Format
1. Introduction/Historical Background
2. Group Primary Source Analysis
3. Discussion
4. Conclusion
5. Questions and Answers
Objectives
1. Students will be able to analyze & interpret primary source materials.
2. Students will be able to identify & define primary versus secondary sources.
3. Students will be able to track social changes in education, industrialization, urbanization, transportation, and changing social roles for African Americans in Virginia and the south in the 20th century.
Standards Alignment
National Standards
Historical Thinking Standards:
Standard 2: Historical Comprehension
Standard 3: Historical Analysis and Interpretation
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.
Common Core
Grade Two
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.
Grade Three
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.
Grade Four
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.
Grade Five
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.
Grade Six-Eight
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.
Grade Nine-Ten
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.
Grade Eleven-Twelve
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 Standards
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.
2015 Virginia Standards of Learning
VS.8c – describing the importance of railroads, new industries, and the growth of cities to Virginia's economic development.
VS.9a – describing the economic and social transition from a rural, agricultural society to a more urban, industrial society, including the reasons people came to Virginia from other states and countries.
VS.10c – explaining how advances in transportation, communications, and technology have contributed to Virginia's prosperity and role in the global economy.
VS.8b – identifying the effects of segregation and "Jim Crow" on life in Virginia for whites, African Americans, and American Indians.
VS.9c – identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.
VS.9d – identifying the political, social, and/or economic contributions made by Maggie Walker, Harry F. Byrd, Sr., Oliver W. Hill, Sr., Arthur R. Ashe, Jr., A. Linwood Holton, Jr., and L. Douglas Wilder.
2023 Virginia Standards of Learning
Skills VS The student will apply history and social science skills to the content by
a. analyzing and interpreting information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams;
b. applying geographic skills to identify and understand geographic features and connections;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. using evidence to construct timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting people, places, and events;
f. identifying cause-and-effect relationships to clarify and explain content;
g. using economic decision-making models to make informed economic decisions and to explain the incentives and consequences of a specific choice;
h. practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills; and
i. developing products that reflect an understanding of content.
VS.8 The student will apply history and social science skills to explain the reconstruction of Virginia following the Civil War by
a. describing what the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution accomplished;
b. examining the effects of Reconstruction on life in Virginia;
c. describing the role that the Freedmen’s Schools played in the lives of African Americans in Virginia after the Civil War;
d. discussing the election of African American leader John Mercer Langston to Congress in 1890;
e. describing the effect of the Supreme Court’s decision in Plessy v. Ferguson; and
f. analyzing the effects of segregation and “Jim Crow” laws on life in Virginia.
VS.9 The student will apply history and social science skills to understand the ways in which Virginia became interconnected and diverse by
a. explaining the importance of railroads, waterways, new industries, and the growth of cities to Virginia’s economic development in the late 1800s; and
b. explaining the economic and social transition from a rural society to a more urban society.
VS.11 The student will apply history and social science skills to understand the Civil Rights Movement in Virginia by
a. explaining the social and political events connected to disenfranchisement of African American voters in Virginia in the early 20th century, desegregation, court decisions, and Massive Resistance, with emphasis on the role of Virginians in the Supreme Court cases including, but not limited to Brown v. Board of Education; and
b. investigating the political, social, and economic effects of choices made during the Civil Rights Era by Virginians including, but not limited to Maggie Walker, Robert Russa Moton, Barbara Johns, Samuel Wilbert Tucker, Oliver W. Hill, Sr., Irene Morgan, Arthur R. Ashe, A. Linwood Holton, Jr., and L. Douglas Wilder.
VS.13 The student will apply history and social science skills to explain Virginia’s role in the global economy in the 21st century by
a. examining major products and industries important to Virginia; and
b. examining the impact of the ideas, innovations, and advancements of Virginians on a global market.
2023 United States History: 1865 to the Present
Skills USIIThe student will apply history and social science skills to the content by
a. synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history;
b. applying geographic skills to determine and predict patterns and trends of people, places, and events;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting people, places, events, and historical and political perspectives;
f. determining and explaining cause-and-effect relationships;
g. using an economic decision-making model to analyze the costs and benefits and explain the incentives and consequences of a specific choice made in U.S. history;
h. engaging and communicating as a civil and informed individual with persons with different perspectives; and
i. developing products that reflect an understanding of content.
USII.5hiThe student will apply history and social science skills to understand the social, political, economic, and technological changes of the early 20th century by
h. describing racial segregation, housing discrimination via redlining, the rise of “Jim Crow” laws, Black Codes, and threats of violence including, but not limited to intimidation, lynchings, armed conflicts, suppressed voting rights, and limits on political participation faced by African Americans and other people during post-Reconstruction; and
i. analyzing events and impacts of African American leaders in response to “Jim Crow” including, but not limited to the formation of the National Association for the Advancement of Colored People (NAACP), strikes, protests, the role of historically black colleges and universities (HBCUs), and the work of leaders like Booker T. Washington, W.E.B. DuBois, Mary White Ovington, and Ida B. Wells-Barnett.
USII.6fThe student will apply history and social science skills to understand the major causes and events of World War II and the effects of America’s role by
f. identifying the roles and sacrifices of U.S. armed forces, including prisoners of war (POWs), women, and segregated units, as well as other notable heroics including, but not limited to the contributions of the Tuskegee Airmen, the 442nd Regimental Combat Team, the Women's Army Auxiliary Corps, the Women Airforce Service Pilots, the Navajo Code Talkers, and the Bedford Boys;
2023 Virginia and United States History
Skills VUS The student will apply history and social science skills to the content by
a. selecting and synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams, to question and understand information about events in Virginia and United States history;
b. applying geographic skills to determine and/or predict patterns and trends of people, places, and events;
c. questioning and using inquiry to construct arguments, using evidence from multiple sources;
d. investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining cause and effect to analyze connections;
g. using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;
h. engaging and communicating as an informed individual with different perspectives;
i. developing products that reflect an understanding of research and content to make real-life connections; and
j. contextualizing corroborating and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States history.
VUS.10f,g,h The student will apply history and social science skills to analyze how the nation grew and changed from the end of Reconstruction through the early 20th century by
f. examining the “Byrd machine” and its dominance in Virginia government in the first half of the 20th century;
g. analyzing the effects of prejudice, discrimination, and “Jim Crow” laws including, but not limited to the responses of Booker T. Washington and W.E.B. DuBois, lynching and racial terror, race riots, the suppression of voting rights in Virginia and other Southern states, Ida B. Wells-Barnett’s anti-lynching crusade, the practice of eugenics, and the Buck v. Bell (1927) decision; and
h. explaining the emergence of public colleges, historically black colleges and universities (HBCUs), and land-grant institutions in Virginia and the United States as a way to expand educational opportunities and build specific skills and knowledge in agricultural and technological advances.
VUS.16The student will apply history and social science skills to analyze the causes and effects of the Civil Rights Movement by
a. analyzing the origins of the Civil Rights Movement, the effects of segregation, and efforts to desegregate schools, transportation, and public areas;
b. evaluating and explaining the impact of the Brown v. Board of Education decision and Virginia’s response of Massive Resistance including, but not limited to the roles of Barbara Johns, R.R. Moton High School in Prince Edward County, Thurgood Marshall, and Oliver W. Hill, Sr.;
c. evaluating the legacy of Dr. Martin Luther King, Jr., including "A Letter from a Birmingham Jail,” civil disobedience, the Southern Christian Leadership Conference (SCLC), the “I Have a Dream” speech, and his assassination;
d. analyzing key events including, but not limited to the murder of Emmett Till, bus boycotts, Little Rock Central High School desegregation, Greensboro sit-ins, Freedom Rides, Birmingham demonstrations, the 1963 March on Washington, the Freedom Summer, and Selma to Montgomery Marches, with additional emphasis on events in Virginia;
e. explaining how the tenets 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 had an effect on all Americans; and
f. analyzing the effect of the Black Power Movement.