Thanks for sending the link!
Yeah, I found a ton of shuttle services after doing some research. My flight arrives at John Wayne around 1PM, a little later than yours. I'd hate to have you wait around for me for an hour or more. I was actually going to contact one of the shuttle companies today and arrange a roundtrip service. I leave the following saturday VERY early in the morning.
I know a lot of people use "Eyes on the Prize", but I came across this video while student teaching and have used it every year in my classroom. It is a Disney Educational Video called "Ernest Green Story".
This is NOT the typical Disney movie. It presents the situation in Little Rock well and in a way the students can follow and question.
I do have a worksheet that students complete while watching the film for the 3 days and copies of primary source documents (from Eisenhower, Marshall, the army etc.) but that is at home. Email me if you want it.
Thanks for catching that! We've changed it.
Do you have the correct version of "Blinded by the Light"? It sounds like you included the version by
Manfred Mann's Earth Band and not Springsteen's recording of it.
The Street Law website has some ncredible resources for teaching major court cases like Dred Scott, Plessey, and Brown. They edit and scale down opinions of justices for students at various reading levels and provide great resources for teaching the cases.
I'm guessing that many of you already know of this resource, but if you don't, check out the Room For Debate link on the New York Times page. It's a great resource for argumentative writing and gaining wide perspective.
Here is an article about the Virginia textbook that contained an error about blacks fighting for the Confederacy:
Ever wonder what women were doing during the 1800s or what is known as the antebellum period of United States history? Men are well represented in history books as they were the powerful, educated leaders of the country. Women, on the other hand, rarely had opportunities to tell their stories.
Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the nineteenth century.
Students will be able to:
draw conclusions by analyzing primary source materials;
write a persuasive letter.
"You Be the Historian" can be an excellent springboard for class discussion about primary and secondary sources and the historical process.
The "what about you?" sections of the activity encourage students to think about the study of history at a personal level. What can future historians learn about your students, your school, your class, etc. What evidence are you leaving behind?
The activity can also be used as an introduction (or supplemental material) to life in the late 1700s.
This Saturday will be the 143rd anniversary of the date in which Sec. of State Seward unconditionally certified the 14th amendment was part of the Constitution. Fitting that this would fall in and around our time together on this subject.
Louisiana Literacy Test - Strange Stuff
This is the Louisiana literacy test (first to site, second straight to PDF) and it is a WACKY test:
Black Americans in Congress
Check out the Civil Rights Institute in Birmingham, AL
Look at their Resource Gallery featuring the 16th Street Baptist Church Bombing, The Children's March, and the leadership of Reverend Fred Shuttlesworth
A great resource is the American Social History Project's website HERB. They are based at the City University of New York Graduate Center.
Howard - Here is Louisiana's test
Today I enjoyed each of the three lectures that over topic Harry S. Truman, Civil Rights, and the Road to Brown. Once again Shawn Leigh Alexander filled in the gaps of my knowledge of the history of the Brown case. As a lifelong Kansan and an American History teacher for 32 years it always amazes me how much I have to learn about the subject. I was enlightened by the second lecture by social scientists Shirley Hill and John Rury and their talk about education’s effect on the African American community as a result of segregation. The final lecture delivered by Clarence Lang (where he did a great job of leading the discussion) concerned the Truman Administration’s role in Civil Rights and possible motives behind the choices he and his Administration made was rich with ideas.
You are a handsome man.
Yesterday's seminar presentation by Ms. Brown Montgomery and Ms. Henderson gave me the personal experience of being in the presence of people that affected and continue to affect the fabric of society in a positive way. I was touched by the sum total of their story on road to Brown v. Board of Education. The story that came out of segregation and bought the nation to a moral high point for all its people. The road from Brown is one that as a society we are still paving and patching. The job is not done. I will be touched in a positive way forever.
A very simple but effective lesson is to divide the students into 5 groups where they develop a speech to be presented to the class nominating a person for the Groundbreaker Award for pushing forward the civil rights movement. They must mention the area of life it took place, the actions they took and why it was heroic, the legacy for us and what it all means. The nominees are: Jackie Robinson, Little Rock 9, Thurgood Marshall, MLK or Rosa Parks.
Terrence Roberts shares his testimony with Civic Voices at http://www.civicvoices.org/DisplayResource.aspx?ResourceID=36188
The transcript of the entire interview is also available at that link!
From the morning session I was saddened to hear about the limited success of those who complete the GRE. Ideally, all students would complete high school by the age of 17, 18, 19 or 20. Unfortunately, this does not work for all students. Those who have had to be out of school for various reasons( pregnancy, incarceration, arrival in the country with limited or no formal education, age limits set by school boards) have to have some way of achieving their high school equivalency. Hearing that those who get a GRE have the same prospects as one who does not complete school was distressing.
Dr. Lang is a compelling speaker. I look forward to hearing more from him later in the week. His point about how we judge historical figures, based on the results of their actions, promotes vigorous debate.
The information that we were presented today brought to my attention the importance of the growth of African-Americans attending high school in the 1940s paved the way for the growth of the African American middle class & more importantly the expansion of African-Americans in higher education. Also today Professor Alexander educated me on the growth, importance & the impact of the NAACP. These presentations brought me valuable information that I can include in my lessons on civil rights & the plight of African Americans. I was impressed with the information on the organization & plan of attack by the NAACP to establish the necessary reforms that brought about the significant shift in egalitarianism in American society
Professor Lang was a dynamic speaker. His premise that groups, such as African Americans, foment change and are not merely the recipients of it, was well stated and thought-provoking. A discussion of this type with my students will empower them and help them to become the active citizens our country needs today.
Hearing first hand experiences from people that were directly involved is "as good as it gets"; it's personal, it's facts and feelings that help to interpret this story to students in a real life way. It's irreplaceable.
Here are some textbook resources that are highly recommended
Bedford on Brown v. Board of Education: http://www.amazon.com/Brown-v-Board-Education-Documents/dp/0312111525/re...
Howard Zinn, Young People's History: http://www.amazon.com/Young-Peoples-History-United-States/dp/1583228691/...
Enjoying American History: http://www.amazon.com/gp/offer-listing/0877206341/ref=tmm_pap_used_olp_s...
The People Speak: http://www.amazon.com/Ordinary-Americans-History-Through-Everyday/dp/093...
Senate Historical Minutes - what was happening in Senate at different time periods:
They explain what they are better than I do:
The United States Senate has inspired thousands of colorful stories. From the first discussions at the Constitutional Convention in 1787 down to our own times, the “World’s Greatest Deliberative Body” has actively engaged storytellers. Over the past 35 years, Senate historians have prepared short, historical narratives to inform senators, staff, constituents, and others who are curious about the traditions, personalities, and legislative landmarks of the Senate. These stories reflect all areas of Senate activity. From the well-known and notorious, to the unusual and even whimsical, they are presented to enlighten, inspire, amuse, and inform. Read collectively, they provide clear impressions about the forces, events, and personalities that have shaped the Senate of the 21st century.
Yesturday's meeting of the Browns is one that I will always remember. I was moved by listening to them speak and their account of their own personal experience. I will treasure the experience. I can't wait to share with my incoming students!
Today's lecture was not what I expected, much better than I anticipated. This morning, Shawn's presentation was extremely gratifying. For those who are not familiar with the contributions that President Truman choose to invoke concerning the civil rights of Black Americans, should have been here. These lectures, morning and afternoon with Dr. Lang was a mind blowing experience. I wish I had professors like these gentlemen. Also Professors Rury and Hill's take on From Slavery to Freedom and their research on this subject was a blessing, I will use it and will purchase their book.
Clarence was dynamic. I very much enjoyed his lecture but even better was the Q&A discussing Truman in a very real light rather than strictly lecture. The morning was a little boring but there some 1st hand quotes that were very good but most of the numbers were not clear. John Rury was clear and very informative. The quotes were good. Stats were not as clear. Overall a good day. I still think Truman was a racist. He does speak about civil rights in a way that was positive and helps begin the post 50's civil rights movement.
I want to share with you a great web site that offers oral history testimony from social change activists in the US and worldwide. There are listening guides and ready-to-use lesson ideas to accompany the testimonies.
You will also find great testimonies from activists around the world at www.civicvoices.org
The best part of today was the lecture from Clarence Lang. Not only was he an engaging speaker, but he shared excellent insight into the Truman administration, Civil Rights and the affects of the Cold War on the Civil Rights movement.
One of the biggest things that I took from Clarence's lecture is the idea that domestic and foreign policy. When teaching the Cold War and anti-communism next year, I will be sure to introduce the idea that the Civil Rights Movement was greatly affected by the communist scare.
What did it mean to me to hear Leota Brown Montgomery the wife of Oliver Brown and mother of Linda Brown the named plaintiffs in the Brown v. Topeka Board of Education speak a long with her other daughter Cheryl Brown Henderson? As a American Government Teacher it will give great credibility to my lessons over Civil Rights and the Brown case to be able to say I learned these details by talking to this two outstanding cultural resources. This is better than any primary document;it is living oral history from the people who lived the case. What a great learning experience.
John and Shirley's presentation reiterated to me and my classmates the hidden treasure found in oral histories and individual stories. In their research, they were able to gather such valuable nuggets of truth that often are overlooked in the historical canon.
Clarence emphasized the debate that we can have with our audience about different sides of the same coin issue and the benefits of an ensuing discussion.
Dr. Lang was a very dynamic speaker. Very engaging and able to connect with us on the link between foreign policy and civil rights under Truman.
http://blackfemme.blogspot.com/2010/09/remembering-african-american-rosi... This is an image of Black "Rosie the Riveters."
http://www.nola.com/news/index.ssf/2009/02/plessy_vs_ferguson_photo.html Picture of Plessy and Ferguson descendants.
This site has good information and pictures of the Brown plaintiffs. I think I will use the Farmville, VA ones.
Today we had four speakers who were all very informed and added a lot to the subject. They were all professional and were great at answering all of our questions
The lectures today were stimulating and engaging. The only complaint I have is that there just isn't enough time. So many questions come to mind as Shaun and/or Clarence were talking. I have a whole bunch of questions that popped into my head and there just wasn't enough time to ask or discuss them. Hopefully, at dinner we will have some time to discuss these issues.
Many times we refer to people as “walking history” because of their ability to memorize volumes of minutiae and their ability to spout trivia. However, when referencing Mrs. Brown-Montgomery and Mrs. Brown-Henderson “walking history” is appropriate. When sharing their heritage and legacy they provide information, insight and perspective to a period of American history the textbooks routinely fail to properly address. Publishers should avail themselves of the Brown’s insight and knowledge and publish this family’s story for both adults and students to learn. WELL DONE!!!
I have always found Truman to be mildly frustrating and generally felt that he was too timid and slow on civil rights issues, but I found the discussion today enlightening. I still haven't forgiven Truman for his shortcomings, but I am willing to see him in a slighly more sympathetic light. Lectures have been thought-provoking and have already inspired me to modify the way I teach my entire course, not just civil rights/Brown. Lectures from Lang and Alexander have been especially compelling.
Today's lecture and discussion regarding Truman's presidency and his civil rights record was fascinating! Dr. Lang included many ideas that will challenge students to use their critical thinking skills. Also, I loved Dr. Alexander's discussion about how rhetoric often misrepresents a reality.
Yesterday Cheryl Brown Henderson & her mother Mrs Leota Brown Montgomery gave an amazing presentation on the background of Brown vs Board of Education at the Seminar of Presidential Politics Civil Rights & Road to Brown. Through their presentation I found myself totally involved in the historical event. The presentation gave me the human element that was missing from just reading about the civil Rights Episode. I will try & implement a lesson on Brown v Bd from the aspect of the plaintiffs involved. Possibly using role playing with the use of documents instructing the class on what the African-Americans of Topeka KS were facing everyday that they went to school.
Getting to hear Leota Brown Montgomery and Cheryl Brown Henderson. Its not often that you get to hear from history directly. How nice will it be to inform my students that I heard the story directly from the source.
In case you don't know about the Bill of Rights Institute collection of Landmark Supreme Court cases:
They will also email you weekly eLessons that are timely and easy to use in class...
I've always maintained that there is no substitute for 'being there'. There's no other way to get as full an appreciation for the subtleties of a place than to walk where events transpired. If that's true, then how much better could it be than to talk with someone who was there at the place AND time when history has taken place. This was surely the case with the presentation of Linda Brown's mother and sister. Over time, we all acquire material we come to believe is factually true. Going through that experience was incredibly useful for me.
Humbling day. I decided at the outset that I'd take whatever notes I took in one place and I'd keep a separate list of books or articles on the subject I'll want/need to read.
Today's notes are not as much on the content of the day's lectures, but are an extensive, extensive list of so many things I have not read. And need to.
Truly an example of the more you (think you) know, the more you need to learn.