20th-Century Virginia
20th-Century Virginia Wrapup
/ Task

4th Grade Teacher- Pertl
Elementary
Like many of the other modules, I think it is important for me to show my students more primary sources during this time period. A lot of times, students think of primary source documents and artifacts, as things only from long, long ago. However, being that the 20th century we had photographs, I can use many photographs as primary sources to analyze and review with students
Civil Rights
High
Fortunately for me, I teach for Prince Edward County Public Schools. So something that I do when teaching my students about the Jim Crow era and Civil Rights movement is that I provide a number of examples of Jim Crow laws for my students to read through and then we discuss as a class. Also, when we are reviewing the court case of Brown vs. Board of Ed. we talk about the Prince Edward side of the case and it influence on the county that is still present today. Several years ago I had the honor of having one of the classmates of Barbara Johns, who organized the Prince Edward walk out, who helped Johns organize the student led protest of 1951 come in and speak to my students about the events the led to the DAVIS VS. PRINCE EDWARD court case that joined with BROWN VS. BOARD OF ED.
VA in the 20th Century
Elementary
I will show my students many of the pictures shown here in this module because I think it prompts some deep thinking, especially the first one with the students on the bus. It is always hard for students to wrap their brain around segregation. I often get questions like "why did they do that?" or "how is that fair?", but I don't think they quite understand how really bad it was for African Americans. They often think that since the North won the Civil War and slavery was outlawed that everything is better now. Jim Crow laws were a way to keep African Americans in a form of legal slavery. To just tell the students about it never would really drive the point home of how bad it is, but I find pictures of what it looked like help the most. It also shows how not so long ago that really was.
Teacher
Elementary
In the past when I have taught segregation and desegregation, I have sometimes done a simulation activity with eye color as opposed to skin color. Brown eyed people get "better" school supplies and ice water to drink in class while blue/green eyed students get broken crayons/ small amounts of plain water, etc. The students notice right off that it is unfair and often "protest." (They can't change their eye color). I point out that there were protests and discuss some of the real-life things that happened. Then when we do desegregation- I do the activity again, but when I get to the time that Massive Resistance fails, I "desegregate" and give everyone the ice water, "nice" school supplies, etc. If I do this activity again, I it would be beneficial to incorporate some more of the primary sources (news broadcasts, photos of protests, and other items) that could give students a clearer perspective of the events that happened in real life. But the simulation does grab their attention and makes them more engaged.
Economy
Elementary
Students can compare the economy throughout Virginia history, focusing on just two time periods or more than that if able. Throughout Virginia history, the agriculture and economic development changed drastically. Each time there was a major change, there was something causing it, which would be an avenue for students to explore. It would be interesting to do this and take it all the way to present day, focusing on the developments that come out of Virginia now. By comparing now and then, students can recognize the value of production, but also the ways these changes affect them personally.
Spencer Billett
High
Since this covers a large period of time, there is a lot to think about. My focus would be on the impact of World War II on the growth of the national security state and how that impacted growth in Northern Virginia that transformed Virginia into the sort of "split" state that we see today. My other focus would be on the Civil Rights movement and how it looked differently in each state. Specifically I would like to focus on the Moton walk out and how Barbara Johns influenced the larger Civil Rights movement, but then also how the South resisted integration. Particularly I would want to focus on how the Civil Rights Era was well spread out over the course of the 20th century. Most students think that the Brown decision ended segregation and that is the end of the story - but the resources on how the busing debate continued well into the 70s is a good example of how these issues played out over time.
20th Century
Elementary
I would like to focus on extraordinary African Americans like Maggie Walker and Arthur Ashe. Showing their accomplishments and achievements to students, along with identifying the struggles they went through, will help students appreciate how they succeeded in the face of adversity.
20th Century VA 4th Grade
Elementary
I would like to incorporate more information about woman's suffrage and the work of Maggie Walker. Students could do research on Maggie Walker and her impact on the woman's rights movement.
20th-Century Virginia- classroom connections.
Elementary
I think there is so much to apply of what I learned in the 20th century Virginia to what we can teach our kids in school. I enjoyed learning about the industry and what Virginia thrives in producing. There are some great economic lessons that could be developed from this.
Separate but not Equal
Elementary
Students will be taught that is some instances being separated from other student's is not always a good thing. Allowing everyone to have the same opportunity to learn and grow educationally will benefit the entire population, not just a few people.
Teacher - US History
High
I would have students look at Plessy v. Ferguson and the "separate but equal" idea, and then examine photographs and descriptions of segregated public spaces (including schools, transportation, etc) to determine if the spaces were actually "equal." A class discussion or written response could then be held as to *why* the spaces were not equal.
3rd Grade social Studies
Elementary
Using the photos and news articles to help students see the different perspectives would be great. I work in a very diverse school and showing both perspectives and really asking for historical thinking skills to be used could create an interesting discussion.
Social Studies Teacher
High
Students could create a timeline that explains and illustrates key moments from the beginning to the end of racial segregation and Jim Crow in Virginia. Students could work in small groups and create the timeline on a poster board with written information, quotes, pictures, etc.
Famous African Americans
Elementary
I am not currently in the classroom, but have taught third grade in the past and we do not cover much Virginia History explicitly. However, when I return to teaching, if I do get to cover 20th-century Virginia, I would love to foster student's historical thinking in regards to important African American figures during the Jim Crow era, fighting for equal rights, desegregation, etc. This was my first time hearing of Maggie Walker and John Mitchell Jr. and it made me think how it would be helpful to have students look at multiple perspectives during this period of VA History. One way we could do this is by doing a project where students practice researching and reporting on an "unsung hero" from the time (could be any ethnicity or race) and they have to discover what the person did that impacted VA history in the fight for equal rights.
Student Voice Matters
Elementary
In my classroom, the students of Moton High are some of inspiration. They saw that their school was beyond the scope of "separate but equal" by a long shot and pretested to see change. Showing my students photographs to compare the conditions of segregated schools is just the beginning of our conversations. I get them thinking about how these students pivoted their protest to go against some very powerful people in court, with the help of Oliver Hill. Every year, my students have incredible conversations about how out of extreme hardships, there can be something worth fighting for and that a unified voice can be very very strong. I am anyways impressed with how deep these historical conversations can get with a group of ten year olds.
World History 1
High
Since I teach Ancient World History, I can apply this in my classroom by being more aware of what the 70s and 80s were like for many people during that time. When students ask questions about segregation or Virginia's role I will be able to answer those questions.
Mathematics Teacher
Middle
I would have my kids do research on VA.'s story throughout majority of the 20th century, so they can see how VA. was a state rising to meet the challenges of a modern America while still resisting social, gender, and racial change. My hope is that students will see VA.'s 2 most significant themes in US history over the past 100 years, which is a reflection of African American society. That is, the modernization of society, and the US painful struggle to to become a multi racial and multicultural democracy.
5th Grade VA Studies
Elementary
I will use primary and secondary resources so students can see what was going on during the 20th century with suffrage, segregation, and industrialization. Students can also make connections with the way things are today compared to the 20th century.
20th Century Virginia
Elementary
I would explain to my students how Virginia struggled with economic, political and social change during the 20th century. I will show my students pictures and images that take place throughout this century, such as the photograph of the bus, and have my students analyze these images. After showing a picture, I would ask my students to identify everything they see in the pictures. After students list every detail they see, I would have them formulate questions about what they are curious about and what they would want to learn more about. We would then conduct research to answer the questions they formulated and we will learn more about Virginia during this time.
20th Century Virginia Classroom Connections
Elementary
I will be looking at different sources from letters, diaries, newspaper articles, photographs, artifacts and start asking questions a little differently than before. Looking at what is in the picture, to what might put a time period in perspective to thinking about the historical significance of the event(s) and how people reacted to it from thoughts to events, to photographs and illustrations/drawings, etc. Asking what is significantly important, when it was, how it was, where it was, why it may have occurred, to other questions that my open up due to looking and examining what is there, what isn't there, and what I can use from history to support any significances. I will ask my students to stretch their minds by using questioning techniques to help make the articles, photographs, illustrations, letters, diaries, newspapers, etc. more relevant or significant in history.
Civil Rights in Virginia
High
One of the more important eras for students to study to better understand the nation, especially Virginia, today is the Civil Rights Era. This is a unit that unfortunately we often reach in the year when we are rapidly running out of time from a pacing standpoint. In my class we examine the Jim Crow Era throughout the south. I have my students, and my government students as well, attempt a literacy test from this era. We study several leaders of the Civil Rights leaders and I try to cover the numerous events directly here in Virginia such as Barbara Johns. Last year we had a discussion about the decision to have John replace Lee as representing Virginia in Statutory Hall at the US Capitol. When my class schedule was conducive to do so, I have invited Dr. Brian Daugherty from VCU who's scholarship focuses on the civil rights movement in Virginia to come in and speak with my classes. I highly encourage my fellow educators to do so once Covid protocols find your districts open to guest speakers once again. He offers your students an excellent experience.
20th Century Virginia; What were "they" thinking?
High
This activity is designed to force students to think empathetically. Each student is assigned a number of different "personas": each persona is a hypothetical Virginian who lived at a given point in time in Virginia's history. There are any number of possible identities that a teacher could create. A few examples could be: A Black voter living in the state at the time of the passage of the state Constitution of 1902; a White mother, of school aged children, living in Northern Virginia in the early 1960's; or, a twenty-something White coal miner living in the Appalachian region in the 1940's. Once students have been assigned a persona or various personas (the exact number could vary by student or for any number of reasons) they write a first person journal entry that describes/explains how that person has been affected by and how they feel about historic AND historical events and processes. Then, students could have the opportunity to share their writing with classmates in order for the entire class to "see" various perspectives.
Art Teacher
High
We will look at our current school system and research when it was actually intergrated. Waynesboro still has the former African American school as a community center. We will also discover if the Mehrig bus rulling affected the integration of schools in Waynesboro. Next we will research how many buildings or other public spaces are named after senator Byrd and discuss if this should now be changed.
Teacher
Elementary
I would like to emphasize the fluidity of the constitution more. How much it was used to change and create legislation like the massive resistance in education. How significant voting and representation matters and how that has influenced our Virginian history. I think it is so impactful to understand that these historical 1776 documents still guide and dictate our state today.
Historical Comparisons - 20th-Century Virginia
Elementary
Have students divide into partners or small groups. Begin by having students create a large Venn Diagram using 2 circles. In one circle, have students consider how schools, use of public water fountains and restrooms, eating at diners, and voting rights were handled during the era of Jim Crow. In the other circle, have students consider how schools, use of public water fountains and restrooms, eating at diners, and voting rights are handled today. Any similarities should be entered in the center overlapping areas. Have students gather back together and share answers in whole group for discussion.
20th-Century Virginia - Classroom Connection
Elementary
Virginia went through decades of rebuilding and fighting for equal rights for all Americans, especially African Americans, during the 20th-Century. There are a lot of difficult topics to examine to include, Jim Crow laws, segregation, discrimination, and massive resistance. In the classroom I would like my students to be able to compare and contrast opposing viewpoints like white schools vs black schools, make connections across time and place, identify and discuss causes and effects of events, analyze primary source documents, and research famous African Americans that played a role in Virginia's history during the 20th-century like John Mitchell Jr., Maggie Walker, Oliver Hill, Barbara Johns, and Rosa Parks.
Court cases
Middle
My course ends at 1865, but if I find myself teaching Reconstruction through to the present, I can see how these court cases and primary sources would be beneficial to help students thinking historically. I would have to be careful of the images. I may not be able to show some images but could describe what happened beginning with the 1902 Virginia Constitution. I think that students would be interested to know how black students fought to be equal, have equal resources, and equal treatment with the white schools. Growing up I always compared my school to other schools through an economic lens.
4th Grade Virginia Studies
Elementary
I will use the material in this module to enhance my lessons about 20th Century Virginia. Also, before Covid I would check out the classroom trunk from the Maggie Walker Museum to share with my students each year.
Comparing Past and Present
Elementary
There is so much our students can connect with in Virginia's 20th century history, yet they may not completely understand how those events of the past directly impacted our present and future. Our current lives in Northern Virginia are racially diverse, so they would have a hard time understanding everyone being separated. Trying to understand how schools might shut down for 5 years instead of integrating would blow my 5th graders' minds. We would need to introduce this gently but share primary sources and stories of individuals they could connect with to understand how this kind of thing could happen. I showed my 6th grader the bus picture and ask her what she noticed. I think giving students opportunities to do this on a regular basis would help them become more careful observers and assist in becoming more skilled at making inferences. (On a related note, I see quite a few parallels in the actions of the past and present actors currently fighting our schools on everything. We've been here before)
Look How Far We've Come!
Elementary
I really like the picture of the bus and the children lined up to get on. I think just that picture could generate a lot of discussion and critical thinking of how things use to be. Ask questions about the picture, where are these children going? Why is there only African American children in line? Where are the white children? They could complete a Venn Diagram and compare and contrast the way things were then and now. Discuss in what ways things have changed for the better? Is there anything that you think still needs to change? How could you go about trying to change these things?
Depending on what changes they think need to still happen, they can make posters, or write letters, do interviews or whatever they can come up with to be creative and get their point across.
29th century VA
High
I would use phots like this course has done to make the study of this topic more exciting. I would have the student then identify what they see and tell me about each photo and what is happening. Then I would ask them what is the hidden question, the hidden idea. what is not being told by this photo... how might it be different view between race, gender, socio economic status,ect.
History
High
You could use photographs to make studying the 20th century more enriching. Most students like looking at pictures and images etc., so the more you tangible examples you can offer the better. I would use photographs to help illustrate similarities and differences during the same time period between southern and northern schools and segregated and on segregated etc.
20th Century Virginia
Elementary
When I teach about 20th-century Virginia, I can use photos, like the one of the bus, to get students thinking historically and to increase their understanding of how things were at the time.
20th-Century Virginia
Elementary
We will analyze advancements in the 20th century as they relate to civil rights, government, transportation, and technology, as well as the important individuals who made contributions to Virginia during this time. A large timeline from 1607 to the current time will reveal just how much has happened in the last century.
4th Grade Teacher
Elementary
I will use my knowledge of 20th century in Virginia to bring stories to life inside my classroom. I will use as many primary sources as I can to spark questions in my students. I want to be able to answer as many questions as I can.
Teaching VA's history of Segregation
Elementary
I will use pictures and newspaper articles from this time period to enhance learning about this subject in my classroom.
20th-Century Virginia
Elementary
I can connect the evolution of Virginia from an agricultural based economy to a modern day industrial economy due to innovation and technology to that of early human civilization, which has based solely on agrculture and then slowly morphed to a more industrial society due to advances in technology.
20th-Century Virginia
Elementary
The information that I have on 20th-Century Virginia available to me for use in my classroom is immense because of modern technology. I will use photographs, newspaper clippings, journal entries, speeches, maps, advertisements, etc. for my students to view. I want them to use eye-witness accounts to see different perspectives and points of view of the people of Virginia. Virginia society is still split in so many cultural, financial, political, and social aspects of life because of the geographical regions of the State. In learning the history of Virginia I hope my students will be more understanding of others and more willing to meet on common ground to help improve life for all Virginians.
20th Century Elementary Connections
Elementary
To help my students best understand the 20th Century I will show them pictures of schools have discussions on how it was different during that time than how things are today. I believe that conversations are going to be the true key to helping my students understand the 20th century.
It's A White Man's World
High
I would take each student a copy of "No White Man to Lose His Vote in Virginia" document to see just what black people (men at that time) were up against in America after Reconstruction. Not only were they trying to provide voting rights for white men, but they were trying to eliminate the voting rights of black men, saying they were idle, shiftless, ignorant... These acts of discriminate extending to many other facets of the lives of black people such as Jim Crow laws, educational limitations, lynchings and other forms of inequalities. I would have them discuss how these discriminations would have affected the lives of black people then and how have these activities changed today (or have they?!)
Classroom Connections
Elementary
I have learned many great lesson ideas to get students into a deeper level of thinking. Its not just about how culture was but also how things have changed and how things need to change even more.
Teacher
High
That using a picture like we saw can create some powerful emotions. We can use pictures to create a great class discussion and use the past and learn from it.
20th Century History
High
These concepts are basic parts of the VA SOL for VA/US History classes taught in VA schools. Brown v Board is a huge part of the 20th Century legal landscape, but what is often neglected is the fact that there were several cases associated with VA school, that were part of that larger legal case. Many of the advancements that were made during the Civil Rights Movement, were also at the root of many social issues that arose during the pandemic in the US. It would be good to make some parallels and comparisons between the 2 time periods.
SPED Teacher
Elementary
I would start talking and showing my students pictures of how businesses and schools were different in the early 29th Century. I would then introduce and show them how things changed over time and how it was changed. I would have them get in groups to discuss and ask each other questions on how things have progressed and things that could be improved today.
segregation
High
I would apply this in my classroom by studying the attempts of southern states to deny African Americans many basic freedoms, and why it is important to study the struggle and sacrifices made by the Civil Rights movement to overcome discrimination and win their rights back.
Changes in our Education
High
Students will analyze primary source documents and images from the time period in history of Brown vs. the Board of Education. Students will also look at the court cases from the integration of the schools in Virginia.
Changes in our Education
High
Students will analyze primary source documents and images from the time period in history of Brown vs. the Board of Education. Students will also look at the court cases from the integration of the schools in Virginia.
Library: Comparing Types of Agriculture vs. Industry in the 20th century
Elementary
I would like my students to compare the types of agriculture and industry that are present in Virginia during the 20th century (today). Then, we will graph the types of agriculture that are most popular and graph the type of industry that is most popular. Students will analyze and inquire why these types of agriculture/industry are thriving today vs. in the past? What changes has occurred?
Massive Resistance
Middle
Students will be guided through an understanding of how Virginia led the South in a policy of Massive Resistance against integrating schools through photographs and historical records.
20th Century Virginia
Elementary
I would use primary sources, things like photos, letter and notes to show first-hand accounts of events such as segregation and women’s suffrage to help students understand a more detailed picture of what life was like for Virginians in the 20th Century. I think a great idea would be to show students an image from the time period and let them discuss what they think is happening. Then, we would discuss as a class what is really happening.
20th Century Virginia
Middle
I would like to use the last module in my classroom in the next few weeks. We will be studying the Supreme Court and cases that have affected students throughout the years. I usually use Brown v. Board of Education as an example. We recently looked at an interview of Ruby Bridges and discussed segregation, integration, bussing, and how it affected children. I think looking at the timeline of the fight for equal rights in Virginia would be illuminating for them and looking at the history of our own schools in Middlesex County would also be of interest. I had considered a study of historical markers in our area, then research by students regarding an important person or event that they could add to a map as a point of interest connected to the history of our area.
20th Century
Elementary
One of the biggest topics we cover in our exploration of the 20th century is segregation and the effects of the Jim Crow laws. In my own classroom, I would like to use photos from this time period (much like the photo of the bus) to have students compare and contrast segregated schools and facilities. I would provide my students with pairs of pictures (one showing a "whites-only" facility and one showing a "blacks-only" facility) and ask them to create Venn diagrams comparing and contrasting what they see. Students will work in groups to create their Venn diagrams, and then we will rejoin as a class and share what they discovered. We will then have a discussion about how "separate-but-equal" was, in fact, NOT equal. This will help students understand why the Civil Rights Movement was so important.
20th Century Virginia
Elementary
This topic will probably be the most relevant to current students of all discussed. Students will have great grandparents or even grandparents to have lived through the Civil Rights era and Massive Resistance. I used to coach volleyball at the high school level and we played Prince Edward. Each year, on the way there, I would always tell them of Barbara Johns and how Prince Edward ended up closing schools rather than integrate. I will use that from now on with my fourth graders. We will also look at maps and analyze the population changes in different areas of VA. We will also discuss how families earned their money and the hardship they faced when coal mines closed, farms were foreclosed and textile mills moved overseas to India. Living in Danville, I can have people from the community to come into classrooms to talk about Dan River Mills and the local tobacco farms ( if people will stop the hysteria of COVID). Lastly, I will plan activities for students to make guesses on where Virginia is heading for the future.
20th Century Virginia
Middle
It is important for studnets t understand the stffle that African Americans faced after the Civil War. They need to know that this was a slo process and until recentlythings were unequal to say the least. This includes the Jom Crow era, and voting rights, access to equal and adequate education and workplace equity.
20th Century Virginia
Middle
In Civics & Economics class we discuss the impact of the Jim Crow laws on voting rights. Also, when we cover the Supreme Court's power of judicial review we discuss the Brown case and its impact on schools in Virginia. I wasn't really aware of the negative impacts of the changes to the state constitution in 1902 or that Virginia didn't ratify the 19th Amendment until the 1952, but I'll be sure to include both during my class from now on.
Module 7 Response
High
One of the most interesting things to happen in my school district while I've been teaching here has been the name change from Stonewall Jackson High School to Mountain View High School. Most of the students (and their parents) do not know that the school was named that in 1959, squarely in the middle of Massive Resistance. The debate over the name change is always a fiery one.
Melinda A. - Music
Elementary
This is a hard application to an elementary classroom. I think the focus for me would be more on the current idea of all working together to reach a common goal. Using a variety of music to explore some of the challenging times could begin conversations, focusing more on the older students, on how to proceed and continue to make daily life a better one for all of us.
20th century-New or old?
Elementary
Having previously discussed the Civil War, taking a look at changes and similarities in the 20th century , would be discussed. Using pictures,,newspapers,videos whenever possibly , speakers such as grandparents who could bring memories . Students could ask questions to compose an article about what they learned.. Teacher such as my self could provide first hand information on segregation in our area as well as discussing news reports or researching news reports of time in the 20th century. Also agricultural changes , technology, etc could be added to unit. inventions of the 20th century. Compare them to what the students experience now.
Segregation vs Inclusion
Elementary
I will ask my students the following questions:
- What circumstances might justify segregating students? Are there any?
- Let's think of home. Would it be justifiable if your parents extend privileges to your siblings, such as access to TV, internet, video games, clean and comfortable bed, clean clothes, good food and water, toys, and vacations, but withhold these things from you?

To further unlock the concept of equality, I will introduce "Desiderata" to my students. We will read them together. I will prompt my students to write their own "desiderata" or declaration of fairness and equality. We will frame each other's work and display them on the wall.

Here's an idea for a class project (extension): Research a famous historical figure who broke barriers and fought against racial injustice and discrimination and prevailed.
Cause and Effect leads to change
Elementary
I think revisiting what they have already learned about historical documents and their purposes, such as the Constitution would be great place to begin. I'd like to highlight how change isn't instant and takes time to get to what we know now, in some but not all cases. Today students easily point out that discrimination is wrong, but may not see that it is still happening in current events. This unit (from the changes in educational civil rights to the women's suffrage movement) would help to show that change begins when we address the problems people face. I plan to apply reading skills such as identifying cause and effect, during this time as well. I think reading skills and standards pairs really well with VA Studies.
Application to 5th Grade Classroom
Elementary
I will add some of these artifacts into my instruction. Students already analyze photographs to identify differences found in the segregated schools. These artifacts will add to what I already utilize.
BellaR
Elementary
This remains to me one of the trickier periods in history to teach because of the continuing undercurrent of racism within the state and within the country. It's hard to find the balance between asking students to reflect on segregation and discrimination without being accused of attempting to persuade students to think a particular way. However, learning about Virginia's history during the Civil Rights movement and the unfair treatment of African Americans only spurs me on to find the best ways to convey the topic with clarity so students get a sense of the harsh realities that haunt our past and still echo in our present.
Past and Present together
Elementary
This would be a mini lesson in a larger Civil rights unit. Most of our students ride the bus to get to school. I would challenge the students to look at the picture and tell me everything they can about it. We will then compare what the buses look like that they ride on now. Then we can focus on the students and compare and contrast the fact that the students on the buses of today are more ethnically diverse than the one pictured. The next question would be why that might be so. Hopefully this would springboard the discussion to segragation and lead to further discussion into why this bus was unfair to students of the time.
Examining Local History
K-12 instructional specialist
I would like to create an opportunity for students work with the Warren Heritage Society to understand the history of their local community. Warren County was deeply involved in the massive resistance movement and that has left a lasting impact on the community. I would like for students to work through this difficult time in local history--a time that their grandparents may have first-hand experiences--with the support of local historians. I think it is also important that the lesson include how the county began to desegregate schools, move past the massive resistance mindset, and address any lasting legacies that exist in the community today.
20th Century Virginia
Elementary
Photos are an excellent way to help students develop observations and generate questions. Allowing them to place pictures in the context of the history they learn helps them discover history not be told history.
20th Century VA
High
In my classroom, I like to present students with local history that helps them draw connections to the material being studied. Many students in my area are not area that one of our elementary schools served as an all-black school from the mid 60s to early 70s. This semester I am hoping to present students with a gallery walk to look into the idea of "separate but equal". Students will compare pictures and narratives from white and black schools and then answer "do you believe schools were separate and equal or separate and unequal?" I will then go on to teach Massive Resistance and the fight from some in VA to defend segregation in schools.
WCHS
High
I would love for students to use primary sources (political cartoons, post-cards, maps, etc.) to create a timeline of segregation to desegregation in Virginia. The timeline would include a date, picture of the primary source, and a written description of its significance.
Local History
High
As I reviewed the primary source materials in this module, I kept thinking about various connections to the history of the Danville, Virginia area. I think that in teaching the 11th grade US History course, we often miss opportunities to incorporate local history into the curriculum. Sadly, many students know very little of the history of the community in which they live. For example, Danville was once a thriving textile center, symbolic of the "New South" that was mentioned in this module. Empty textile mills still stand in the the city, although one is about to become a casino. Talk about reinventing the Virginia economy for the 21st century! Danville, like many Virginia cities also experienced protests and even violence during the civil rights movement of the 1950s and 1960s. I think that collecting primary sources with a local feel would be a great way to tackle some of the issues outlined in this module. I would even like to explore with students the resources available at https://www.danvillemuseum.org/list-of-collections.
20th Century in the classroom
Elementary
I would use pictures of all the products that have become important to the regions in the 20th century. Students could sort the pictures to the correct region and write how that product is important to the region. I also would use pictures of the segregated schools can more easily show the state of the environments and should be used in the classroom too.
Civil Rights Road Trip
Middle
Students would be given a variety of primary sources and accounts about the various events of the Civil Rights movement and be tasked with analyzing them along with placing them on a map. This will allow students to compare the experiences to other states and places within the United States about the struggle and fight for equal rights. This can also be done on just a state level as well.
Teaching about 20th Century Virginia in the Elementary Classroom
Elementary
I will have my students study the pictures that were provided in this module to better understand the struggle to desegregate in the 20th century. I will have them investigate the building and mining pictures to show how we moved to a more industrialized and diversified economy. I believe students will enjoy seeing real images from the time period they are learning about.
Teaching about 20th Century Virginia in the Elementary Classroom
Elementary
I will have my students study the pictures that were provided in this module to better understand the struggle to desegregate in the 20th century. I will have them investigate the building and mining pictures to show how we moved to a more industrialized and diversified economy. I believe students will enjoy seeing real images from the time period they are learning about.
20th Century
Elementary
I will show student images of segregation and discuss the many court cases that let to the final desegregation of Virginia’s schools. I will also show them thing such as the post card that shows the bank run by a woman. Women’s rights and African American rights are finally achieved during the 20th century, but it is very important that students learn the many hoops they had to jump through to get those rights. Images of white schools and black schools would show students the major difference and inequalities between the two.
4th grade 20th century
Elementary
I think it is interesting that the rebuilding was relatively recent, as well as the desegregation of schools. Some students grandparents or great grandparents may remember some of the events of the time, which would be a great primary resource for students to explore. Learning about how long it took Virginia to come back from the Civil War is surprising, but logical. It is interesting to explore the steps that set Virginia back on the course of acceptance and economical power. There is much to explore throughout the 20th century and plenty of resources to discuss these aspects with students. Doing a project about the evolution of Virginia since the Civil War would be interesting.
20th-Century
Elementary
I would have the students sort photographs of segregation and integration. We would then use the photographs to create a Venn Diagram.
20th C Virginia
Middle
It will be useful to contrast the ways in which Virginia has embraced modernity and advancement in economic ways but has resisted the same advances in the social sphere, especially as it relates to racial equality.
MHanna
Elementary
Students need to explore how are past has made Virginia evolve. How are things already changing in the 21st century? What should progress, kindness, and compassion look like to create a more peaceful, just future.
Making connections
Elementary
What I have learned throughout this course is that history is not just facts and figures but experiences by the people who lived it. I want to bring different perspectives to my students by asking them to put themselves in other's shoes. I want to use everyday objects to get them thinking about real life situations. I want to use more primary sources to give them opportunities to think critically and look at things in a different way. Using pictures without captions, and asking students to provide a caption for the picture. Getting students to realize our history is not always pretty, and re-examining events to see how they relate to the big picture.
Teacher
Elementary
We would discuss the technological improvements of agricultural gains, faster production of product, and quality and quantity of product. This would be talked about in our consumers/producers and needs and wants unit showing photos and videos comparing then and now. In discussing how integral integration was for students and how it made impacts through the education system, comparing what school/life was like then versus now, how it has improved, progressed or regressed. Documents, videos, literature, and videos would be shown in comparison to now and then with discussion on equal rights.
20th Century Virginia
Elementary
I think it's important to see where history has lead us and why we got where we are. I would have students come up with rules, laws, ideas that Virginia should do to continue into the future with positivity. I would have the students write their ideas on post it notes and make a poster of them. Then write ideas on how we get there, as elementary school students, what role are we going to play in this pan as we grow up.
Ms. McCrary 5th grade teacher
Elementary
I like the idea of introducing many different pictures of both the 20th and the 21st century and allowing students to compare and contrast, to see what differences they notice, both good and bad and go from there in a guided classroom discussion. From there more history and differences could be taught, allowing students to see the gains of racial equalities from then to now.
Important Virginians of the 20th Century
Elementary
In Virginia Studies, my 4th grade students need to learn about important Virginians during the 20th Century. Typically this is a difficult standard to teach. There are less resources for teaching these people than other famous Virginians such as George Washington, Patrick Henry, Robert E. Lee, or Pocahontas. Their lives do not seem to lend themselves to relatable story format as easily. Therefore, I have resorted to flashcards or flipcharts in order to memorize the people and the acts they are famous for. I now see that their stories can be made relatable for students and can be told in a memorable story format. I would like to find or create a play or skit that students can read in class to help them understand the roles these Virginians played during the Civil Rights Movement. I can find picture books about Maggie Walker or Arthur Ashe that will be more engaging for the students to listen to than just textbook readings or cutting out flashcards to memorize. This period in time has impacted how we live today and should be talked about and given the opportunity to dive deeper into why it happened. I hope these actions will create a more lively and engaging unit where students can truly see why these Virginians are important to learn about.
ELL Specialist
  • Middle
  • High
I feel that many of my students will be able to relate to the events of 20th century Virginia. Many students come from countries where social conditions are very similar to 20th century Virginia. Because they have experienced segregation based on social standing (upper class/lower class), they will be able to relate to many of the key figures during this time. It will help them to understand why it was important to end many of the institutions.
Segregation and Civil Rights Timeline
Middle
Students will create a timeline with pictures, illustrations, or art detailing key moments in the struggle for Civil Rights in America more broadly but in Virginia more specifically.

All students will be required to have these events on their timeline: 13th, 14th, and 15th Amendment, Plessy v. Ferguson, Brown v. Board of Education, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

Students are then free to choose their own events in the history of segregation and civil rights. They must add at least 8 more events to the timeline. The criteria for these events are: 2 events must be related to African American women's rights, 2 events must be related to the life of a civil rights leader, and 2 events must be related to Virginia history.
20th-Century Virginia
Elementary
This would be the era that students would understand the best and be able to create more personal connections to. They could read about and analyze items and artifacts from the recent past and compare it to the items from the current time period. They could discuss how daily life that they know might be different in the past and how they would have needed to adapt to be successful.
20th-Century Virginia
Elementary
After having learned more about 20th-century Virginia I can identify different ways I can apply that new knowledge in my classroom. First, due to the nature of the time period being closer to modern day, there are many more primary sources that would be available (pictures, letters, etc.) for the students to: (1) have access to, (2) think historically about, and (3) discuss collaboratively. In addition, having led up to this time period throughout the year in our Virginia Studies curriculum, the students could use what they have already learned to make inferences while exploring the various sources. The Virginia History of Museum and Culture website shares some pictures and questions that would encourage students to think about the various historical aspects (social, economic, educational, etc.s) aspects of 20th-century Virginia. My students could also complete a biography project based on Virginians who were civil rights activists and/or played a role in changing the segregation and discrimination laws during in during the 20th century.
Trailblazing Virginians
Elementary
During the Civil Rights unit, students select a trailblazing Virginian who made significant positive changes. Students then complete a step inside activity, where they dive deeper to explore the individual and view his or her perspective. Students participate in a PBL where they teach the class more about their trailblazer.
20th Century
Elementary
As a class we will look at the struggles many students went through just to attend school. We will also discuss the different school conditions students had and why they had them. I will ask how they would feel if they were a student in a black school or a student in a white school.
11th grade Social Studies
High
I think I would like to create a greater understanding of the beginnings of Virginia and how it evolved into what it is today. Creating the connection between the Virginia of the 17th century and Virginia of the modern time period can show students the change over time that occurred in terms of politics, social structures, and economics can give learners a better understanding of what our state is all about. This can be accomplished by presenting it from the experiences of those who experienced it, and that doesn't always have to mean from the leaders or the big names- it can also be from the common people who lived and documented their lives
Industrializing and desegreation of VA
High
I found the information in this unit interesting. In high school I enjoy having student read various sources from a time period, analyze what they tell us about this time period and share what they learn from the materials. I would assign cooperative working groups assign each group a topic; ie... Group one may research and explore the segregation issue, while another group would explore the transition of some cities from agriculture based to industrial based economies, and yet a third group may explore how the cash crops of VA change from tobacco to tomatoes on grape (winery's). Each group would teach what they have learned to the class. At the end as a class we would discuss how all these things happening at the same time helped to form the Virginia we live into today.
Segration and Changing Virginia
Elementary
The students will rotate around the room observing 12 different Primary sources. They will rotate in groups of 2. The students will jot down notes what they observed. Each station will be a 2 minute station. After everyone has visited each station, we will look at the sources as a class, discussing our findings. The culmination of the this unit will be a field trip to Harpers Ferry to observe history live.
Compare and Contrast
Middle
Have students look at white only places pictures. Students will look at African American only pictures. They will discuss how the facilities were not equal.
Integrated Science (HS Chemistry)
High
Students could research the contributions of black Virginians to science and technology. Contact any who are still living to enhance their stories and get a first hand account of the barriers they overcame in order to succeed in their field.
Elementary Teacher
Elementary
Much of 20th Century Virginia is characterized by the struggles of minority groups to find equal place in Virginia society. In my classroom we could go over the different perspectives throughout this era to learn and understand the conflicts that people had, how they felt during this time, and what efforts they used to bring about change. Further the students could compare the present day to then and find similarities and differences between our times.
Mr. Stinson: Third Grade Teacher
Elementary
Creating a collection of primary source images and having students compare "Now" and "Then" will help them gain better perspective of the issues from the 20th century. Images taken of schools, buses, facilities, etc. in the 20th century would be ideal. Allowing students to ask open questions in regards to these images will facilitate discussion and perhaps prompt students to wonder where we might still see issues in the 21st century.
20th Century Virginia
Middle
As I can remember facets of of the civil rights movement across Virginia, I would have students begin by asking an older member of their family what they remember. Hearing stories, possibly accompanied by personal photos, would make a discussion interesting. The questions asked of family members don't have to just focus on civil rights, either. The movement of Virginia into a more diverse economy, from agriculture to technology, has affected Virginians all over the state. Have families migrated from one area to another as job opportunities evolve? The possibilities for debate and discussion are endless when discussing the 20th century and the 21st century as it pertains to Virginia. Using personal accounts and stories always captures students' minds. Bringing those stories to life in the classroom with sharing is an interesting way to learn.
4th grade teacher
Elementary
Students will explore the 20th century by looking at photographs, exploring civil rights court cases, and researching different Virginians during this time. I usually do an activity with my students so they understand the unfairness of Jim Crow Laws, poll taxes, and voting tests. I give some of them a test in German, some with a test with really hard questions, and some a test with really easy questions. We talk about why that’s unfair.
4th grade teacher
Elementary
Students will explore the 20th century by looking at photographs, exploring civil rights court cases, and researching different Virginians during this time. I usually do an activity with my students so they understand the unfairness of Jim Crow Laws, poll taxes, and voting tests. I give some of them a test in German, some with a test with really hard questions, and some a test with really easy questions. We talk about why that’s unfair.
High School
High
I would apply how Virginia as a state went through various stages of allowing for more equality and shutting it out. I would discuss how the reactions of the different school districts reflex their region of the state and what it meant for the students involved and how the state has changed over the course of history.
Virginia in the 20th Century
Middle
For students to investigate life in Virginia in the 20th century, I would focus on the people of Virginia, the changing economics of the state and Virginia's journey towards racial equality. I think this is best done by telling stories of real Virginians from all parts of the state and from all perspectives. Photographs, journal accounts, timelines, maps, and newspaper accounts all make the history come alive. Students in middle school would rather hear of stories of people rather than a simple retelling of historical events from a textbook. I would give students choices of people and sources to research and have them tell the story of Virginia during the 20th century from the perspectives of these people.
Titans
High
In my class, I often use movies that reflect a particular historical event with a great deal of accuracy. As part of a Civil Rights lesson, use the movie "We Are the Titans". It looks at school desegregation and the effects felt by all sides. We discuss what VIrginia (and the rest of the country) looked liked with regard to Jim Crow and Sundown Towns and Integration. What was local? What was regional?

Using my mother's yearbook and her oral history (class of '66 in a Loudoun County School) we look at demographics. How has that school changed? How has that school remained the same? Which students made it to school on a regular basis? Ending always with the why. Why is it important to understand? Why did these things play out the way they did? My mother and her siblings came down on separate sides of integration: my mother befriended the black girls. My uncles called her horrible names. How was that indicative the social history of the state during the Civil Rights? How has it all worked out since then? What has happened? Are there still hints of the old Virginia in the current systems (educational, political, social)? How have the demographics of Northern Virginia's 21st century business eased (or aggravated) the divisions we give ourselves.

I have the advantage of being part of a family who has lived in the same area of VIrginia for generations (going back to the late 18th century). There is a wealth of knowledge at my fingertips. My grandparents, parents, aunts, and uncles lived through the integration fight. My family moved from rural to suburban as the county grew. We lived on farms until the 1980s, many are still engaged in some type of agribusiness. I use all of my first-person history and second-hand stories in my classes.

Virginia in the 1900s
High
I would divide the students into groups and have them look at the growth of Virginia in the 20th century socially, economically, politically, and educationally. I would use various primary sources such as pictures, newspaper articles, diary entries, and posters/pamphlets and have the students analyze their individual documents for purpose, time, area, audience, and feeling that it provokes. Then I would have them determine if that document yielded a positive or negative outcome.
Industrialization and Maggie Walker
Middle
The activity I would choose to do with the students would be what jobs children had to do in the factories. Most middle schoolers are around the age that children were working in factories. First, I would have then brainstorm what they think the kids had to do. Second, I would have them look at primary sources (photos) to see if they were right or close. Then, I would have them research what the working conditions were like for children. Also, focus on education. Possibly even do a Venn diagram on education then verses today.

When my son was in the second grade, he brought home a history study guide. It had Maggie Walker on it. I had never heard of her, so I did some research. To my surprise, she lived in Richmond. We made a day trip to see her house and the bank she was president of. We learned so much about her and really enjoyed the adventure. That got me thinking, once students finished their lesson about her, the schools should provide a field trip to Richmond. That's one way to make history come to life!

Virginia Studies
Elementary
I think having students explore photographs where they ask and answer questions about what they see to think more about Virginia in the 20th century. Asking students to draw on their knowledge of the Civil War and Reconstruction, have them use this knowledge while they are analyzing the photographs of why this happened and how/why did it change? I would have students explore photgraphs from throught the 1900's to illustrate the changes that occured and have them make connections.
Freedoms in Actuality; Freedoms in Action
Middle
The tumultuous political, educational, social, and economical landscape of 20th-century Virginia provides an important opportunity to explore the history of Constitutional rights and freedoms in Virginia. I would use the examples of the 20th-centurty in Virginia to facilitate conversations about inherent, unalienable rights. For example, would ask students to review the rights afforded to African American women and children, with respects to voting and education, and compare these to the ideals set forth by our Founding Fathers in documents such as the Declaration of Independence and the Virginia Declaration of Rights. I would further ask students to review the way in which participants in the Civil Rights Movement of this era used their first amendment freedoms and right to due process to advocate for equality. The ultimate goal of the lesson would be to have students compare the ideal to reality. Our Founders set out to create a "more perfect union" in which "all men are created equal;" after exploring the movements and events of 20th-century Virginia, I would ask students to rate the equality and perfection of Virginia then, and make a judgement on the equality and perfection of Virginia now. For example, the prompt could read: "What goals of equality, freedom, and perfection were set by our Founding Fathers during the age of the Revolution, how well were these goals being achieved during 20th-century Virginia, and how well are we meeting these goals today? Use evidence and explain your reasoning."
20th Century VA
Elementary
Use newspaper articles, photos, and propaganda to discuss the economic, social, and political struggles of the 20th century
Comparing and Contrasting the Physical and Emotional Aspects of Separate but Equal
High
In not just a History class, but even a beginning psychology course for HS students, investigation of the clear structural differences in VA schools during segregation would be intended to also show how systemic racism, racism built into a (school) system has inherent affects on the perceptions of human's places in the world, or the countries order. In relationships in general, someone constantly told that they are inferior runs the risk of believing that they simply don't matter over time, and affects the possibility of setting goals and dreams for one self and their future. This is an enormous amount of wasted energy, and can be related to modern interpersonal relationships where the sense of self is so vital to living a free and just life. It's the root of potential hazards of self-deprecation, and enlightenment to the conditions is important for first steps to let go of this false image that a mass of society, any form of that, forces on humans to ultimately aide in their control of them.
Teacher
Elementary
I would bring pictures and have the students use primary resources to learn about changes that took place after the Civil War. I would have students compare/contrast the changes throughout the different areas in Virginia. Students could be randomly split into groups to do research on different changes that have taken place after the Civil War, like agriculture, manufacturing mills, desegregation and how all of this has influenced us today. Each group could do their own research and then create a presentation to share with the class on what they found and what they learned from doing their research.
Virginia Studies 4th Grade Teacher
Elementary
I want to bring in more videos and critical thinking BEFORE notes and worksheets. I want to give them more independent critical thinking as well as more discussion.
Teacher-2nd grade
Elementary
I would get pictures of schools from that time period and pictures of their current school. I would have them take notes of what they notice about the pictures from the past. I would then have them look at pictures of today's school. I would have them take notes of what is the same, but most importantly what is different. we would make a class compare and contrast chart.
20th Century Virginia (3rd Grade Teacher)
Elementary
The use of primary resources will be a key to introducing this information to my students. The transformation that the South took after the Civil War is an important piece to Virginia history. I am looking forward to providing my students with the opportunity to learn through primary resources that Virginia changed to a more diversified industrialized economy. Additionally, I want to show my students how agriculture in Virginia increased and provided for the state after the Civil War. In most history class settings the students are taught what the Civil War was, but the before/after of the war is not the main focus. How the war started and what the south looked like after the Civil War is important. I want to lead my students in this learning, and for them to see/understand what the black community went through during the Reconstruction of the South.
4th grade
Elementary
Showing the initial picture before starting the unit on desegregation and Civil rights will give me a good look at how the students view this photopraph before the lessons. Having the students write a paragraph about what they feel the picture is showing before lessons and saving their paragraphs. I will then have them look at the picture again after the lessons and have them write a paragraph about what they feel the picture is showing after the lessons are taught. Once I have looked at these paragraphs I will return both paragraphs to the students and have them compare their thoughts on the photograph and have a class discussion about what they have learned and how their views of the photograph have changed.
Teacher
High
I try to ensure thorough coverage of this period in my US history class currently. I could certainly use more of these sources, like an analysis warmup of the Prince Ed. Co bus image in this lesson to enhance these lessons. One thing that I like to focus on in my lessons is a timeline of this period of massive resistance and the extremely slow process of integration in VA specifically. I usually have a two sided timeline that shows events at the national level, and events in VA at this time. I find students are often surprised that the Brown v. Board decision for example was not the end all legislation for issues over segregation and it in fact took years for VA schools to comply after the long period of massive resistance. I think this would be the best way to highlight such a formative period in VA history.
Virginia in the 20th Century and Beyond Task Cards
Elementary
After reviewing all the information in this unit, an excellent way to teach Virginia in the 20th Century & Beyond is through task cards. I would create 28 task cards and have students break up in pairs. Each student will be given a task card. Some of these task cards will have a photograph on them with a question. Other task cards will have questions that resemble what students would see on an SOL test. Students will take turns reviewing the task card questions and answering them in pairs.
Teacher
Elementary
Presenting many different images that span over the 20th-century in Virginia and investigating the images. Students can analyze how things have changed, place them in chronological order, and think about where do we go from here?
20th Century Virginia
Middle
This is a huge category-- 20th Century Virginia! This category can spill over into national categories--such as continued industrialization, women's suffrage, the Great Depression, Virginia's response to the World Wars, Civil Rights movement, scientific/technological advances. So for this particular module I would encourage students to summarize these aspects in terms of the nation and then in terms of Virginia. So in terms of Civil Rights students might share what was happening in the country and what was happening in Virginia. I think this is a common sense way to cover this huge category. Truly there is a Virginian perspective to nearly every historical event of the 20th century and so many photographs, newspaper accounts, personal letters, and artifacts to accompany the variety of perspectives that each event involves.
Sources and Perspectives
High
This course showed me the value and possibilities created by using and implementing primary sources in the classroom. Having students interact with and study primary sources makes for genuine and engaging educational experiences, and selecting a good variety of these sources allows for multiple sides of the story to be presented. Hypothesizing on and assessing these sources opens up avenues for critical and historical thinking practice for students, while also building empathy and open-mindedness towards new perspectives and viewpoints.
World History
High
Take the students on a little field trip throughout the school where they view pictures depicting the differences between African American and White American facilities. As they take notes, they can prepare a presentation explaining how the idea of "separate but equal" was not a reality.
Civil rights
Elementary
I would have lots of compare and contrast photos to show comparing today to the time of the Civil rights movement. Pictures of students in segregated schools and students now, Pictures of land then and land now. Buildings etc. Discussion on how one might look something up, call someone, write a paper in the 20th century compared to the days of technology that we live in today.
Local Connections
Middle
I teach in Prince Edward County and the lack of knowledge as to what happened in living memory never ceases to amaze me. This module hit especially hard because we are still dealing with the aftermath of no school for several years and the loss of education time in on everyone's minds during the pandemic. I have mentioned the closure in class before and I remind them of how lonely and upset they were when they couldn't come to school for several months, now imagine it to be several years.
The connections between the desegregation movement and the Black Lives Matter protests from summer 2020 is an obvious one to make, but can be helpful in having the students understand what their grandparents went through in order to get their free public education.
20th Century
Middle
I would have students look at all education segregation laws and court cases. I would have them put themselves on that segregated school bus, going to that school with no running water and less opportunity in learning. I would then have students look at segregation of today. Does it exist? Is there anywhere in the U.S. that has an uneven racial distribution.
20th Century vs. Civil War Era
Elementary
I would like to have students compare the treatment of African American Virginians during the Civil War Era and the 20th century. Students could make connections of how things improved but also see the significant differences in how people of color were treated and how society shifted to continue to block equal opportunities for the different races.
Students need to understand that the end of the Civil War was not the solution to all racial problems and that equality was not an automatic benefit of the Union victory.
20th Century Virginia
Elementary
Students could work in groups to compare and contrast schools now to those in the 1950s and 1960s. Students should also research and learn more about the movement of women. Have them research about Maggie Walker and other famous Virginia women.
Virginia in the 20th centruy
Elementary
Provide small groups of students a group of photos, and newspaper articles from Virginia during this time frame. Let them come up with a timeline of events and people. What do they notice about women, African Americans, and schools as they look through. What connections can we made to past events? What conclusions can we draw?
From Sharecropping to Redlining
High
Our high school is very rural. There is almost a complete disconnect between the reality of diverse urban centers existing in the United States and the rural farmlands my students encounter on a daily basis. Being able to have real conversations with my students about systemic racism and how U.S. / State / Local laws directly aimed at keeping minorities down is something that happened (happens) in the past (present) needs to be acknowledged regularly. I give my students the facts. We look at redlining from the 1930's/40's and '50's. We look at maps of larger cities and see how certain groups of people were excluded from the economic growth afforded to white families based on where they lived within a city (or in suburbs). We talk about and examine the "New Jim Crow" era and how people of color are arrested and jailed at higher rates than other ethnicities.

One topic that specifically interests my students is the Civil War. It's no thing to see students wearing sweatshirts with Confederate flags. The first time I saw this, I was pretty shocked; I mean it's 2020. Many students will defend the flag with the statement, "It represents pride." I then love to speak with them about reasons and motivations about why the Confederacy chose to split from the Union and in defense of the institution of slavery. This usually leaves them questioning me with, "So the Confederate flag supports slavery?"
I don't directly answer this question, but it becomes clear that these students are seeing it in a different light. A big part of me wishes that the flag would just go away. The only thing it's been good for is to create division, hatred, and bad memories of a nation that once fought between itself causing over 620,000 casualties.
When we become more educated as a nation, rural and urban areas alike, we will be able to have real conversations with diverse sets of people. We will be able to be empathetic of other people's life stories and make connections based on those stories. To be empathetic, we must practice empathy on a regular basis.
World Geography / World History
High
I would use primary documents in showing the differences in "separate but equal" facilities in the 1900's. I would then have them read about the Supreme Court decisions that helped end segregation. I would also have the students research other events going on in the nation to compare them with what was happening in Virginia.
Special Education Instructor
Middle
A slide show. Also having the students pick a person of interest from the Civil Rights era to do a report. Have the students act out a play in the classroom revolving around the idea of the bus and the treatment of students.
Chance in 20th C Virginia
Elementary
20th century Virginia has been one of huge changes. From the 1902 Virginia Constitution that segrgated whites and newly freed blacks by making poll taxes and literacy test to discourage black voting. Followed by Brown v. Board of Education that made the issue of separate but equal, these cases demonstrate how Virginia was behind with the rest of the United States. Virginia slowly began her transformation toward social and racial eguality through only within the last 30-40 years.
Literacy Specialist
Division Employee
When teaching about the Civil Rights Movement, instruction often focuses on Rosa Parks, Ruby Bridges, and Martin Luther King. Although important figures, I think focusing on local stories and people from this period would be eye opening and engaging for students. For example, in my area, Irene Morgan refused to give up her seat on a bus eleven years before Rosa Parks. Her case went to the Supreme Court and they ruled in her favor. Historical markers in her honor were just placed in Gloucester and Middlesex last year. The student protesters in Prince Edward, highlighted in this module, offer another great example. These local examples and the idea that "history happened right here" can be very powerful and relevant for our students.
Buildings or Equality?
Middle
Barbara Johns started the strike at Moton High to get capital improvements to her school. The NAACP saw the situation as an opportunity to advance its goal to demand racial equality in public schools. Prince Edward County made it difficult for this and subsequent classes of Black students to get a public education when they closed the schools. Examining the records of where African American students had to go to continue (or abandon)their education when the county abandoned its responsibility to educate them, would illustrate the impact of Massive Resistance and its disproportionate impact on Virginians of color.
Oh How We Have Grown
Elementary
I will use the information I have learned today to build a timeline showing how Virginia has grown. I will have them look at agriculture, industries, and how people were treated. Once they have their timeline I will have them write to tell about their thoughts of the growth we have made.
Prince Edward today
High
I would have students research landmark Civil Rights court cases that impacted Virginia. We would focus on how the court cases impacted local Virginia County's and their reactions to desegregation. We would take a specific study of Prince Edward county's actions following these Civil Rights Court Cases. I would have students look at modern day Prince Edward County and measure how much have things changed since 1964. Finally I would like to provide public speakers that lived through those years explain to our students what it was like to go through those times and give their thoughts on todays racial issues facing American and Virginia today.
20th Century VA
High
Segregated schools was common in my district. I can invite a guest speaker to talk about their experience being in a segregated school and have an Q & A time between the students and speaker.
20th Century Virginia
Elementary
As a person who teaches in a very diverse community, I want my students to feel represented and know their history. I think it's important to look at this time period and see how far we have come. I like for my students to compare and contrast pictures from this time period with what we know today so we are able to have discussions about the changes and how we got to where we are today.
Teacher
Elementary
One way I would apply the 20th century VA is incorporating the important people who helped VA evolve and grow. I liked the cartoon image from John Mitchell and the article about Maggie Walker. When we talk about segregation and separate but equal, I would pull in Barbara Rose Johns and her protest for equality within schools.
They Closed Their Schools
High
Students will research and compare school life for White and Black students before and after the Supreme Court case "Brown v. Board of Education. Students will take virtual field trip of Farmville's Moton Museum.
20th Century Virginia
Elementary
I would like to show my students side by sides of facilities (especially schools) during the time of Jim Crow laws. I will have them point out the differences and discuss the inequalities that they notice.
VA Studies Teacher
Middle
Learning about 20th Century Virginia is a very large topic due to the large amount of changes that took place in Virginia during this time period. I can see assigning different parts of this large topic to different students or giving them choices. One group could examine more closely the inventions that made more manufacturing in the state possible, another group could investigate the changes in agriculture, especially the different types of crops that were being grown and how they changes. Another group could delve into the changes after Reconstruction that limited the rights of African Americans, and a different group could look into the changes that the Civil Right Movement made in the right of Blacks in Virginia. Finally, another group could learn about the suffragist movement in Virginia and how that affected our state.
20th Century VA
High
Racial history is so important to share the truth, I teach in a rural multi-cultural part of the state, I want my students to be heard and seen. I feel like in all classrooms, not just history we can teach the past, and improve on our future. Students also need to know about the diversity here in VA with the job market, VA has so much to offer in agriculture, military, technology to finance. Learning about what other parts of the state are like, I feel will help broaden all their horizons. Knowing that even if they are from a struggling family, they can break the cycle and have a good life, with or without college.
20th Century Virginia
Middle
In my English classroom I would ask students to create a Venn Diagram to compare and contrast the economic, social, and political changes from different time periods in Virginia. The 20th century and the 21st century are very different, but also have similarities in these areas. Students will read articles about each century to find facts and information for their Venn Diagram.
Ms. Walters
Elementary
Students will complete a research project on some famous Virginians to be presented to the class. We would complete foldable with those who contributed to the 20th century in Virginia.
The student led strike against segregation.
Middle
I would like to have the students study and research the student strike at Robert R. Moton High School and from their research in groups develop a class presentation.
20th Century Nelson
Middle
I would have students investigate the court cases and the role they played more specifically in Nelson County. I would also invite in people that experienced integration to speak on their thoughts and feelings during that time period. I would also have them look at resources from Prince Edward that would look at the different view points of children and adults living during that time period when the schools were closed.
A Look at Virginia
Elementary
Students will complete indept studies of the various stages of Virginia.
Titled Then vs. Now. Using a variety of pictures, news articles, letters and other resources.
A Bus
Elementary
A simple picture, rather of a bus or a factory, can bring about numerous answers if presented the right way. Most younger students will not make the connections for adequate discussion. Upper elementary will understand the struggles in a picture or document such as the bus picture. I know of a social experiment done in the late 60's that split the class in two and made a certain "idea" that distinguished a major difference, such as eye color or left handed vs right handedness. The one group was portrayed as better then the other and were given certain school privileges while the others suffered. The next day, the teacher notes making a mistake and the underprivileged group was now privileged. The third day, the teacher said their was a mistake again and this time she explained the experiment and discussed how each felt in the underprivileged group. Quite the social experiment but unsure how ethical it would be today
World History
High
I am always looking to make a connection to the present from the past. While we live in the 21st century, many of the things we are and have are connected to the 20th century. Knowledge and understanding of the past, including the recent past, is key to seeing where we are to go next. We need to understand the way things were to make sure we maintain the positives from those actions and work to improve from the negatives. How can we as a people know how to live our best possible life without understanding the best life of the past as well as the mistakes. To that end, I really appreciate the wealth of visual, audio and written material from the 20th century. I will be able to incorporate the most material into primary source analysis due to the accessibility of the material. I will be able to use see think and hypothesize methods on many different images. I will be able to have students watch two different video clips of an event and use those to compare and contrast the situation. Contextual understanding becomes easier with this material because it is so close to today and much more readily available.
School Comparisons in the early 1900s in Prince Edward County
High
Have students view "The story of Prince Edward County schools –
School conditions comparisons by race" PDF (https://www.pbs.org/newshour/extra/app/uploads/2014/04/School-comparison-chart-1.pdf)

1. Ask students to compare and contrast each of the three sets of pictures. Have students write down their observations in a two-column chart, one for black and one for white.

2. Next, ask students to answer the following question using their observations of the pictures. "Where school facilities in Prince Edward County equal for both black and white students? Why or why not?"
20th Century
Elementary
I will use literature to help illustrate what civil rights were in the 20th century in Virginia and other states that practiced segregation. Books about Rosa Parks, Ruby Bridges, and Martin Luther King Jr. will help the students understand what life was like for African America people during this time.
Rural to Urban
Elementary
Students will look at pictures, articles, editorials to investigate the reasons for Virginians move from rural areas to urban areas.
Questioning when observing these primary or secondary resources.
How did this effect individuals and families?
What connections can you make?
What do you notice?
Does pertain to your life in any way?
Do these resources give you enough information to understand the reason for the change? Do you need more information to understand this?
Was there anything else happening during this time period that has and effect on this movement?
Adam Hartless
High
I think having students draw comparisons to their current school experience, I.e. how procedures are done, what technology is used, etc can help them draw some conclusions about how school operated. Then I would have them delve into the human aspect with a picture such as this that shows racial inequity within a system that they are familiar with. After that I would have them reflect on how they would feel if they had to experience this and how the children may have felt being treated differently.
A Timeline of Virginia's Role in Historical Events in the 20th Century.
Middle
Have students create a timeline of Virginia's role in historical events of the 20th century. Students should include maps and pictures of people and artifacts that support these events.
Module 7
Middle
I believe the link between minority struggle and women's suffrage is a connection that can bring relevancy to an even larger group of students. There is intertwining there as women and minorities fought for equal rights. Particular to Virginia, the history of Prince Edward County is an example of using history close to home to make it real to our students.
Principal
Elementary
There are so many opportunities to teach in this era. Here is an example of a resource I found very full of activities! I do not work for or contribute tot the success of this company just sharing a resource you could use to develop plans and activities for your students. https://www.teacherspayteachers.com/Product/Virginia-Studies-Bundle-Entire-Year-PDF-Digital-Included--3921039
Teacher
Elementary
I have definitely learned that I need to provide more research and discovery opportunities for students. It is so easy to fall into a habit of presenting information as fact rather than having students research and form opinions based on discoveries made. I will give students more time to explore primary and secondary resources in order to think more deeply about life during different time periods of Virginia, and how those discoveries impact life today. Students need to be given more opportunities to think rather than be told how life was.
Teacher
Elementary
Watching videos that historically depict segregation. Reviewing documents such as Brown v. Board of Education and Plessy v. Ferguson to spark discussions and how they would have handled the situation.
Teacher
High
I can use some of the primary sources provided to explore more in-depth the issue of segregation/de-segregation in 19th and 20th Century Virginia and make connections to present day public policy issues, such as the progressive push to create "safe spaces" for minority students at colleges and universities. Essentially, we seem to be coming full circle, where segregation is deemed a desirable thing by minority students and as discrimination against white students. The "massive resistance" video and the Jim Crow picture provide avenues of learning and discussion that make the issue more immediate and personal for students of all races.
Segregation in 20th Century Virginia
High
I would create a Nearpod that engages students in understanding the transition of White Virginians from the countryside into the cities and the harsh pushback that they gave towards efforts to integrate public schools. As well, it's important to bring in the voice of African-Americans and see what their perspectives where to provide a more comprehensive understanding of the period. The goal is to show the students how separated racially Virginia was for the greater part of the 20th century.
Just Imagine
Elementary
I would tell students that we were going to do an activity where there they closed their eyes and just imagine school life about 80 years ago. I want my students to get an understanding of segregation. Students of color had to face a racist society everyday. I would also emphasis that the things that I am going to have envision were very wrong. I would have them imagine:a small house they would leave in the morning with limited food in the belly, boarding a bus that only had other blacks in it, arriving at a school many miles away that didn't have any of the niceties that we see as we walk in our building. The constant protests that they would see and hear daily about them attending school. I would describe the hall sin the classrooms back then and the lack of supplies in the building. The class would then go to the front of the school and walk through the halls back to the class and point out all the niceties we have today. Remind them as we walk of all the different races that we welcome and see throughout the building. We all drink out of same water fountain, and eat in the same cafeteria. The students would make a venn diagram to compare a and contrast school today verses school in the early twentieth century.
Massive Resistance Constitutional thinking of how to protect a minority over the majority
Middle
in most history books School desegregation shows the injustices and then barely addressses the issues that arose from the desegregation process

I would like to use speeches and newspapers articles to really document the backlash by white citizens to the desegregation order. and also show writings by African Americans students and the horrors they had to live through and how they had to be fairy quiet about so that schools wouldnt remove them as the instigatiors
Classroom application
Elementary
When teaching about 20th century Virginia, it is helpful to show how each piece fits together. Instead of breaking the material up into sols, it is more helpful to show how each sol scaffolds and interconnects to the other. This will allow the students to have a more accurate and deeper understanding of what exactly happened and why.
Virginia in the 20th Century and Beyond
High
As we move closer to the present in Virginia history, there are more photographs and first-hand accounts available. Using first-hand accounts of events such as the Great Depression and women’s suffrage helps paint a more detailed picture of what life was like for Virginians in the 20th Century. I like to show my students images from the time period and have them write about what they think is happening in the images. Then, we discuss what is actually happening in the images, which also provides an opportunity to review inferencing skills.

I would have students complete a Great Depression Simulation. This Great Depression Simulation is not only one of my students’ favorite activities during this Virginia Studies unit, but it is also one of their favorite Virginia Studies activities for the entire school year! With this dice game, students roll to find out what their salary will be. Then, throughout the activity, they face both positive and negative financial situations that Virginians experienced during the Great Depression. The goal of the activity is not to be evicted from their home before the end of the game. This simulation activity always helps my students better understand what life was like for Virginians during the Great Depression and why so many people were homeless. It is also a great way to integrate math skills into Virginia Studies. We would also review regions of Virginia. During the Virginia in the 20th Century and Beyond Unit, students examine how Virginia transitioned from a rural, agricultural society to a more urban, industrialized society. When introducing this strand, make sure to take time to review the regions of Virginia. You can do this by having students label where different industries such as coal mining and government jobs can be found on a map of Virginia. As students label their maps, be sure to discuss the characteristics of each region and why a certain industry might be found in that region. Students will also research famous Virginians. The Virginia in the 20th Century and Beyond Unit is a great time to integrate ELA skills because there are so many Virginians that students are expected to identify. Use this as an opportunity to introduce your students to research projects by having them research a famous Virginian. Students can show what they discover in several different ways such as creating a Google Slide presentation, writing a five-paragraph essay, or creating a poster.
Separate is Never Equal
Elementary
We would investigate various different primary sources such as newspaper headlines, photos, court documents, etc. that depict the times of segregation and discuss how this time affected all aspects of life. We would read the book "Separate is Never Equal" by Duncan Tonatium. Students will then create a cartoon strip that depicts the court case Brown vs The Board of Education and the 14th amendment.
20th Century Virginia
Elementary
I will introduce the concept on intersectionality to my students while discussing the ongoing fight for Civil Rights. We can compare the laws, schools, protests, and such to those of today's world. Questions for students to consider: Have we accomplished the goals of the civil rights movement? Is there segregation in our schools today? How does the past impact the present? How can we as a society continue to improve? What connections can you make to current events?
20th Century
High
Understanding the economic shift in Virginia and how it was connected to the ending of slavery, desegregation, and integration of blacks and whites will help students gain a deeper understanding of Virginia history.
20th Century Ideas
Elementary
Considering the varied elements that comprise the history of Virginia during the 20th Century, I would want to implement several opportunities for student learning. One of the things I would want is to have the students examine primary sources. I would also want them to understand that "fair isn't always equal". In Science, my 5th grades learn about the scientific method and learn about fairness. One of the things we do is have the students throw a paper ball into the trash can. The students are split in half--last year we split by evens and odds. The evens were able to stand really close to the trash can and the odds had to be very far away from the trash can. We timed them to see which group-taking turns in their individual groups-could make the most baskets. After the timer went off, we discussed this activity and how it felt to be on either side. I would think would be something to use as a discussion point for "fair isn't always equal". In the current times, I would not want to separate students into 2 groups and have them pretend to be white or African American to spark this discussion. There are many conversations that could come from the events of 20th Century Virginia. Some of these events are positive and some are negative. However, they all could potentially lead to rich conversations.
20th Century Time Machine
Elementary
For my students to better understand what the 20th century meant to Virginians I would ask them to imagine that they were time travelers and then imagine and describe the demographics of their "classroom." Do they see anyone that looks like them? Do the items and supplies in the room look new, old, broken or used? I would then ask them to describe what the differences are once they "return" from their trip. In doing so I hope they will understand how far our state has come in the past 70 years.
20th century VA - 4th grade
Elementary
I think it would be interesting to explore the change from rural to urban/industrialized by using a timeline with major events plotted. Then, show how each of these events spurred change, either for better or worse, in regards to social, racial, and gender equality. There is so much at play during this transition that looking at the bigger picture, then exploring the smaller "whys" might be beneficial for students. It would be important to not only look at events, but also legislature and important/influential people. Students may explore these individually or in small groups, then share their findings with the rest of the class.
20th Century Virginia
Elementary
Students could develop a timeline to show the beginnings of the civil rights era and include important laws and events that helped change the nation.
Classroom Teacher
Elementary
I think that schooling is a great place to start a conversation with students about the ills of segregation. Students have a familiarity with school, and a fairly strong understanding of what we expect from public education in this day and age. Juxtaposing today's standards of educational environments with the terrible conditions forced upon African American students during the Jim Crow era can really stimulate critical thinking and analysis.
Classroom Teacher
Elementary
I think that schooling is a great place to start a conversation with students about the ills of segregation. Students have a familiarity with school, and a fairly strong understanding of what we expect from public education in this day and age. Juxtaposing today's standards of educational environments with the terrible conditions forced upon African American students during the Jim Crow era can really stimulate critical thinking and analysis.
20th Century VA (Classroom Connection)
Elementary
I plan to evoke emotions in my students by letting them understand segregation and what feelings came with it. I’d separate my students and treat them differently like the white vs black schools without giving them extra information as to why I was doing that. Then I would continue until a discussion arises about how they feel. This would give them some “insight” into how those students felt being segregated. The laws, amendments, and constitution would come up naturally.
20th Century Onward!
Middle
I would start a unit on 20th century Virginia by focusing on the changing from an agricultural lifestyle to an urban one. This would lead into discussions on the lifestyles people lived as well as racism, segregation and Jim Crow Laws. Students then would be directed to analyze a changing Virginia in regards to industry but one which was stagnant in regards to civil rights. Student learning would center around primary source analysis and discussions in order to help them make connections.
20th Century VA - Tiffany Smith
Elementary
I think it is important for students to realize the work of the Freedman's Bureau post Civil War was ultimately undone by Jim Crow laws and the like in the 20th century. Facts about numbers of African Americans voting before and after is very powerful. I also think showing the primary sources, such as photographs and writings, adds to the understanding. I will be sure to include these as I teach in the upcoming year.
Wheels on the Bus
High
The image of a school bus is something that every public school student in the US can identify and relate to. However, the students of today have never had to deal with legal segregation of schools.

I think it would be important to design a lesson that would allow the students to identify with the students of the mid 1900s. The issue of school desegregation was one that dealt directly with the teens of the time.

I would open asking if there was a 'nicer' high school in the county. Why was it nicer? Most likely they would have an answer about a newer school, or maybe about teachers or principals. We would talk about if any of them ever got jealous about not going to the 'new school' or if we are at the new school do they get tired of people pretending like our new school was perfect. This would hopefully get them thinking about 'fairness' and resources available to different schools.

Then I would introduce images of segregated school and the quality of the segregated schools. Hopefully I could find some first hand written accounts from teens at the time (of any race). We would look and read as a large group.

Lastly I would ask them to write a diary as a student at the time. I would ask that they write two entries- one as a student in a segregated school (of either race) talking about their day and what they did at school. The second entry would be in favor of desegregating schools, again written as either race, but they would need to make a logical argument for desegregation from their chosen POV.
Virginia's continued struggle for racial, educational and social equality
High
A lot happened in the 20th century so the most effective way to cover all the bases in a general way would be to break up the lesson into "stations" or modules. Have one about Jim Crow, Voting, Women's right, Industry, and education. Have the students explore ways in which virginia either promoted or limited the progress toward a multicultural economy/society throughout the 20th century. Students will be asked to pick 2 primary resources that would support their thesis on the progress made in VA during the 20th century.
Civil Rights Era
Elementary
This is a powerful unit in many ways. Our area is very close to Farmville and can visit the Moton Museum. Students find it hard to believe the poor conditions of schools for negro students during that era as well as the fact that they could not go to local schools and traveled by foot or bus to a negro school. Students learn about the inequality of school services and separation of people that they find hard to understand.
20th Century Virginia
Elementary
I think it is important for students to learn that change does not usually occur by one event. The Civil War did not end the injustice of segregation. It is essential we teach all the events that helped move closer to equality. It is also essential that students take part in a conversation about what is equality and what should it look like. By analyzing the timetable of events that have led use closer to equality and by involving students in conversation about what is lacking today, the next generation becomes an active part in thinking about further change and how we can truly make our nation stronger. Our children are insightful. They must have opportunities to share and problem-solve world events.
Teacher
Elementary
It is always good to compare the differences and similarities of the centuries to see the changes, but to see how the changes have effected the people, the economies and especially the politics.
20th century Virginia
Elementary
I would like students to understand the events leading up to the equal rights movement. They need to make connections between seemingly isolated events in Virginia’s history to form a bigger picture of how Virginia came to be the state it is today. The ideas of racial equality, political division, government and technology are all extremely relevant to students today. I would like to help them see that these issues didn’t just happen overnight but are the result of many events over the course of hundreds of years.
The lingering effects...
High
For this unit I would relate it to the modern day. In my county we are still debating over changing the names of a few schools because of their reverence to Civil War generals. Those specific schools were built during the desegregation era as white-only schools. I would have students analyze the timelines of the national desegregation efforts overlaid with our county's response.
20th century Virginia
Elementary
Students will review primary sources to answer the following question, Why Can't Everyone Vote? They will work in pairs or small groups to answer the following sub-questions: 1. Who has been granted the right to vote over time? 2. How has the right to vote been constrained and restricted? 3. How do people secure the right to vote? They will look at primary sources such as: The first vote lithograph, suffrage victory map 1920, timeline of voting rights, 1902 Virginia Constitution voting requirements, Rosa Parks' poll tax receipt, image of women picketing, image of 1963 march on Washington, etc. The students will use multiple primary resources to develop their own answers to the questions listed above. They will then work in a large group to discuss their findings from their resources to develop an answer to the main question.
"Virginia Grows-Up"
High
As a class project, I will have my students construct a graphic timeline in poster form of the transformation of Virginia from a rural agricultural society to a more urban, industrial society. After the posters are completed, I will split the class into groups to work on powerpoints covering the same topic of Virginia's transformation from agrarian to industrialized, specifically analyzing the role the Federal government and the military play in Virginia.
"it Creates a Bad Feeling"
High
I would love to have my students analyze and discuss John Mitchell, Jr.'s cartoon " It Creates Bad Feeling" and discuss what issues in today's world have created tension between blacks and whites which would lead to the protests we saw throughout the early summer here in the U.S. I would also like to ask my students if they can decide how to ease that tension, and what role can they as students can play in helping to improve this situation.
Pictures come alive
Elementary
I think it is important for students to see and read many primary sources of opposing sides to get a well rounded view of what was happening. I think the sources represented in this module shows a very real depiction of segregation and what African Americans had to endure under Jim Crow laws. I will definitely put more primary sources in the hands of my students so they get a real understanding of segregation and all that people of color had to endure under a racist society.
Take a Closer Look
Elementary
Have students look at the photograph of the children boarding the school bus shown at the beginning of this module. Ask questions that prompt discussion and historical thinking/inquiry. Examples of questions asked could be: What do you notice? When was this picture taken? What evidence from the picture supports the timeline you suggest? What's missing? What do you think is happening in the photograph? Where are the white children? Other ethnicities? What could be going on historically? What's the story? Students would collaborate in groups to ponder and discuss these questions. Supply students with an organizer to record their ideas. Share/discuss whole group. From there, students could do research on this photograph to get the historical content about the picture. Compare/Contrast group ideas/discussion to research. What questions do students still have? What new information have they collected? Etc.
20th Century VA Connection
High
I teach American Literature and the legacy of Virginia, particularly in its interaction with race and wealth is central to the readings of the declaration of independence, as well as the work done by Langston Hughes and others during the Harlem Renaissance. Using Brown v Board and other court decisions as a background for those readings will make the content more accessible for students and less distant.
Separate But Equal?
Middle
I would begin by asking students to describe what “separate but equal” means. After a synopsis of the Plessy v. Ferguson ruling, I would share historical photos of the interior or exterior of several of Virginia’s all-black or all-white schools. To compare the schools and analyze the notion of “separate but equal,” I would use a large Venn Diagram and ask students to share their observations about each school.

The conversation and analysis can be broadened by examining the differences between schools in rural areas those in more urban areas.

After filling in the Venn Diagram with students’ observations, I would ask students to describe why separate does not mean equal.
School Bus
Elementary
Examining the photo of black school children boarding a bus at a segregated school: The students will note differences between then and now. Questions to foster discussion would include: Is this picture from a school now or in the past? What do you see that makes you think that? What is different about the clothing comparing now and then? Describe the children in the line. What is different between the children in your school bus line and this one? Do you think you would see a school bus line like this today at your school? What makes you say that?
VA in the 20th Century
Elementary
I will continue to use strategies and methods I have used in the past such as SOL Pass study guides, and information found on reputable websites. It will definitely take time to do a thorough job of “covering” all of the important people and events of this time period. We will discuss, with the help of videos and other documents, moving from a mostly agricultural economy to largely industrial, sharecropping, the importance of railroads and coal, and the economic and educational inequalities faced by African Americans. Even though our focus is Virginia we have to connect to what was occurring in other places in the south (Jim Crow). The Plessy vs Ferguson case occurred in Louisiana; however, the Supreme Court ruling had a huge impact on schools in Virginia. I will use flash cards for important vocabulary, important people, and events. Role-play and debates will help develop students’ interest into backgrounds of prominent people and their contributions to this time period.
In Your Shoes
Elementary
Students need to work on seeing someone else's perspective on an issue. They need to be in their shoes. I think I would like to try picking something like you have on jeans and you don't to divide the class into groups. Then for a period of time, they have access to different resources for them to get a feel of what it is like for everyone not to have the same thing. Then have a period of reflection about how they made it them feel and the fairness of what was going on. I'm just not sure I can do that this year since we are already segregating, I mean social distancing.
KeriD -Teacher
Elementary
Using common objects as a point of intrigue and investigation along with comparing and contrasting past and present.
Accepting change
Elementary
This module put very succinctly for me the ways that change was difficult for 20th C Virginians. It seems VA was a microcosm for America in that the two themes of American 20th Century mentioned (the country's changing and developing economy as well as society's struggle to accept its multiculturalism) apply to Virginia. I would ask students to consider as their morning journal prompt how their lives have changed since they were little, including what they have developed skills in, what they are permitted to do, increasing responsibilities they may have at home, and how family dynamics have shifted with additions to their families over the years. If any of them have moved, the changes caused would be very apparent- new room, maybe new type of house, new school, new doctors, new playgrounds, neighbors, friends, everything. Although people are able to adapt to changes, that doesn't mean it's easy. Looking at the economic changes (and how they affected Virginian's lives- moving, different type of work and different hours) and social changes (push and pull in regards to freedoms afforded different groups in Virginia and how groups were affected and how they responded) through the lens of their own experience with change could help students connect with Virginia's history in a more relatable, lasting way. After getting students in the mindset for understanding our state's fraught history, I'd ask students what they already know about 1900-1999, be it inventions or people or events. I'd ask them to imagine what life is like during events they named, and what changes may have occurred between them. I'd ask if they could rewrite history, what would they want the 20th Century to have been like? What would school, work, neighborhoods, parks, voting, the environment, science and technology, and society as a whole, be like? After communicating the content in this module that is emotionally not too much to handle at the elementary level, I'd ask students to compare their ideal 20th Century to what they've learned about Virginia's actual 20th Century. What was different? What went well? What went wrong? Then, I'd have them compare the current time to their ideal century. What still needs work? What did people in Virginia do when something needed work? What was successful for them? What could have gone better? Let's learn from their efforts to improve life for people so that we can do the same.
Holly Natalie
High
There are a number of ways that I would apply information concerning 20th century Virginia within my classroom. First, since I teach Warren County I would definitely have students not only read Brown v. Board of Education but also include Davis v. County School Board and have students analyze how Davis supported the ideas in Brown v. Board of Education. Also, I would include documents from the Massive Resistance laws and have students research what type of protesting existed within the General Assembly had regarding these laws. Next, I would have students take a map of Virginia and place where the majority of Virginians lived from 1950-1980 and describe the shift in any changes that took my place. Lastly, I would have students learn about women's rights by completing a biography summary on Maggie Walker. Students would address how Walker helped African American civil rights as well as women's rights.
20th-Century Virginia- Classroom Connections
Pre-K
I would read the book " I am Rosa Parks" to them to segue into how black children/black students were also treated the same way as Rosa. I would ask them what they liked about their school, and then I would take away all of the attributes to compare it to how schools for black children were. I would demonstrate separate but equal by giving each student the same amount of cookies but some cookies are much larger. They all have the same amount but the other groups has very tiny cookies. I would then give them all large cookies to be truly equal, while they eat the cookies I will play the song "The World is Black The World is White. I would read the book "All Are
Welcome", about a diverse, inclusive school.
Segregation in Virginia Schools
  • Middle
  • High
I tend to speak a lot to my students about racial differences and similarities over the past 400 plus years of Virginia's history. It is definitely a recurring theme. Along the lines of the photo with the students getting on the bus, I show my students a picture of their high school back in 1941. The students are always amazed at this picture and recognize it's not even the same building they use now. They try to figure out everything about it. It's a good discussion. Then, I tend to surprise them, I show them a photograph of the 1941 Negro High School for the same exact area. Some are shocked. Some have known for several years from word passed down through families. It really brings it home for many of them and makes it something real to see from their own county. In fact, the three major towns in our county each had their own high school and Negro school to compliment. The differences are startling, from big brick buildings for the white population to one or two room wooden buildings for the black students. It creates a great discussion. I ask students to compare and contrast the building, but to also think about what is happening inside the buildings, and to imagine how the students get to school, or to imagine what their home lives might be like. Using photographs from the past is good, but when you can get photographs from their own ancestors lives it's great.
Cartwright - Classroom Connections
High
I would apply this through a comparison model. I would who images of segregation (water fountains, restaurants, schools, etc.) and compare it to current times. The students need to understand the realities of segregation in our country. By showing them pictures and discussing the pictures will give them a better understanding of how "essential" the idea of segregation was in Virginia and the South. I would also have students look at the number of minority voters over time and discuss why that number rose with the discussion emphasizing economic opportunity, education, and social class.
Teacher
Elementary
Nothing is ever as it seems. Engage student thinking to promote student learning. I can use the picture used here as an example. What do the students see? Have them be as descriptive as possible from the ground they stand on to the bus they are waiting to ride. Once complete, have them ask questions about what they see...they do not answer these, rather they ask the questions only. I will write these questions down. When we finish the lesson, I will direct the students to the questions they asked to see if questions were answered. I would then have them ask further questions after learning about events and have them use inferential knowledge as well as background knowledge to answer their questions.
20th century
Elementary
I use the civil rights unit to read a lot of character traits building picture books/ short movies. Inspirational stories about many of our famous Virginians to help students better understand (hopefully through the mind, thoughts and actions of these people. To teach how these character traits are very important-- these traits allowed these people to push through. To not give up and quit. Hard work, Integrity and struggles make someone a better person-- if life was easy we would all have everything we have ever wanted. Life is even greater more rewarding through hard work and strong positive character traits. We also read a lot about the events and people during this time. We complete many different types of projects!
Lesson on Child Labor and/or the 1902 Virginia Constitution
Middle
In groups students would discuss the upfront costs of a manufacturing business: materials, paying workers, shipping, advertising the product, etc. Then as a class, we would discuss which might be the most expensive and why? Next, I would let students examine the postcard of the Stephen Putney Shoe Company and discuss all the ways it says it saves money. The teacher will then discuss that it makes no mention about how they will reduce the costs of labor and discuss the role of child labor in many factories during the time. We could discuss why businesses might employ children and why parents would let their children work outside the home.
Next we could look at the differences between Northern and Southern states regarding child labor laws and ponder reasons why this might be.

I also like the idea of students looking at and reading about the Virginia constitution of 1902. This would bring the Jim Crow Era “home” to students. Students would look at a primary source associated with the 1902 Constitution, like the one in our module. We could discuss who (if anyone) fought against this. How and why did the federal government allow this in light of the 15th amendment? The language is blatant defiant of our National constitution.
Persuasive Writing
Elementary
A good 20th-century history activity for my fourth grade students would be centered around persuasive letter-writing. My students would pretend to be students attending Moton High School in Prince Edward County in the year 1951. They would be writing to NAACP lawyers in Richmond. Their letters would describe the miserable conditions in their segregated school and ask the organization for support and representation in their student strike. They would state what it's like to attend a school that lacked indoor plumbing, a gym, a cafeteria, science labs, and central heating. They’d be sure to mention that the all-white public high school in the area contained the facilities that Moton lacked. An extra-credit follow-up to this activity could be to write a letter to a Moton student from the perspective of an NAACP lawyer, conveying sympathy to the students and expressing a desire to file a lawsuit demanding desegregation of schools.
Teacher's Reflections 20th Century VA
Middle
The middle school I work was an African American High School. I would have students compare the local history of the two high schools in the city during the 1950s. We could do a in-school field trip and visit some the photos and information that is posted in the school. Then look at information about the other (white only) high school at the time. I could even invited guest speakers to talk about their high school experiences in each school.
Segregation and Systemic Racism
Elementary
I plan on beginning the lesson by comparing photographs from Robert Russa Moton and Farmville’s white high school facilities, there are wonderful resources from the Dorothy Davis case. The students will answer following prompts of questions to compare the schools and determine when, where, and why the photographs were taken. We will then go on a picture walk and add students faces to the facilities to begin discussion that not only did VA’s legislature know about the unfair facilities and treatment, but created legislation to protect it, leading into Massive Resistance. Finally, our picture walk will end with photographs of Barbara Johns and her fellow classmates protesting to reopen schools, while white students entered segregated private education, funded by grants. Hopefully, students will come to the conclusion that it is up to us as citizens to ensure state legislatures and local governments are creating fair/just laws, and we always retain the power to challenge/change legislation through the courts.
Massive Resistance
Middle
This is a very close and important topic for me. I actually teach in one of the high schools (now a middle school) that was closed during Massive Resistance instead of allowing black students to go to school with whites. As a county, we have had to come to terms with this terrible part of our history and have allowed conversations to happen where students feel comfortable to express their feelings about race issues. Also, I have some awesome teachers that I work with that help bring so many other ideas into the conversations as well. As far as my classroom is concerned, we talk about current events and I allow students to speak their minds (within reason) in class. A lot of race issues are still relevant today and I want students to not only speak their minds but also to hear others views/opinions about those events as well. My classroom is one of equal respect and I believe discussing different viewpoints and teaching students how to interact with people who may not think the same as they do is incredibly important.
Civil Rights
High
I plan to show the difference in education before the integration of schools. Provide pictures of an African American school and a white school. Ask students to compare the pictures and discuss the advantages of a school. Review reaction to Brown v Board and massive resistance by analyzing primary sources such as newspapers, pictures, and interviews.
20th Century Connections
High
Going off of last units essential question of "did reconstruction end?" we can see that mistreatment of colored people lasts far longer than the civil war. The essential questions that will proceed after reconstruction will be: How has Virginia's economy changed?Does it reflect what the rest of the United States is doing?, To what extent did the twenties and thirties represent a conflict between Americans willing to adopt change and those who resisted change?, Was the Civil Rights movement successful in bringing about lasting equality? These questions will be answered during the unit with readings and activities where students can form their own questions and hypothesis. These readings will include multiple perspectives on topics like women's suffrage, civil rights movement, and Jim Crow laws.
civil rights
Elementary
Since this was a time of great change, making a timeline would help younger kids see the progression. Finding the dates of the Jim Crow laws, segregated schools, Brown vs. BOE, women's rights and the final de-segregation of schools would help them see tht these items weren't as long ago as they appear.
Teacher
Elementary
Students will take a look at photos and accounts of African American students experiences with school from the past. Then Some students will attend segregated schools with accommodations while others will attend segregated schools. Students can get an experience of the differences in what students went through in the past. Then they can construct Venn diagrams between students in segregated schools (Black students) versus the schools with all white students.
ALso, older students could write a journal entry from the point of view of an African AMerican student in a segregated school.
Segregation
Pre-K
I'd show children pictures of white segregated and black segregated schools. I'd have the children compare and contrast the two schools. After a great discussion, the children will tell why desegregation needed to occur. The children will tell how schools in Virginia have changed from then until now.
A Century of Change
Middle
The image of the African American children getting on the bus speaks to how much change the United States, as well as Virginia went through during the 20th Century. I would use this image to have my students think about the bigger picture of American History, the idea that American history is about how we as a culture have progressed and continue to progress to improve society.

I would have my students reflect back on what life was like for all Americans (or Virginians) before, during and right after the Civil War. I would have them reflect on how after the Civil War there was some immediate changes but they were not permanent. I would ask them, how does this image reflect post Civil War Virginia? What are the children preparing to do? How had the lives of African Americans changed?

Today we look back on images like this one in disgust. Many of my students struggle with understanding how schools could be separate and how they wouldn't have been able to go to school with many of their friends because of skin color. I would ask them to think about how different the world we live in today is. I would want them to think about how we go to this place. Do we have a lot more work to do? Yes, but it is important to remember Americans have always been about progressing forward to human rights and I have faith that we will continue to press forward.

The 20th Century is a prime example of how quickly progress can be made.
20th Century Virginia
Elementary
Elementary students at this time do not realize how easy things have become for them. I would group my students into groups of four and give each group a scenario. Each scenario would contain a problem that needs to be solved, but the students would be given limitations. The students would not have access to certain types of information or even certain facilities. The students would have to figure out how to find information or solve the problems with only what they had access to. Hopefully, it would help the students to realize how technological our world has become, or how advanced our way of living and thinking has become. Maybe, it might even help them to better appreciate what they have now, and not take everything for granted...
20th century Virginia
High
Virginia began as an economic venture for The Virginia Company then its focus was agriculture. After the Civil War, Virginia's economy slowly became more diverse. The southeastern part was becoming more industrialized. The western part focused on coal. Today, agriculture is still an important source of income for Virginia as is tourism, technology, the military and the Federal Government. I would have students pick a region of Virginia and have them research what type of economy each had and how it evolved into the economy in the 20th century. They will have to include why each area produced what it did.They will have to research a significant person or event such as Maggie Walker,Oliver Hill, desegregation and explained how these people influenced the lives of others and how issues/events were addressed and made Virginia the state it is today..
Social Changes in Virginia
High
I might show students several photos that would depict the daily lives of people living in civil rights era Virginia - such as the bus photo shown in the unit. I might ask students to choose one of the photos, and imagine that they are one of the people in that photo. I might ask them to write a short narrative explaining what they are doing in the photo, how they feel, their hopes, goals, etc.
20th Century VA
Middle
I would use the Supreme Court cases of Plessy v Ferguson and Brown v Board of Education in my class when teaching the federal and state court systems. If students researched the role that Virginia played with the case from the Moton School Strike in Prince Edward County, they might take a greater interest in learning about how the Supreme Court can overturn unconstitutional laws. I would also have students research the impact of the agriculture and tech industries on Virginia's economy when teaching economics. Students would take great interest in knowing the opportunities that Virginia offers in technology which so many students have an interest in.
Illustration of Virginia Integration and Segregation
Elementary
Students will study and research about educational integration and segregation in Virginia, during the 20th century. They will then create a visual essay about events and instances that occurred durine this time in Virginia history. Their work will be assessed and critiqued for historical detail and comprehension of historical content.

They may also include in their visual essay images of more recent historical developments such as: technological industry, agricultural industry, and modern business development.
20th Century in Virginia
Elementary
This would be such an important unit to focus on during VA Studies, especially as we have the present times happening. Students need to be introduced to the key vocabulary words such as: economic opportunity, discrimination, poverty, prejudice, racism, civil rights, segregation, desegregation, and integration. I think I would like to use part of my unit to focus on the positives that many African Americans from Virginia contributed to the growth of our state, while also having students realize the fight for the civil rights legislation. Key Virginians to study: Maggie L.Walker, Barbara Johns, Arthur Ashe, and L. Douglas Wilder. Have students journal their thoughts and feelings as we cover VA 'today' and how they are affected by the current Virginia that they live in - compared to VA during (1954-1972).
20th Century
Elementary
We will look at how Virginia has adjusted to the 20th century, and the expectations there are for equal relations among genders, races, and in other areas. We will also talk about what things are like in 2020 - have we reached certain levels of equality?

Other discussions will focus on the economics of Virginia in the 20th century. How are they different from the different eras of the past?
20th century Virginia
Elementary
This unit contains several important terms that are extremely confusing for my students because the meanings of the words are very closely related. These terms are prejudice, discrimination, segregation, desegregation, and integration. I find it better to demonstrate these terms with the class as well as define them on paper and use them in context. To demonstrate prejudice, discrimination, and segregation, I will tell the students with a certain eye color to move to one part of the room. Everyone else will stay where they are. This activity demonstrates the physical separation of a group because of a physical characteristic due to a prejudice and discrimination. I tell everyone that they will receive a treat except for the segregated group. Of course, the segregated group says "that's not fair, why do they get something and we don't!". Next, I will bring my segregated group back into the class which illustrates desegregation and give everyone the treat which demonstrates integration where everyone is treated equally. This activity really helps the students understand what was going on socially during the 1950s and 1960s.
third grade teacher
Elementary
I would create situation cards and read them aloud or have students read them. I would ask if the situation is fair or unfair and discuss how that would make them feel. After that introductory lesson, I would have a class discussion about these real situations that actually happened and would use this as an introduction into some important events of the 20th Century. I would point out key vocabulary and important people that were critical to this period in history. I may end this unit by assigning an important African American and have students research them and report about their contributions during this time in history.
What Happened in Prince Edward County
High
I would really like to have an opportunity for my students to read, "What Happened in Prince Edward County," and to work on a project of some sort (not sure what as of yet). I just remember reading this book in college and the profound impact it had on my views of local Virginia during Massive Resistance and feel it would be engaging and eyeopening for the students to read as well.
Desegregation in Virginia
High
Excellent information in this module. For me, I was most interested by the history of desegregation in our state. I plan to download the video and readings on this subject and share with my African-American history course. After students have had a chance to peruse and discuss the information, we will visit a local museum on African-American history in our area. I hope to include a walking tour of our area and have students create video presentations on the information.
20th century Virginia
Elementary
In teaching about 20th century Virginia, students need to really look at how much the state changed during this time and what caused these changes. You can look at the struggle for racial integration, the development of industry in some areas and of agriculture in others, the development of transportation and of urban areas, and the individuals who contributed to these changes. In the library, I have several books about our state and many famous Virginians which could be used for lessons/centers during library class.
Va in the 20th Century
Middle
I would love to have students research and find primary sources illustrating separate but equal and have them visualize the comparisons between white and black facilities and for further investigation look at the schools and have them relate it to the condition of there school today.
20th Century Virginia in the Civics Classroom
Middle
There are two major topics I could use this information for in my Civics classroom. The obvious first example would be the integration of schools with its conflicts in Federalism between the National Supreme Court finding segregated schooling to be unconstitutional and the state of Virginia, especially the local government of Prince Edward County, finding and creating ways to avoid integration. Students can look at the Supreme Court case of Brown .vs. Board, the evidence used from Prince Edward and pick apart the legal arguments of Harry Byrd's strategy in Massive Resistance. Students could also make a timeline of the next few court cases to get an idea of how hard it was to get Virginia school's to desegregate long after Brown .vs. Board and Massive Resistance.

The second idea or topic I found more information on was that of Virginia's microchip industry. While I knew of our involvement in farming (I live in Augusta County), the importance of the Pentagon/Federal Government to Northern Virginia and the military bases to Eastern Virginia, I did not know we had so much tech. production in the state. Having students research industries from all of the region's of Virginia, it would be a neat project to set up a gallery walk in the classroom with pictures of different industries, companies, farms, firms etc. put up throughout the room by region in Virginia. It would give students an idea of how diverse Virginia's economy is and maybe inspire them to look in those directions as they move on to high school and beyond.
Virginia in the 20th Century and beyond
Elementary
It is important to discern between the positive and negative changes that took place in Virginia after the Civil War and Reconstruction. My goal will be to include discussions and activities that encourage students to put themselves in the positions of people involved in these issues such as farmers who are moving to look for other types of work, sharecroppers, people kept from voting because of their race or gender, and students who were bused or had their schools close due to integration and Massive Resistance. I hope to use many primary resources in forms of newspaper articles, pictures, and personal journals to help students see more than one viewpoint from each of these topics. I also plan on doing some role playing activities about how sharecropping worked and also some aspects of the Jim Crow laws and segregation.
Let's Learn Together
High
Have the students read newspaper articles from the 50’s written by black and white newspapers. As a class analyze the views on desegregation of public schools. Have the students to look at the fears and hopes desegregation would bring.
Remember the Titans
Elementary
I would use the movie "Remember the Titans" to teach students about the desegregation process in Virginia. It is an extremely powerful move that allows students to see historical periods in a different way. Not only does this movie show the process of desegregation and the issues people had with it; it also shows the attitudes of how people in Virginia may have felt/acted at the time. This movie could be used to examine the desegregation process in many different ways: black adults/students, white adults/students, business owners, and the community as a whole.
20th Century
Elementary
We will watch videos and explore photographs of life in the 20th century. We will discuss what is the same and what has changed since this time.
Parallels in Experience
High
In France, there have been ongoing struggles in the 20th century for civil rights similar to what we have experienced here. Comparing examples from the two nations of how our communities have demanded change over the years reveals numerous parallels. Much as we hold in our collective memory the divide represented by Brown vs. the Board of Education or school busing, the French student protests of 1968 still resound today. I would like my students to identify and discuss these parallels, leading them to a better understanding of the cultures and the human behaviors in both countries.
Music Education
High
I think it's really important for students to understand the scope of the segregation and how different it was for black students vs white students. In the band world, I think the easiest way to showcase this to band students is to make a comparison for how segregated band classes would look. A band program at a school with all white students would probably have the nicer instruments, quality chairs and music stands, lots of funds for new music, and many performance opportunities. While underfunded, segregated schools for black students would probably only have a few, low quality instruments for students. Few, if any properly working music stands, and not much music to choose from.
Who is a Virginian
High
I would have students research race. I would have them read about the Human Genome Project. They will discover that "race" is a made-up social construct. They will discover that if we looked at DNA, they will find that there is more similarity between black and white than a group of all white. With this information we will discuss why it was used to separate Virginians and how detrimental those ideas where to the advancement of the entire State.
Massive Resistance
High
Massive resistance to integration is one of hardest things for my students to understand. That fact the the state government took such an active role in preventing segregation seems like it should have happened much longer ago that 50-60 years ago. It's difficult for the students to think about the roles their own grandparents or great grandparents may have played in it. I would have my students talk to their family members that lived through this time period and have them tell them what their feeling were about it at the time and ask how their feelings have changed.
Segregation and Child Labor
Elementary
One thing I would like to do with my 4th graders is to have pictures of children working in factories in the 20th century and students going to school and playing today. I would ask them the differences, how the children in each picture would feel, and how they would feel if they were forced to work and not go to school and play.

Another conversation I would like to get going with my students is about segregation. I would show pictures of white schools and African American schools from the 20th century as well as schools from today. I would ask them to explain the differences, if they thought it was fair how whites and blacks had different schools where the whites had better things, and their feelings on segregation in the 20th century.
When Should a Law Be Changed?
Elementary
Review with the class some of the Jim Crow laws that required segregation in public spaces and services. Then, discuss with the class how their school has rules to keep everyone safe and to treat everyone fairly. Then, tell the class that you will share with them a list of school rules. Some rules will be actual rules the school has. Others will be imaginary rules that will be added that will unfairly favor one group of students over another. As a class, have students identify actual rules that are fair and reasonable for everyone. For imaginary rules that are not equitable, discuss why they are not. Then, share with students some primary sources that list old Virginia laws that were overturned in the 20th Century because they were not fair to some groups of people in Virginia (people of color, women, younger citizens, etc.). Share a class discussion about why these laws have been changed over time as more Virginians have gained equal rights.
4th grade teacher
Elementary
Students will be given primary resources (pictures) to analyze and discuss 20th-century Virginia. Students will then read "Read Bridges". Students will read and discuss the cases of Plessy v. Ferguson and Brown v Board of Education. Students will create a Venn diagram of the two cases.
Massive Resistance - direct and indirect effects
High
After learning some basic information about school segregation, Brown v. Board, and Virginia's massive resistance response, students will be challenged to consider the direct and indirect effects of such a policy. Students will consider the goals and ideals of Harry Byrd and other Virginians who were in favor of the policy and answer the questions: what was the immediate objective of this group of people? what did they hope to accomplish with massive resistance? what effects would their success have had on Virginia's society and history/future? They will also consider those opposed to massive resistance. What was their immediate objective in opposing this policy? What did they hope to accomplish by fighting it? What effects did their success have on Virginia's society and history/future? After brainstorming and answering these questions, students will then synthesize their information to consider the ways in which political decisions influence and are influenced by the community, society, culture, and economy in which they take place.
20th- Century Virginia
Elementary
A big focus during this time was segregation. I would introduce the topic of segregation by getting a white egg and a brown egg. We would talk about the differences between the egg by using our senses. I would then crack both eggs on the same plate. We would notice that they are both the same on the inside. We would talk about how even if people back in the day are the same on the inside the color of their skin was a huge factor about what rights they would get. We would talk about some of the laws that there was during that time. We would talk about schools specifically. I would split the class into two groups. I would have a side A and side B. Side A would have all the new materials in the classroom for example: the nice desks, bean bags, new pencils, new textbooks, new colored pencils, new markers, etc. I would then have my side B have all my used materials for example: used pencils with no erasers, used books with pages ripped, drawn on desks, etc. We would compare and contrast the difference between the sides. We would also name things similar from both sides. This would be our introduction into the topic of Plessy vs. Ferguson. During this time as well, there was a lot of economic growth. We would talk about what the words political, social, and economic mean. We would then have political changes, social changes, and economic changes sort for my class to do. Another activity my students could do during this time is have a cause and effect sort to help them understand the effects the laws and restrictions had on people during this time.
Political Cartoon
Middle
After practicing and determining the basics of understanding a message through a political cartoon. I would use a few of the cartoons created to represent the 15th Amendment following our Reconstruction unit. Since the former slaves were finally allowed to vote and were making leeways in political representation, it seemed like they would maintain those rights. After Reconstruction, students will discuss the source of the northern troops being pulled out of the South and how their rights had begun to fade. We will look at the cartoons and discuss what they had, but what does it look like now? Discussion will follow on why things changed until nearly several decades later.
20th Century Virginia
High
A big part of 20th Century Virginia history focused on civil rights for African-Americans. Students know the Brown case, Rosa Parks, and Martin Luther King, Jr., however, most students do not know the key individuals and events for the struggle for civil rights in Virginia. I will use primary sources in my classroom that analyze civil rights in Virginia. Students will analyze the 1902 Virginia constitution, the facts of the Davis case, speeches and documents from Oliver Hill, and photographs. I believe this will further interest students in the study of civil rights.
The Fight for Civil Rights
Elementary
Many Virginians and people throughout the south had a long, difficult struggle to gain civil rights. While slavery ended with the Civil War, many Southerners fought long and hard to oppress African-American citizens. This struggle is often hard for young students to understand, because it's hard for them to imagine a world in which white children and black children were not allowed to be in the same classroom. I try to make learning about the Civil Rights Movement more meaningful for students by showing them about the important role children played in the fight. Students can analyze photos such as the bus picture in this section and of students marching along with adults during the many marches in the south. Other primary sources such as first-person accounts and videos can help students understand what life was like during that time.
Application of Historical Thinking in the 20th Century in Virginia
High
I have collected an assortment of photos from this time in Virginia history. I plan to have the students look at these photos and tell me what they think is going on in them and what that tells them about the time in Virginia. I plan to do this for segregation, Jim Crow laws, supreme court cases, women's rights, LGBTQ rights, and child labor.
What was life like in Virginia in the 20th Century?
Elementary
I would probably open with the question, "What do you think like was like in Virginia in the 1900s?"

I would begin by pointing out the inequalities of the century for African Americans and women.

I always tell the story of my grandmother who was born in 1915. At that time, women did not have the right to vote. My students are usually amazed by that fact.

I would use a lot of the information from this module to help them see how Virginia has changed and moved toward equality for all.
3rd grade teacher Smyth County
Elementary
After having led my young learners through a brief history of Virginia's role in history and her legal responses to integration (primary and secondary sources being used as outstanding markers of significant events), I would have them explore closer to home and look at Smyth County's response. Local resources would provide a wealth of information with which they could make personal connections.
Compare and Contrast
Elementary
I would like to use pictures of ordinary school buses, buildings, or classrooms at all black schools and those of all white schools to talk about separate but equal. The picture of the students waiting to get on the bus really tells a story - and I think students could have great conversations and infer so much about the state of racial injustice in Virginia. Students could continue to revisit the pictures as they hear about the struggle for equality of African Americans in Virginia that is still going on today.
Developing Timelines- The Controversy Over Integration
Middle
Students will develop timelines following the responses to Brown v. Board of Education including Massive Resistance up until schools are integrated in the commonwealth.
Economy of Virginia and Equal Rights
Elementary
Our students have visited my family's farm for years as a part of the careers unit in Kindergarten. They took a trip through the cornfield, our milk parlor, our beef operations, feed storage, and examine the tractors. With our school being in a rural area, our students are familiar with the importance of agriculture in Virginia. Our students are quite familiar with the importance of coal to Virginia's economy due to our proximity to the coal fields. Several students in our building have parents who work in the coal mines. Our students lack access to people who work in the technology fields. I would like to have a virtual career fair via Zoom or Google Meets to allow students to see other people's professions and their importance to our economy.
I think that the struggle of African Americans in the 20th century to obtain equal rights is a topic that we definitely need to address with our students. The picture of the bus will definitely create a personal connection with the students as many of them ride the bus lengthy distances to our rural school each day. I will also include the images of African American students peacefully marching and the signage on the schools indicating that if anyone were caught trespassing that they would be prosecuted. There are some powerful images that come up when one Googles the desegregation of the Prince Edward Schools. As an adult, I had heard of the case, but I had never taken the opportunity to read about it or view images from that event. While completing this module, I accessed several online articles and viewed images pertaining to this. I think that these could be valuable resources for my students as well.
20th Century VA
Elementary
I like the idea of using a time line, and having students create one of their own tracking the economic changes and social changes in Virginia. We can discuss how one impacts the other. It would be good to have an ongoing timeline displayed in the room with student drawings and pictures representing the entire year of studying "Virginia History".
Virginia’s slow move to integrate
High
Students will research massive resistance and the struggles to get a decent education in Virginia for it’s African American students.
Students will read biographies of African American from Virginia in the 20th century and create fictional(historical fiction) diaries of a student from this time period.
Applying Lessons Learned
High
I will broaden my civil rights unit to include more details about busing and integrating schools as well as local instances of desegregating schools.
Virginia's Growth into the 20th Century
High
Using a series of photographs and historical documents given to students to study, I would lead a discussion into how Virginia resisted the spirit of Reconstruction through Democrat Party Policies of Jim Crow, and how these policies eroded to gains, given and taken by freed Blacks to fully integrate into American society.
Indirect Applications
Elementary
In the 5th Grade SOL's that we teach in Virginia we do not arrive at the 20th Century. With that said I could not create a unit of study for this directly, but I think it is critical for students throughout the study of Virginia to always critically question any historically biased attempt to silence or underrepresent any group of people. I think we must always encourage and allow students to ask 'who does this benefit?' when analyzing historical documents. Throughout the history of Virginia and our nation in general laws, political opportunity, and economic opportunity have not been equally distributed amongst all people. This is why we have desegregation laws ob the books, why we have Plessy V. Ferguson and Brown V. Board of Education. Therefore we must challenge all students to think critically about all topics and analyze how legal, political, and economic gerrymandering impacts the lives of people and to develop clear arguments against the developments that are not equitable in there formation or application.
English 11
High
Again, I will be able to give students more historical context as we read stories and other works from this era. The literature has branched out more into other parts of America by this time in history; however, keeping a context of Virginia will make it more relevant for them. I know of an older African-American gentleman who remembers not being allowed to ride the school bus even on very cold days and being taunted by the white students as he and his classmates walked to the "black" school. It might be relevant for him to come and relate his story to prove that it wasn't more than a lifetime ago that these inequalities were standard and in place even in our region.
Fight for Equality
High
The first section that would be applied to my course, would be an analysis of the various Black Codes and Jim Crow laws that were passed within Virginia. These laws could be utilized as a primary source that could be analyzed, and then the students could then build upon the impact of these laws upon the community. Similarly, students could be provided an excerpt from 'The Hollow Hope' to provide insight into the experience of achieving civil rights victories that are not fully fulfilled (i.e. Brown v. Board). Finally, primary sources may be utilized to demonstrate the struggle for equality faced by African Americans and women within Virginia, which could then be paralleled to the compounded struggle faced by African American women.
The Changes that needed to happen
Elementary
There is a lot of information over a period of time. With that said, a timeline filled with articles, postcards, photos, and short essays that could be displayed for the students to see and share what they have learned. After the timeline is complete, I would ask the students to create a set of questions that all of this or even part of the timeline creates. This will enlist critical thinking into historical settings.
Change comes slowly in Virginia
High
Have students study Jim Crow Laws of Virginia that limited racial, cultural, economic, social, educational and political change in Virginia and have them describe in writing and a timeline how the state damaged itself and its citizens with these laws of discrimination.
Timeline
Elementary
As a small group, using authentic text and multiple sources such as letters, maps, court cases, and other documents, the students would work with a partner to create a timeline showing important events that led to the changes in VA during the 20th c.
Black and White in Film
High
I could show and discuss the movies "Remember the Titans" and "Hidden Figures." The former is about forced desegregation of a school and its football team in Virginia. The latter is about female African-Americans integral to NASA's early successes. One of the women lived and taught school right here in my county.
20th Century Va.
Middle
I would begin with former Gov. Wilder and his compaigning in the area. He received some good press for jumping up in the back of a pick up truck with some locals. I was fortunate enough to have met him a few times during the time.
I am fortunate to have an aide in out school whose father drove the segregated bus in our county. She is a great primary source to use.
I would try to use local history publications showing the change in our area and connect to relatives many students have in northern Virginia due to jobs.
Despite the Civil War and freeing of the slaves the was not equality of the races.
I teach that our coalminers were treated as slaves, or worse, by many coal operators in the early 1900's as they had no value and could be replaced easily.
20th Century Virginia - Then and Now
Elementary
Students can create a sway to share their research on 20th-century Virginia.
Something Must Be Done with Prince Edward county
High
I have taught this book, "Something Must Be Done About Prince Edward County" in my 11th grade History class, where the students were asked to read this book, written by Kristen Green, a product of Prince Edward County at this time, as she looks at both her research methods as well as her personal feelings as she journeys through this time in history for where she grew up. And in class, we look at all the legal aspects of the time period, what desegregation looks like throughout the nation, all the different court cases, and the way things look today. We finished with a time with the Author, as she is local to our school district. This is a lesson I would like to repeat, and I would like to enlist the English teachers to help me with it, providing a more interdisciplinary element to this lesson.
20th Century Virginia Classroom Connections
Elementary
Here are a few ways to incorporate things learned from this module into my 4th grade Virginia Studies Classroom.
1. Famous Virginians of the 20th century - students create human cutouts of famous Virginias. Students research SOL facts and fun/interesting biographical facts about each person. Students then share out what they learned, discovered, or review with class.
2. Look at pictures from the 20th century and examine if the picture is showing discrimination or segregation. This will allow students to recognize how both discrimination and segregation were present in everyday lives of many African Americans during the 20th Century.
3. Review school policies in place during segregation, desegregation, and Massive Resistance. Have students compare the schools from the the 20th century to schools and policies today.
February Black History Month Wax Museum
Middle
Students could research important people, create and wear clothing similar to their person, and give a speech to those who pass by them like in a wax museum.
20th. Century Virginia
Middle
The information contained in this module will form a major component of the content in my classroom. One piece of evidence I will make much use of will be the newspaper story about counties that applied for tuition assistance to send students(white) to private schools. One of the counties was Warren, which is the county I teach in. Warren County shut down in 1959, and the majority of whites went to the private schools in the area. Even in 2020, there is bitterness about integration.
History is happening now
High
My students are up to date on social media, the news, and popular culture, so if I try to sell the implied thesis of this essay--that Virginia's struggles with racial equality just ended with the election of Douglas Wilder in the 80s, they will know better and not buy it.
The discussion needs to be not just about how far we've come but also about how far we have to go.
Ongoing inequalities in the prison systems, policing, school funding across districts, job opportunities, and in many other areas obviously persist: hence the surge in protests across the country now.
The conversations can get dicey, and are a challenge to manage and keep civil, but must take place in our schools if we're to keep these subjects relevant to our students' actual experiences.

20th Century VA
High
I made this point in the past to divide the five geographic regions. Give groups of students each region to see how it has developed into the 21st century. Groups could include in their presentation how politics, social. economics, and population patterns have change.

I would also focus on the case in in Prince Edward County in regards to Brown Vs Board of Education. Something that I have failed to implement.
20th Century Virginia Video Recap
Elementary
One way that I may apply 20th Century Virginia into my classroom would be to show my students videos on small Virginia milestones like the Civil Rights era and desegregation while emphasizing important figures like Martin Luther King, Jr., Rosa Parks and Maggie Walker. Allowing students to view the highlights and milestones of the 20th century can help them appreciate the freedoms that they have currently and to recognize important events and people who have helped provide these rights and freedoms for them.
Teacher
High
I will use the examples form this module as well as other primary and secondary sources to talk about how VA changed during the 20th century. I will also work to show how instrumental VA was in both the negative and positive sides of events such as the civil rights movement, school integration, and the changing economic foundations of the country.
Teaching Desegregation
High
I would have my US History and African American studies students view the picture of the African Americans being put on a segregated bus. I would have them analyze the photo. I would have them come up with 5 questions about the photo. Then, I would ask a series of questions about it. I would have them research Prince Edward schools and how it was a focal point for school desegregation.
20th-Century Virginia Classroom Connections
Elementary
The content in 20th Century Virginia can broaden and deepen my students understanding about the state in which they live. Discussions about Citizenship, Graphic Organizers comparing jobs of the Past to the Present, Student Generated Questions using images, and Interviewing a family member who lived during the time in history are all powerful tools to make learning come alive. My mother is over eighty years old and my best historian, it is always interesting to hear her account.
20th-Century Virginia Classroom Connections
Elementary
The content in 20th Century Virginia can broaden and deepen my students understanding about the state in which they live. Discussions about Citizenship, Graphic Organizers comparing jobs of the Past to the Present, Student Generated Questions using images, and Interviewing a family member who lived during the time in history are all powerful tools to make learning come alive. My mother is over eighty years old and my best historian, it is always interesting to hear her account.
Current Application
High
When talking through the Civil Rights Movement and Women's suffrage movement topics, we can use this pandemic and current situation in the United States to give an idea of how things were during the movements. Being able to connect current events, whether they are positive or negative events, with historical events always helps the students remember and retain the knowledge that is being taught.
20th Century Virginia
Elementary
This is just my second year teaching US VA History to 4th graders. I taught exactly what was in the lesson plans from my amazing coworkers. After this class and especially the 20th century information , which is my favorite part of history, I have so many more sources to pull from and more knowledge myself. I cannot wait to teach about more court cases than the big ones I knew about. I cannot wait to add more famous people in my teaching. Our art dept was awarded a grant that will allow us to travel all over Richmond and learn about some of the very famous people that made Richmond what it is today. I can't wait.
Changes
Middle
I have learned much more about the battle Virginia has gone through and is still going through to make all people equal in rights.I would use as many pictures, videos power points as I could to give visuals of the growth of Virginia. I would also like to have students work together on a large time line of the growth and changes of Virginia.
Then having students write their feelings on where we are on this timeline and where should we go. I would also have my students do a reporter/interviewer as a way of communicating the facts in their terms. Maggie Walker, among many could be an interviewee.
20th Century
Elementary
We have people in our county who actually lived through the segregation of schools and know first hand how it felt to go from a fully segregated school to integration with everyone. I'd like to have guest speakers come in and talk to my students about how times have changed over the years. I'd also like to take them on a field trip to the local museum so they can further understand how ideas and roles have changed.
Changes
High
I like to use the Disney Movie, Remember the Titans, to serve as a representation of the turmoil and times of Civil Rights. I think that the information, and the fact that this information, is viable serves as a great application for the classroom. Virginia not ratifying the 19th Amendment until 1952, the shutting down of school systems in resistance, or "White Flight" i think that kids today would be shocked to see such blatant profiling and targeting.
Segregation Photos
Elementary
I would have students observe differences between photos that contain images of segregated places. I use images of restaurants, restrooms, water fountains, and schools.
Excellent Course
Elementary
Working through this course made me realize how important it is to use primary sources and to incorporate the historical thinking strategies that were discussed in the first module. This has been an excellent professional development course, and I hope that GMU will create more courses like this in the future.
13th, 14th, 15th Amendments —- What do they mean for Va. in the 20th century?
Middle
Virginia continued to resist racial changes through most of the 20th century. School segregation, restaurant and transportation seating areas, and even water fountain and restroom usage did not reflect the laws of our country.
Comparing Schools
Elementary
I wish I could take my students on a field trip to the Robert R. Morton museam in farmville VA. IT has lots of great resources and its just neat to actually see where something has taken place. Then have them research and compare what different schools were like during the time of massive resistance. Split them up into different groups and each group research a different Virginia School and we will compare and contrast with each's groups school and of course the Robert R. Morton High school
Modern VA
High
I think that there are current racial tensions in Virginia that will give the students a different perspective on looking back. I would hope that students could recognize that racial tensions have been changing and impacting Virginia for years. Educating them on this history could become a touchy topic however it is important for them to see a big picture and learn from the history.
What's Your School Like?
Elementary
I would like to have my students compare various schools during the "separate but equal" time. I would put them in groups and assign them schools from various areas of Virginia. I would provide them with various resources to look through such as the book "The Girl from the Tar Paper School". They would discuss their findings, and complete a compare/contrast chart on the schools. We would also compare and contrast the difference in segregated rural schools to urban schools in Virginia.
Segregation vs. Desegregation
Elementary
Why was this such a controversial issue for parents, kids, and lawmakers? What were the feelings of students that were desegregated? What changed for them when they suddenly had a white or black student in their classroom? These are questions that my students will love to look into to personalize the era for them.
School Segregation
High
In a short lesson, I would have students think about school segregation. There is some very powerful digital media of the Civil Rights Era that students can explore. I might start with a warm up by having students consider their own learning environment. They can make a list of the things they need in school in order to learn. Then we'd move into a discussion of Plessy v. Ferguson (separate but equal) and school segregation in VA. Then, using the SCIM-C model, I would have students analyze pictures comparing the Worsham/Farmville High Schools to Moton High School (the National Archives has some great pictures comparing them). Students could then read about and discuss the Davis v. Prince Edward County case and watch an interview from a Prince Edward student who was an 8th grader at the time of the strike. As a class, students can circle back to the warm up question/list and compare it to what they saw in the pictures of African American schools with a focus on equality.
Segregation - An Ugly Time in Virginia
Elementary
**This is a delicate discussion topic for elementary students. Teacher will be mindful of students showing stressors.
Teacher will read the book: White Socks Only. Students will discuss why some people don't like other people because they are different from them. Teacher will ask questions that continue a gentle conversation of what makes a person different. Is it just color? Is there a way to change the mind's of people like this? Using your mindful thinking, what can we say or do for a person who isn't nice to people who may look or act differently from us? This lesson is a guided class discussion. After the discussion, the class will draw people in every color in our crayon box and hang them in the hallway.
Woodrow Wilson Middle School Roanoke City
Middle
I would first share my story of living through segregation and being moved through many schools. I would tell how this event impacted and changed my life.

I would like students to do some oral history interviews of people who lived through Civil Rights and segregation and write an essay of how schools were different and how it impacted their lives.
20th-Century Virginia
Adult Education
When we think about the fight for racial equality in the South, we often don't consider the state of Virginia. We, often, think about Alabama and Mississippi having powerful Civil Rights stories. However, Virginia's story needs to be noted and told. "The story of Virginia throughout much of the 20th century - a state rising to meet the challenges of a modern America while resisting social, gender, and (especially) racial change. In doing so, Virginia's story reflects the two most significant themes in United States history over the last 100 years - the modernization of society, and this nation's often painful struggle to become a multi-racial, multicultural democracy." Virginia's access to equal education was very slow. In 20th-century Virginia, Jim Crow was front and center. Virginia had separate schools for white and blacks . . . but they were not equal. After Brown vs. Board of Education, Virginia proceeded extremely slow when integration was involved. In 1959, Prince Edward County closed the school district rather than integrate, denying non-white students access to public education for five years. It wasn't until 1968, that Virginia began to push for integration. School districts increased the number of non-whites in all white schools from 32%-79% in one school year.
In the classroom, I would examine the history of education equality in Prince Edward County. A timeline would prove useful to show Supreme Court decisions versus the time frame that integration really took place in Virginia. I would, also, have students research the life and work of Maggie Walker. She fought for equality of blacks and women alike.
Civil Rights Movement
Middle
I would assign students to research the Civil Rights Movement, by focusing on researching the various methods of protests that were carried out during this time. From Sit Ins to marches to demonstrations, students would learn how the Civil Right Movement was actually carried both here in Virginia and nationwide. Following their research, students would present their finding in a powerpoint presentation to the class.
4th Grade Teacher and the 20th Century
Elementary
I found the connection of the school bus to the students of today to be very beneficial. A school bus is something so ordinary to our students that they might not see it as anything other than a simple mode of transportation. We take many things for granted because we are used to having them, but these buses meant so much more to the African American children of this time. By looking at it during a different time period, with a different set of children than they are used to seeing, will provide insight and a new perspective of what buses could mean to them. They meant opportunity, triumph and even provided a way on the road to equality (literally and figuratively!). I think an image like this would serve as a great starting point for many discussions about history, empathy, differences and the impact of the changes in the 20th century. What a cool yet simple way to connect history to current times!
Virginia Then and Now
Elementary
I would show the various images as a hook for our unit on 20th Century VA. Students will create an "I notice/I wonder" chart for each image. After we discuss their thoughts, I will post the question "How do these images impact Virginia in the past and now?" Students will have time to share out in small groups and debate/discuss with their peers.
Virginia's Dark History
Elementary
Talking freely and openly about Virginia's dark past is important for students to do when discussing Virginia history. Depending on the ages of the children, will determine how much detail to go in to. I think having an open discussion about this topic is important. Obviously you would need to have rules in place and discussion topics, but I feel that a lot of the time, our students don't really have a voice and now they are impressionable. They witness things on TV or the internet that I'm sure they question and might not have the knowledge at home to discuss with parents. Unfortunately, students may be seeing students/people in today's world being treated like those in the past. As a class, you could compare and contrast such things and use it as a teaching tool.
The Long Journey begins with One Step
Elementary
Virginia has always been identified as a southern state and in many respects acted out as such. Students need to be aware of the way thigs were considered to be normal and correct, were not always that way. Most students learn about Famous African Americans during February, but this should not be the case. There are many famous African Americans who overcame the way things were and they should be revered and taught throughout the year. Maggie Walker, Doug Wilder, Arthur Ashe and Oliver Hill are just a few and present and opportunity to discuss their journeys and successes all year long.
Second Grade
Elementary
The changes in Virginia can be explained to second graders in easy to understand concepts. Since students learned about slavery and how it worked, they can transfer that understanding to the segregation laws that existed in Virginia in the past. How African Americans, even though slavery no longer exists, still had to fight a "civil war" in the 20th century. The idea that if people did not fight for civil rights, that today our class would look different. Our friends would be different.
Farmville Fliphunt
can be used for Upper Elementary through High School
I would create a Fliphunt for the students to learn and respond to the scars that the citizens of Prince Edward County received as a result of closing the schools down. Students would visit different sites and respond using videos sharing their answers to the questions that I posed.
7th grade 20th century VA
Middle
One thing that I do not spend a lot of time on, mainly because I don't have a lot of time, is how parts of Virginia fought hard against Brown v. Board of Education. I will show students this picture and the protest sign in the schools of Prince Edward County and we will talk about what they did instead of desegregating public schools. We will then discuss the response of the federal government in trying to force school districts into desegregation.
How is it fair?
Middle
Use the stories, Back of the Bus and Welcome Home written by Lin's mom - one written for a class assignment when she was a little girl during the Great Depression, and one written as a young college student at the close of World War II - to show students that many people did not like or even understood the purpose of segregation but still obeyed the law. Have the class discuss laws that are unjust or unfair (maybe talk about curfews or riding bikes and roller blades at school.)

Part Two: Then bring in Lin's write-up on Rosa Parks & the Montgomery Bus Boycott to show how people can act to get unfair laws changed.

Discuss what are they passionate about and would like to see changed.
20th Century Virginia
Middle
The idea of the contrast of Virginia seeking to keep up with a modern America and world while resisting the social change is one that allows students to try and see varying viewpoints and how they shaped the state both positively and negatively.
It is interesting the variety of industry that Virginia has attracted including factories, coal and computer chips. I was surprised that agriculture is still the largest economic industry accounting for 55 billion. It would be interesting for students to see how Virginia started prospering with agriculture and how that is still such a moneymaker.
The road to desegregation
Middle
I teach US History, and Civil Rights (including Jim Crow and segregation) is covered. While I was aware that certain school districts chose to close rather than integrate, I was not aware of the Massive Resistance movement led by Harry Byrd or the 1968 Green v. School Board USSC case that essentially forced schools to integrate in Virginia. I still have questions about how schools operated in certain districts when schools were closed. For example, the photo in this module of a PE county school bus in operation for a black school confused me, as does the fact that Jackson P Burley HS (now the school at which I teach) was in operation as Charlottesville's all-African American HS in the 1950s-1960s. How were these schools funded? Did they operate outside of the board of education policies? I find it interesting that, when given the choice between public education and maintaining segregation, Virginia schools eventually chose to desegregate. What is astonishing is how long the process of school integration took, and how acceptance of a law did not change attitudes and, in fact, incited more resistance and sometimes violence in order to maintain the status quo. I also found the fact of Virginia not ratifying the 19th amendment for 32 years after it passed to be surprising. How were women able to vote without Virginia ratification? Does this mean women did not vote in state or local elections, only national?
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20th-Century Connections
Elementary
The 20th-century content is such an ample opportunity to allow students (in my case, fourth graders) the opportunity to engage in a topic that is both modern and applicable to life today.
If anything, I find it disheartening to teach about the changes that were made in the 20th-century to equalize the racial injustices and yet our society is still struggling with many of the same themes today. This topic, especially this year, has excited many of my students to become opinionated about history. I have never had students so feverous about this topic. I think that there are enough events, movies, media that depict similar issues today that they feel a personal connection to this era.
In order to apply this to my classroom, I would like to think of a way to roleplay the Davis v. Prince Edward County case and the sequential events leading up to the event. I think that a PBL could help describe the process that it took from Barbara John's strike to Brown v. Board of Education in order to enact desegregation. I think that it is important to impress the patience and diligence that it took to create this kind of change in society.
20th Century Virginia
Elementary
I think that one of the most powerful ways for the students to understand 20th century Virginia is through photographs, newspaper articles, and primary sources. This is a time when photography was commonplace so having the students make inferences using them would be beneficial. Also, finding speeches/ TV spots of the people actually involved can help students make connections. I teach in Norfolk, so focusing on the Norfolk 17 would really hit home for my students.
20th Century Virginia
Elementary
I think that one of the most powerful ways for the students to understand 20th century Virginia is through photographs, newspaper articles, and primary sources. This is a time when photography was commonplace so having the students make inferences using them would be beneficial. Also, finding speeches/ TV spots of the people actually involved can help students make connections. I teach in Norfolk, so focusing on the Norfolk 17 would really hit home for my students.
World Connections
Middle
As an 8th Grade World Connections instructor, I don't teach the same curriculum as Virginia Studies teachers. However, we do touch upon some common topics and themes as part of our World Geography & History curriculum. We discuss European colonialism, African slavery, agriculture, industrialization, and several other topics/themes, particularly during the U.S./Canada Unit. In a class called "World Connections," I try to help students connect the life that they know in rural Pittsylvania County and nearby City of Danville to the "bigger picture" of their state (to some degree), their region (the South or Mid-Atlantic states), their country, and their world. Our school was built in an old tobacco field, and many students can relate to that agricultural product, since it is still grown, sold, and consumed in our area. Interestingly enough, a neighboring tobacco field has recently been converted into a solar panel "farm" for electricity generation for "the grid." So, students are witnessing the past, present, and future -- the evolution from an agricultural economy to a high tech industry -- literally "in our backyard." Moreover, the City of Danville had the Dan River Textile Plant at the heart of its economy and downtown district for over a century (1882 - 2004). Many of my students had parents and granparents who had worked there in the city, again connecting them to industrialization and modernization of Virginia during the 20th Century, but then the painful transition to a global economy. I very much liked the postcard of the shoe company. It makes me want to see if I can find a similar image to use for the Dan River Textile Plant. I like utilizing old photographs, drawings, and artifacts to help students connect to whatever topic we are discussing.
World Connections
Middle
As an 8th Grade World Connections instructor, I don't teach the same curriculum as Virginia Studies teachers. However, we do touch upon some common topics and themes as part of our World Geography & History curriculum. We discuss European colonialism, African slavery, agriculture, industrialization, and several other topics/themes, particularly during the U.S./Canada Unit. In a class called "World Connections," I try to help students connect the life that they know in rural Pittsylvania County and nearby City of Danville to the "bigger picture" of their state (to some degree), their region (the South or Mid-Atlantic states), their country, and their world. Our school was built in an old tobacco field, and many students can relate to that agricultural product, since it is still grown, sold, and consumed in our area. Interestingly enough, a neighboring tobacco field has recently been converted into a solar panel "farm" for electricity generation for "the grid." So, students are witnessing the past, present, and future -- the evolution from an agricultural economy to a high tech industry -- literally "in our backyard." Moreover, the City of Danville had the Dan River Textile Plant at the heart of its economy and downtown district for over a century (1882 - 2004). Many of my students had parents and granparents who had worked there in the city, again connecting them to industrialization and modernization of Virginia during the 20th Century, but then the painful transition to a global economy. I very much liked the postcard of the shoe company. It makes me want to see if I can find a similar image to use for the Dan River Textile Plant. I like utilizing old photographs, drawings, and artifacts to help students connect to whatever topic we are discussing.
World Connections
Middle
As an 8th Grade World Connections instructor, I don't teach the same curriculum as Virginia Studies teachers. However, we do touch upon some common topics and themes as part of our World Geography & History curriculum. We discuss European colonialism, African slavery, agriculture, industrialization, and several other topics/themes, particularly during the U.S./Canada Unit. In a class called "World Connections," I try to help students connect the life that they know in rural Pittsylvania County and nearby City of Danville to the "bigger picture" of their state (to some degree), their region (the South or Mid-Atlantic states), their country, and their world. Our school was built in an old tobacco field, and many students can relate to that agricultural product, since it is still grown, sold, and consumed in our area. Interestingly enough, a neighboring tobacco field has recently been converted into a solar panel "farm" for electricity generation for "the grid." So, students are witnessing the past, present, and future -- the evolution from an agricultural economy to a high tech industry -- literally "in our backyard." Moreover, the City of Danville had the Dan River Textile Plant at the heart of its economy and downtown district for over a century (1882 - 2004). Many of my students had parents and granparents who had worked there in the city, again connecting them to industrialization and modernization of Virginia during the 20th Century, but then the painful transition to a global economy. I very much liked the postcard of the shoe company. It makes me want to see if I can find a similar image to use for the Dan River Textile Plant. I like utilizing old photographs, drawings, and artifacts to help students connect to whatever topic we are discussing.
World Connections
Middle
As an 8th Grade World Connections instructor, I don't teach the same curriculum as Virginia Studies teachers. However, we do touch upon some common topics and themes as part of our World Geography & History curriculum. We discuss European colonialism, African slavery, agriculture, industrialization, and several other topics/themes, particularly during the U.S./Canada Unit.
Desegregation in Lynchburg
Elementary
It would be interesting to explore the logistics of how desegregation in their city came to be. When examining a current school districting map, where one goes to elementary school make little to no sense geographically and economically often. Is this due to decisions that were made over 50 years ago? Or has time and change redrawn the districting lines?
20th Century
Middle
Many of the issues of 20th century Virginia are still the issues of the 21st century in Virginia. Students can study these issues and make connections to their world today. Students could use technology to recreate photos and images from the 20th century substituting disenfranchised groups or events. For example the stories of people refusing to integrate schools of the 1950s have parallels to our Southern border immigration battles of today. And the white nationalist rally in Charlottesville has parallels to the lynchings of the early 1900s.
20th Century VA
Middle
The 20th century in Virginia has been a time of change. Once we have studied the time periods through thematic units, students could create a timeline of events in the 1900s. Virginia was impacted from the effects of Reconstruction in the early 1900's, the suffragist movements, involvement in the World Wars, the Civil Rights court case decisions impacting education in our state, and the growth and changes in a growing agricultural and industrial state. Choosing and reflecting on one of these units, students could create a newspaper front page to reflect the big news story of the day. Using a news broadcast format would be a fun way to incorporate technology in our class as well.
20 th Century Virginia
Middle
I have a Scholastic Scope article on Barbara Johns and her fight to get adequate and equal facilities for the students of Robert R. Moton High School. It also mentions how Oliver Hill came to the students defense and represented them to have better facilities. I want the students to understand that they to have a voice and should be heard.
How constitutional decisions affect students
Middle
The desegregation era in Virginia gives a good opportunity to show students that weighty constitutional issues can directly affect their lives as students. By showing the cause (the court decision) and the effect (students bused to desegregated schools), they can see how court decisions are not just arguments on paper. I would like my students to understand that this era was not long ago and that there are still many sensitivities on both sides of the controversies around desegregation and busing. With middle school students, I find it challenging to tackle sensitive racial issues like this, but I would like to at least bring up the racial conflicts in 20th century Virginia so they can consider where they might see reflections today.
Applying information about 20th Century Virginia
Elementary
Virginia in the 20th century can be studied by comparing and contrasting the changes and development in economics, agriculture, politics and education. I would use a timeline to show changes and to mark major milestones in our Commonwealth's history such as schools being closed, integration and the first black governor of Virginia.
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Comments

Tatana- I love this idea of incorporating technology with teaching the unit on 20th century VA. Super creative and the students will surely be engaged. Great idea!

Using the internet and its vast resources will not be a choice. We will be learning and teaching this way due to our current health situation. This may in fact, though painful for us the older generation, be for the best.

I like the lesson above in which the class studies the connection between court decisions and their lives. That really would get kids thinking about how laws and courts play an important part in their lives and are not just a separate part of our society.

I agree but as a elementary teacher the instructor may have to plant the seed and watch it grow more than the older student who can strike out on their own and 'discover'.

Interesting thought! I would also like to have my students check out what it was like in their town during this era. Do they have grandparents that can talk about this and maybe learn first-hand what was it like back then.

Some really thought provoking insight on here. I always love to read others application of the same material covered, and see the creativity and the thought process behind something I may have missed. I l live in SW portion of VA, so I work for the school system that was pictured mining the coal. So that was pretty cool to see a local application . I really have enjoyed this class and learned a lot .

@ Patrick, when I tell people that I am from Smyth County, they always assume that we have coal because of our location. We have gypsum and salt here. I really liked that the photo was local, however. The kids would like that too, as many of them have connections with people who work there.

I think there are so many great ideas that have been shared throughout this course. As a 5th grade teacher, it does not always apply to me. However, I am my school's lead Social Studies teacher and work often with our 4th grade team. I have a lot of ideas to share with the teachers.

Thank you everyone for your ideas and insights.

Patrick is spot on with using Remember the Titans! It's an excellent example of desegregation in Virginia. It covers both perspectives and how hard it was to integrate. There was lots of opposition. This movie is kid friendly and gets the point across. I would incorporate it after using the photo of the kids getting on the bus in Prince Edward.

I really think that viewing this movie would resonate with students, too.

I watched that movie when I was in school and it stuck with me for years. I still remember learning about segregation and crying when I found out that my mother lived in a time where she was not allowed to go to school with black people. She went to school during desegregation so she eventually had students of other races in her class, but initially did not. Some of my friends were/are black and it made me so sad that if I had grown up then that we couldn't have been friends. I had her accounts and what the textbook and my teacher said, but that movie really drove it home for me. Especially when the brick got thrown through the window of the coach's house.

20th century Virginia was really interesting to me because it served as a refresher about the Civil Rights era and the important figures and events that made our state and nation into what it is today. I never knew that Maggie Walker was one of the first women to be president of a bank. Very interesting to hear about different people you don't normally learn about. I did appreciate this module because it may serve my students well as we teach them about their rights and freedoms that they now have because of terrific leaders and events during the late 1900's. When this concept gets taught to our students, my hope is that they are able to appreciate their freedoms and rights more than usual.

I like the Idea of linking family history to past events. I see someone on here lived in the area an experience first hand the impact on segregation in VA.

The county where I teach is home of the first Virginia High School to close under the policy of Massive Resistance. When teaching about Massive Resistance in the classroom, we always examine historical markers within our community and discuss how WC High School was the first HS to close in Virginia during Massive Resistance. Students are not only learning about state /national history, but are able to make connections of national events in their own town.

I have used "Remember the Titans" in previous class I taught and it is really good. Like many of you, making use of those people who have lived this history is great. I was blessed to have great people visit and talk to my classes. One of our residents was in the "Band of Brothers" as well as a coalminer. He had a wealth of information to tell us.

Lots of good information about Virginia's history in the class content and good ideas from others about how to teach this history. Very glad I took the class and will use some of your ideas along the way as I teach about Virginia and U.S. Government!

I like the idea of creating a comparison of Then and Now in education. Education has definitely come a long way. I also liked the idea of making life-sized cut outs of some of the people from then and allowing students to think about them and write about them. There are many great thinking ideas that could be used in a classroom to help students to become more engaged into learning about Virginia History through Virginia Studies. That is exactly what we will do, is study and learn more about Virginia.

I really like the comment on using the two movies "Remember the Titans" and Hidden Figures" to compare and contrast the time periods. My principal took our entire middle school to see "Hidden Figures." It was wonderful to see the student reactions. It really emphasized the "separate but equal" theme throughout. And we had much discussion about segregation, desegregation, and how the government played a role during that era.

I like the idea of Ryan R. to show videos highlighting milestones in Virginia's history. Seeing and hearing video clips of famous people and events would have more of an impact than just listing them in their notebooks.

JefferyL makes a good point about how slowly change comes about in Virginia. It would be interesting to compare/contrast how quickly changes were made in other states in comparison to Virginia. Students could make arguments for why they think this is.

I enjoyed reading all the comments from my fellow teachers and seeing many great ideas. Creating timelines to better sequence events would help students better see connections. Analyzing primary sources that are specific to Virginia history will help peak interest in students. Having students group together and discuss the successes of the civil rights movement during 20th century Virginia may inspire them to think about how to make the world a better place today.

I really like how you bring your students our family's farm. I think this would give your students some idea about how much work is put in to the agricultural field. This would be a perfect way to introduce how our economy was mostly an agricultural economy and how it moved to a more industrialized economy.

I really like how your have a lot of project based learning. I think that this helps our students apply what they learned about the topic we are teaching about. I also find more project based learning to be more engaging for students.

I also believe children learn better by projects and hands on activities instead of just hearing me talk about the subject at hand.

I love the idea the author shared of the brown and white egg "experiment"/ discussion. I think this could lead to fabulous discussions and would be a great hook into 20th Century Virginia.

Great ideas by Robert regarding an analysis of Massive Resistance. As with any historical event, it is important to understand the motivations of the people involved, and what they stood to lose or gain from different outcomes to a conflict.

I love the idea of having students read about the two court cases and compare and contrast them. I also teach 4th grade and think Ruby Bridges is a great book to read when learning about this time period.

I appreciate the references to the Moton Museum in Farmville. I too have visited there and have wished I could take my students there for a field trip. It is very well done and the presentation we saw there would be a great addition to any lesson.

Any way that we can get students to empathize with the experiences of people different from them is beneficial. I appreciate all of the wonderful ideas!

We always study Martin Luther King.I think it would be a good idea to look at other African Americans and their achievements. Such as Mae Jamison or Ronald McNair two Afro-American astronauts. Euphemia Haynes or Katherine Johnson two Afro-American mathematicians.

Several people offered ideas which included comparing and sharing photographs. I think students benefit so much from seeing/using pictures as learning tools. Many of my students haven't traveled and seen a lot of the state and would have no concept of areas such as Northern Virginia or cities like Richmond. Pictures would be instrumental in getting them to understand many things that have happened in the other areas of our state.

I think we sometimes forget what a wealth of information lies within our local sources :)

It would also be really interesting to look at Women's Suffrage in VA and why it took VA so long to ratify the 19th Amendment.

I like your idea to have students learn many of the vocabulary terms that they often hear in today's times like equality, discrimination, poverty, etc...while also having students learn about the positives that have happened over time.

I really liked the idea shared here of allowing students to watch movies like "Remember the Titans" and "Hidden Figures." I feel that both of these movies would not only catch students' attention, but would be excellent illustrations of civil rights and struggles for equality.

Everyone had great suggestions! I have really enjoyed how the different subjects (especially music and World Connections) incorporated the material into their lessons and how everyone suggests to present material to the various grade and age levels/

I like the idea of using the movie Remember the Titans. It show a great deal about segregation and leads to a great discussion.

I also found the tie in to 3 branches with checks and balance with Massive Resistance. It's great when we can instruct multiple sols under one unit.

I really liked Amanda L's picture walk activity. As teachers, we can do a good job of describing the differences between white and African American schools in the Jim Crow era. However, using pictures of both types of schools would be more powerful and effective. It was a particularly good idea for the students to ask questions pertaining to when, where, and why the pictures were taken. Well done!

I also really liked this idea! Have students see pictures comparing the same "features" of white and African American schools would really support connections of the severe and drastic differences in resources and opportunities those students encountered.

I really like the idea of focusing on Virginia’s diverse economy and making this into a research assignment. Breaking down Virginia into various regions also might help to teach geography and for students to see how geography influences economic development. I also like the idea of seeing how each region has changed throughout history.

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Edward H. Peeples Prince Edward County (Va.) Public Schools
This site from Virginia Commonwealth University features resources related to Prince Edward County Schools, efforts to desegregate the schools after Brown vs. the Board of Education, and the massive resistance response by the district.

School Desegregation in Norfolk, Virginia
This site from Old Dominion University profiles the "Norfolk 17", African American student activists who worked to desegregate Norfolk public schools. The site features teacher resources with connections to Standards of Learning.

Massive Resistance through Political Cartoons
In this video, teacher Stacy Hoeflich and her fourth grade students analyze two political cartoons related to Virginia's massive resistance response to desegregation.