20th-Century Virginia
20th-Century Virginia Wrapup
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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.
- 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.
- Middle
- High
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.
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.
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!
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.
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.
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.
Titled Then vs. Now. Using a variety of pictures, news articles, letters and other resources.
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?"
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?
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
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.
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.
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.
Welcome", about a diverse, inclusive school.
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- High
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.
ALso, older students could write a journal entry from the point of view of an African AMerican student in a segregated school.
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.
They may also include in their visual essay images of more recent historical developments such as: technological industry, agricultural industry, and modern business development.
Other discussions will focus on the economics of Virginia in the 20th century. How are they different from the different eras of the past?
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
l
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.
Instructions
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.
Comments
20th Century
There were lots of good ideas shared in the discussion. I like the way several others incorporated primary sources to help teach the history.
Making Connections for Younger Students
I really like the idea of using the bus image to make the connection when teaching Civil Rights to younger students. As pointed out, the bus is something that most students take for granted. Using an image like this can help them understand how valuable bussing and schooling were to black students during this era.
I also like the idea of having students create an "I notice/I wonder" chart when viewing photos like that of the bus. Any time historical photos are shared with students, particularly younger students, an "I notice/I wonder" chart can be a great tool to help them engage.
Or maybe a comparison between
Or maybe a comparison between schools of the times period- what were the conditions in schools for whites versus African Americans, and how that actually wasn't to the letter of the Plessy decision- what kind of things do you expect to see in your school?
so many ideas!
There were so many great ideas for this unit. I love the compare/contrast of the different high schools, it's a powerful visual for students. I really liked the idea of focusing on the students who reached out to Mr. Hill to create change. It's a great reminder to our kids that they have powerful voices. I also loved the idea of a film study on "Remember the Titans".
Great Conversations and Ideas!
There are a lot of great ideas and different viewpoints shared here. Many of these I will use in my classroom in the future.
Borrowing From Wendy
I really like Wendy's suggestion and will incorporate it into my unit. 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.
Civil Rights Era
I think that is great to visit the Monton Museum. What a great way for your students to learn about the inequality of schools.
Applying information about 20th Century Virginia
I have mentioned timelines at all in my write ups. I do think you have a good idea to apply the information that the students have learned into a timeline that is visual for the students to see. If it continues to today they will see that we are still working on interconnecting our society today.
Wax Museum proposal
In response to the idea where "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."
I am not sure how this might work in this racially charged and sensitive area. I can foresee some people getting upset if a student of one race portrays a civil rights era leader from another race. You hear buzzwords like "cultural appropriation" and it makes one want to tread carefully with this. If you choose to do this, just be careful.
Elementary
I like everyone's ideas and agree that African American history should not be limited to one month a year but should be incorporated throughout every part of the history lessons the entire year.
Module #7
I like my classmates ideas of using newspaper article and photographs to show this history from the perspective of students at this time. The student perspective would increase relevancy and increase interest as history would be shown from the viewpoint and experience of Virginians their age.
Persuasive Writing
I like this assignment of having the students write letters from a child's point of view from R.R. Moton school wanting better learning conditions.
My Takeaway
I really like someones lesson above about a Great Depression Simulation. What a great way to make history alive for your students. There are other great ideas also.
DennaA
Investigation is key for students to get a clear understanding of what is being taught.
Political Cartoons
I agree with Tracey that political cartoons can teach so many attitudes and political shifts. Having the visual as well as the text, students can connect the dots and infer so much more than just being told.
20th Century Virginia
Students will describe the transformation of Virginia from an agricultural based economy into a more industrial economy.
20th Century - Christine R
I agree that books and literature about the important figures does help students see what was happening.
KrisC
Research is a great way for students to discover on their "own." I would also like to incorporate more primary and secondary resources!
The Prince Edward Story
I would encourage everyone to visit or take a virtual tour of the Moton Museum in farmville, Va. in order to gain a real understanding of the affects of school desegregation and the issue of busing that followed.
Child Labor and the 1902 Constitution
I like the idea of tying these two issues together. I think of this state constitution as a Jim Crow document, but it probably opened the door for other discriminatory practices, such as child labor.
World Geography / Ancient World History
I also like the idea of showing Remember the Titans after we do research on the actual events of the 50's, 60's and 70's. These were turbulent times in the commonwealth and the state has come a long way....but we are not there yet.
Responding to DeannaM
I don't think our students like looking at SOL blueprints any more than we as teachers do. Do yourself a favor and work to create something unique and original in order to gain student interest. There's no better way to lose student interest than to show them an SOL blueprint depicting "scaffolding."
A better idea is to show them pictures or portraits of two different time periods and maybe ask the simple question of "Can you describe the time period in between when these two pictures/portraits were taken/drawn?" *Maybe even allow students to use other pictures / portraits / primary sources in order to help fill the gap with their responses.
World History
Students need to be able to see from others' perspectives, and this involves not just seeing the discrimination against African Americans, but also Asian Americans, and even going to other parts of the world to see discrimination in the history of Anti Semitism against the Jews and discrimination against people like the Armenians.
Reply to DeniseS
I like your idea of using photos to compare and contrast today to the past. I think that's an easy activity to engage students and get them thinking historically.
Response to 20th Century
I like your idea of having students putting themselves on a segregated bus and then having to deal with all the problems at their school. I think that would help them see how our schools today are not perfect but have improved. I also like the idea of looking into, does segregation still, exists today?
World History
I like the idea of a field trip through time it can be done in person or virtually. It can also cover various topics women's history, comparing/contrasting groups, or areas of Virginia.
There were a lot of great
There were a lot of great ideas shared! I have a list of projects that I can incorporate next year!!
In response to: Trailblazing Virginians Elementary BreannG
What a wonderful idea!!! I truly think this would be a great way to introduce/study/learn this material.
Love it!
Remember the ..
I enjoyed all the lessons submitted, but the Remember the... lesson brought back another way to discuss the time of segregation and history. I believe that I could use some scenes with my 4 and 5 graders. I decided to add that to my lesson as well as getting them to interview grandparents or others who might remember that time. the could use their computers to record the sessions or pictures. I remember the segregation of our small county schools. It was not a problem in our area, but I remember vivid scenes from TV in places like Alabama, Georgia, and Mississippi. I think thi would help us discuss the then and now.
Making Connections with the use of Photographs & Primary Sources
I loved all the ideas shared especially over the last two modules. I can't wait incorporate them in my library lessons. I like idea of using/showing students photographs or primary sources and then having them make a connection like with the African American students getting on the bus. Using the image like this, can help our students understand how bussing and segregated schools for black students were apart of this era.
I also like the idea of using anchor charts or I notice/I wonder charts when viewing photos like the students getting on the bus. This will help them to focus on a particular phrase "I notice/"I wonder" and engage with a specific part of the image. This tool is a starter for their ideas.
Pandemic Changes
I saw a post about the changing of the name of Stonewall Jackson High School. I did not know it was named during the Civil Rights Movement. R.E. Lee High School in Staunton has changed it name recently. The Lee statue in Richmond was taken down. W&L University in Lexington has discussed changes. I agree that we could look at all of the recent changes in the state of Virginia, such as the ones listed above, and make those connections to the late 19th century Jim Crow era and the Civil Rights Movement. We are seeing a time in history, that kind of mirrors the 50-60's in America. Students could benefit from knowing this is not a new phenomena, and note the changes that took place then and how much things have, or have not, changed.
I have really liked all the
I have really liked all the ideas that have been shared through this course. These ideas can be used in many different ways in the classroom and has given me some great ideas. Thank you to everyone for all the amazing ideas and lessons I can use in the future.
Reply
We have learned so many great lesson ideas to get our students thinking beyond just what they can see in images.
Massive Resistance - JorgeA
A appreciated his thought about how Virginia was so opposed to the idea of integration with blacks in so many areas of their lives. (I learned so much about that problem myself.) To expose our young people to these ideas are valuable life lessons for all of us.
Local Ties
I love the idea of finding newspaper articles from this time and photographs to share with the students.
The evolution of Virginia
I enjoyed learning about how Virginia has changed over the years from 1607 to present. Students can look at different aspects of Virginia, like the economics, the culture, the political, the technical, or social. I've always focused on the geography change of Virginia, but now have more to discuss with students.
20th Century Virginia
I love the idea that you want to incorporate as many authentic pictures as possible in order to show students that the events were real. Visuals can make a tremendous impact on understanding.
Narratives
I liked Margaret H's idea about asking relatives and other older community members about their memories and expereines in VA. This could indeed open up many topics of interest. Her comment reminded me that one of our retired teachers remembers being in the first group of African Americans to be integrated into our high school. It would be an great idea to invite him to talk to the history classes abour his experiences.
Photos and Videos
I am really excited about the various lesson ideas that involves photographic and video based source material. It makes a lot of sense to take advantage of 20th century technology to allow students to "see" the past as well as to analyze what's evident and what's "hidden" in a given image or video.
hidden ideas or significance, sources
I agree with JamesL that the hidden ideas or significance is important to dive into. I was not probably using this technique much at all. I see it in a new way, and think using what is said, isn't said, what might be interpreted in different ways depending upon who's view it was, and what sources you might have used from a video to photographs, to letters, diaries, and newspapers or books, etc. I think it places a new spin on the way we see things. This may help our students look for those hidden things that will help explain that historical significance or time period.
Then and now
Linda, I agree that having a conversation with someone from the past and seeing how it is reported now would open a lot of different eyes in the classroom. It isn't always what it seems, and it isn't always the way it is reported to us in textbooks. I think there is a lot to be said for those types of conversations.
Reply about using multiple sources
I agree that it would be engaging and encourage students to think historically if we provide them with a variety of sources to analyze. Using photos or drawings, newspaper articles or cartoons, letters, and objects along with the Q-Matrix would be a really great activity to encourage students to discuss the materials and talk about what they reveal about 20th-century VA.
I love the idea of using
I love the idea of using different news articles and pictures for students to gain different perspectives!
Segregation
There are some fantastic ideas for teaching about segregation in ways that help students to think historically. I think it is more important now than ever to teach in a way that allows students to see progress and celebrate the changes that have taken place. With some of the youngest students I have taught, these lessons can be very crushing because they only saw good until they recognized these moments in history. It has made me think hard about how to approach these subjects in a way that students can learn from the mistakes of the past. Thank you for these excellent ideas!
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