Program Flyer: From Civil War to Civil Rights: The African American Experience in Virginia (Part 2)
|Content Provider||HistoryConnects from the Virginia Historical Society 2012-13 Honorable Mention, 2013-14|
428 North Boulevard
Richmond, VA 23220
Phone: (804) 342-9689
|Program Type||Individual Program|
|Program Rating||based on 6 evaluation(s).|
|Target Audience||Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Parent, Adult Learners, Community college, Public Library: Library Patrons, Retirement centers|
|Maximum Number of Participants||No maximum, but we suggest about 30 students.|
|Minimum Number of Participants||5|
|Primary Disciplines||Fine Arts, Language Arts/English, Problem Solving, Social Studies/History, Standards|
|Program Description||Emancipation and the end of the Civil War brought promises of equality for African Americans in Virginia and throughout the South. It took the better part of a century for those promises to begin to be realized. This program will identify and examine the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians. Students will also discuss the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.|
1. The program will begin with an examination of the three Reconstruction amendments and what was promised with the end of slavery.
2. The audience will then track the emergence of segregation and “Jim Crow” laws throughout the American south.
3. The audience will then look at some of the events that marked the Civil Rights Movement, in Virginia and throughout the nation.
4. The program will end with time for a Question and Answer period.
The participant will:
- define “Jim Crow” and segregation, and describe the impact it had on the lives of both white and black southerners;
- describe the process of desegregation and Virginia’s Massive Resistance response;
- discuss the reasons that changes began to take place in Virginia and the United States following World War II;
- identify prominent Virginians and Virginia events in the Civil Rights Movement.
|National/Common Core Standards to which this program aligns||
Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
|State/Regional Standards to which this program aligns||
Virginia Standards: Virginia Studies
VS.9 The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by
a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries;
b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events;
c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;
d) identifying the political, social, and/or economic contributions made by Maggie L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood Holton, Jr.; and
L. Douglas Wilder.
Virginia and U.S. History
VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by:
a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded;
b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.
|Program Length||60 minutes|
This program is available by request ONLY
Programs are available Monday through Friday, between 8 am and 4 pm, EST.
If these times do not work for your group, please contact Evan Liddiard at email@example.com and we will make every effort to find a convenient time for your program.
Point to Point Cost: $100.00
By Request Cost: $100.00
|Program Fee Notes||Programs are offered at a 50% discount for Virginia schools.|
|Cancellation Policy||We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.|
|Is recording allowed?||No|
|Program Delivery Mode(s)||
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
|Minimum Technology Specifications for sites connecting to this provider||
All schools will dial into the VHS.
IP address: 220.127.116.11
For H.323 video conferencing systems (Polycom, Tandberg, Cisco, Lifesize), groups should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps.
Our programming is also available to groups who do not have access to video conferencing equipment through the use of free cloud-based video conferencing software. Software configuration and connection instructions will be sent out once we have received your program request form.
We require a test call be scheduled at least one week prior to the date of your program in order to verify that we can maintain an acceptable connection between our sites.
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For additional assistance, phone 866-826-2452.
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