental to the American 
classroom. Yet, the teaching of history can be elevated today with 
greater incorporation of facts related to the territories and our 
fellow Americans who call the territories home. Integration into the 
modern day curriculum of the accounts of relationships and the 
circumstances surrounding the entry of each of the territories into the 
American family is both appropriate and needed if our teaching of 
American history is to be complete and meaningful. Learning about the 
contributions of illustrious persons from the territories complements 
this goal and is a proven, effective means of sharing our history.
  Today, American children, for example, learn about Squanto, George 
Washington, Paul Revere, Lewis and Clark, Buffalo Bill Cody, Susan B. 
Anthony, Francis Scott Key, Orville and Wilbur Wright, Rosa Parks, and 
many, many other notable Americans. But, Madam Speaker, the names and 
the stories of historic figures in the territories are not known, and 
we have many historic leaders, as my colleague pointed out from her own 
territory of the Virgin Islands.
  Today, our school children learn the capital cities of Jefferson 
City, Boise, Concord, Tallahassee, and many others. But San Juan, Pago 
Pago, and Hagatna, for example, they are unfamiliar to their ear and 
rarely can be pinpointed on the map. Our territorial flags, seals, 
trees, flowers, birds, et cetera, they are all too frequently 
overlooked or a mystery, our history under appreciated.
  How many young students today know that Guam was discovered by 
Magellan in 1521, and Guam was governed under Spain for 100 years. 
Today, too few Americans know and realize that the territory of Guam 
was bombarded, attacked and invaded by Imperial Japanese forces 
concurrent with the attack on Pearl Harbor. Too few Americans know and 
learn about the loyalty and courage of the people of Guam in suffering 
at the hands of a brutal enemy, while their homeland, sovereign 
American soil, was occupied. Guam is the only American community to 
have been occupied since the War of 1812.
  This resolution is an exercise about learning to appreciate the 
cultures and the history of our islands, where our U.S. flag flies. 
House Concurrent Resolution 2 expresses the sense of this Congress that 
schools and educators all across these 50 United States and right here 
in our Nation's capital city should strive to teach our children about 
the territories and should in their noble profession seek to honor the 
contributions of individuals from each of these territories.
  For over a century now individuals from Guam, Puerto Rico, American 
Samoa, the United States Virgin Islands, and the Northern Mariana 
Islands have contributed to the growth and development of our country. 
Individuals from the territories have stood shoulder to shoulder with 
their brothers and sisters in harm's way, and I am speaking about the 
war in Iraq and Afghanistan. They have worn the uniform in times of 
war, and boast some of highest enlistment rates in our military. Many 
have paid the ultimate sacrifice from World War I to the present day 
war against terrorism.
  Some have gone on to distinguished military careers as officers. 
Others have made contributions in the fields of medicine, law, music 
and the arts. Some have become incredible teachers in their own rights, 
and work to preserve our history and expand the circle of awareness 
about the beautiful tapestry and the rich history of the people of the 
United States territories.
  The textbooks, the classroom discussions, the maps, the globes, the 
technology, the learning games, all could stand to include more pages, 
more

[[Page 13378]]

study questions, and more focus on the territories.
  I want to thank my colleague, Congresswoman Christensen, for her 
leadership in working to incorporate the territories into history for 
America's schoolchildren.
  I stand here today proud of our own schoolchildren on Guam. This 
debate is on the heels of their participation last week for the first 
time in the national competition for National History Day, and my 
colleague spoke about this. His office is located right across from 
mine, and they all performed in the hallway. History students from 
George Washington High School, Untalan Middle School, Agueda Johnston 
Middle School and Guam High School all competed with students from all 
across the United States at the University of Maryland, College Park, 
in the national competition with research papers, exhibits, performance 
and documentaries. This occurred, as I said, just last week. And they 
also went on a field trip in Washington, DC.
  So, Madam Speaker, I stand in full support, in strong support for the 
passage of this very important House Concurrent Resolution 2.
  Mr. SARBANES. I inquire whether the gentlelady has any additional 
speakers.
  Ms. FOXX. Madam Speaker, I don't have any additional speakers, but I 
have some additional comments.
  Mr. SARBANES. Madam Speaker, in that case, I reserve the balance of 
my time.
  Ms. FOXX. Madam Speaker, I yield myself such time as I may consume.
  I went over the list of differences in ways that Republicans have 
suggested that Americans become energy independent from foreign sources 
of oil. I want to give a summary of those now.
  I have stated that the gap has been as much as 97 percent of House 
Republicans supporting increasing refinery capacity, and 96 percent 
Democrats opposing increased refinery capacity.
  The summary of all of the issues I have outlined was 91 percent of 
House Republicans have historically voted to increase the production of 
American made oil and gas, while on average 86 percent of House 
Democrats have historically voted against increasing the production of 
American made oil and gas.
  My interest and the interest of other Republicans is in keeping this 
country as the greatest country in the world and ending our dependence 
on foreign oil. I call on the Democratic majority to join with 
Republicans in taking action toward this goal.
  Madam Speaker, I yield back the balance of my time.
  Mr. SARBANES. Madam Speaker, I know it is incredibly difficult for 
the minority to resist the impulse to lob this energy rhetoric into 
every single discussion we have here on the floor. I am not going to 
take the bait, particularly on this resolution because this is such an 
important resolution that has been put forward. It encourages and it 
guides us on how we can teach this valuable, valuable history of the 
U.S. territories to all Americans so that they can gain a deeper 
appreciation of it. I want to thank those who spoke today, 
Congresswoman Bordallo and Congresswoman Christensen, for contributing 
their perspective on this important bill, and I want to urge my 
colleagues to support it unanimously if they could.
  Mr. FORTUNO. Madam Speaker, I am tremendously proud to be a co-
sponsor of House Concurrent Resolution 2, which expresses the sense of 
this Congress that schools in the United States should honor the 
contributions of individuals from the U.S. territories by including 
such contributions in the teaching of American history. This Resolution 
will encourage schools to teach--and students to learn--about the rich 
history and vibrant cultures of the U.S. territories and the many 
achievements of individuals born there. I want to commend Congresswoman 
Christensen for introducing H. Con. Res 2.
  In the case of Puerto Rico, the impact that our native sons and 
daughters have had on every aspect of American society cannot be 
overstated. Can you imagine preparing a history of Major League 
baseball without devoting at least a chapter to Roberto Clemente and 
the hundreds of Puerto Rican players who have followed in his wake? 
Likewise, consider how much the film industry owes to great actors like 
Jose Ferrer, Raul Julia and Benicio del Toro--to name just a few. 
Beyond athletics and the arts, many Puerto Ricans have made important 
contributions in the fields of politics, business and law. With respect 
to national service, students and teachers may not be aware--but should 
be--that residents of Puerto Rico and the other U.S. territories serve 
in the U.S. military. They ought to know that Puerto Rico sends a 
higher percentage of its residents to the armed forces that all but one 
other U.S. jurisdiction and that four Puerto Ricans have won the Medal 
of Honor. H. Con. Res 2 will help ensure that students in our Nation's 
schools learn basic but largely unknown facts about the U.S. 
territories--how they were acquired, what political and civil rights 
residents of the territories have and do not have when compared to 
their fellow citizens in the states, and the prospects for change.
  Unsurprisingly, there are still many people in our great Nation--
children and adults--who do not know the names of the U.S. territories 
or their location on a map. It is my hope that, by teaching students 
about the history of the territories and the individual accomplishments 
of their residents, we can foster better understanding of and greater 
appreciation for the many contributions that the territories have made 
to American life.
  Madam Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentleman from Maryland (Mr. Sarbanes) that the House suspend the rules 
and agree to the concurrent resolution, H. Con. Res. 2, as amended.
  The question was taken; and (two-thirds being in the affirmative) the 
rules were suspended and the concurrent resolution, as amended, was 
agreed to.
  The title was amended so as to read: ``Concurrent resolution 
expressing the sense of the Congress that children in the United States 
should understand and appreciate the contributions of individuals from 
the territories of the United States and the contributions of such 
individuals in United States history.''.
  A motion to reconsider was laid on the table.

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