The trip to the Brown v Bd Site yesterday was amazing. I feel better about teaching the subject matter, especially if I get the opportunity to visit the historic sites that I am teaching about. I was amazed at how beautiful the Munroe School was, I expected to pull up to a battered, worn out building. Through the lectures of the previous day I was enlightened to the fact that the Brown decision was not always about the inferiority of black schools, but how separate schools kept African Americans from getting the same opportunities as white children.e the photographs that I took at the Brown site of the 2 schools in South Carolina& show them to my students so they can see the contrast of schools is some parts of the country. Then I will show them the pics that I took at the site of the Munroe school, while emphasizing that it was not always about school site. I got some very good information from Professors Shirley Hill & John Rury on how integration affected the growth of black education in the country, especially with the growth of the African American middle class & African Americans attending college.
At our site (www.nps.gov/chsc), we deal with Brown every single day. I came here familiar with the case, the aftermath, the effect as it pertained to LR, but now have a different perspective as to the school of the case's namesake. Many people who visit our site want to come to the school - the building, the brick and mortar, the grass, the steps, the street - to experience a place where significant change happened. This experience, as well as the exhibits inside the Brown v Board of Education National Historic Site, should be felt by students or whomever in conjunction with primary source documents, video, etc. to drive home the singular importance of this case. Bring into the discussion the cases pre-Brown and the momentum gained through litigious means by the NAACP leading up to Brown, but then remind them of the events in 1849 Boston. Change came a century later in a courtroom, but what change has come in the classroom in the last half century? Food for discussion will be abundant...
Herblock's cartoons at the Library of Congress: http://www.gilderlehrman.org/programs-exhibitions/share-teaching-practic...
Herblock is a great political cartoonist whose works can be used for all studies of the 20th Century...
His Civil Rights related cartoons are powerful...
There have been so many interesting things happen this week but if I had to pick a single thing it would have to be getting to meet and hear from Leota Brown Montgomery. Getting to hear the story her and her children directly was priceless. Since Brown v. board of ed. was direcly related to these Browns its hard to refute what they had to say. What better way is there to teach than getting your information than getting it directly from the source
I'm not sure how to explain the "most valuable" thing I learned this week. There was so much I didn't know that it is hard to narrow it down. I guess if I have to pick one thing it would be the lack of knowledge I had on the equalization programs that were being instituted in many of the southern states. I though I had a pretty good idea of the Brown case and the impact but I was wrong. Like most of my experiences with classes/seminars, I am leaving Kansas with an intense desire to read more about this time period. I need to know this so I can more effectively teach my students about what I believe is one of the most important historical events of the 20th century.
My favorite part was probably the library. What a wonderful selection of resources, of which I bought four.
Seeing the building makes Linda Brown's life all the more real.
The opportunity for conferencing is a tremendous one and the fact that Angela, a park ranger from the site was part of my class, makes this all the more likely to happen.
It is difficult to identify the single most important thing I learned this week for two reasons. One is that I learned so much I am still processing the information. The other is that it was an amazing week, so I don't want to give the impression that one moment stood out above the others. I am excited to implement this into my entire year. As a government teacher, I believe I will be able to revisit the civil rights throughout the year by using it to frame various other units - foundations of government, federalism, separation of powers, etc.
As a lifetime resident of Kansas and a visitor to the Eisenhower site many times in Abilene this was the first time that I have had the opportunity to do research at the Eisenhower Library. I found some very interesting letters that President Eisenhower and the Reverend Billy Graham exchanged form March 22 – August 24, 1945. The subject of letters was how to work with southern religious leaders to implement integration. I feel this beginning research could lead to an article on how these men worked together to solve the racial issues of their time.
What a great day.
It is good to see so many teachers from across the country learning about my states favorite son in such a good light.
I can not express how impressed I was with the quality of the scholarship available to us this week in Kansas. Shaun Alexander was just outstanding. I just wanted to pick his brain the entire week we had with him. He put together a fantastic group of people to add to our experience. Shirley Hill and John Rury's presentations on their book The African American Struggle for Secondary Schooling was so interesting and pertinent to k-12 educators. They created a lot of discussion among the participants of the seminar that I found very helpful in dealing with a diverse high school population that I work with today. I especially appreciated the time that Clarence Lang spent with us, especially since he traveled with us to Topeka. He is a dynamic lecturer and again, like Shaun, so incredible knowledgeable about African American studies. The time we had at the dinner hall and on the bus provided me with the experience of talking with people who love the same thing I do, teaching. Thank you to all of the participants and to the scholars who worked with us this week in Lawrence, KS. Thank you also to Gilder-Lehrman, especially for making it possible for a seminar to be held in the middle of the country, instead of on one of the coasts.
This is my 2nd seminar with Gilder. The first at Yale was rather stressful but very good. This was very good and more relaxed. I especially enjoyed the Eisenhower Museum and Archive Experience at the Eisenhower Library. The archivist were very helpful and easy to work with. They put out boxed of original documents that matched the seminar topic. My favorite experience was of course the talk by the Brown's. The Brown Monroe museum was extremely well done. The film was very professional and the exhibits made you think. It is important that this program be done in this area. I did miss not going the Truman museum.
For me the most important theme of this week's seminar on Presidential Politics, Civil Rights and the Road to Brown is that it encompasses a broader time span and a plythera of court cases that culminated in the Brown ruling.
Another theme that I will walk away with from this week's seminar is that the implementation of the Brown ruling had divisive effects.This week's seminar broadened my prospective on the polarizing effects of the court's ruling throughout our country.
I plan to teach my unit on the Civil Rights in quite a different approach than what I have done in the past.
I hate to keep beating a dead horse with this -- BUT -- I still think that there is no substitute for 'being there'. Getting to the Monroe school made it clear how misguided I had been in the way I went about teaching Brown.
This was made abundantly clear as you walked through the door. On the two walls was a stark contrast between different attitudes different states and communities had in regard to the 'separate but equal' schools.
I was completely in the dark as to the degree of equality provided by Topeka to the students of the city within the confines of the Plessey ruling. 'Being there' allowed us to see first hand the quality and integrity of the building and then put that up against the incredible disparity between the treatment of White and Black students in the Clarendon, SC example. 'Being there' corroborated what had been said the day before by members of the Brown family who had attended the school.
Following that up was the presentation comparing and contrasting the 5 different cases collectively decided as Brown. Knowing a fair amount concerning the Prince Edward Co, VA case, this should now allow for a much more sophisticated discussion of the various issues involved in the case and emphasize how different conditions were depending on time and place.
It was great to get to go to the Eisenhower library and meseum. Im glad it was close enough that we had time to go with enough time to do research as well as we do not have anything like this remotely close enought to use in person where I live.
Prior to this seminar I had no idea there was a Brown v Board National Park. And even when I learned of it--yea, even after hearing Ms. Brown Henderson talk about it in detail--I was skeptical. How interesting, I asked myself, could a building about a court case be?
Well, I stand humbled and awed. Mostly awed. It was fantastic! For those who have never seen or been near a "colored only" school--and I imagine that would be 99% of the US populace--just walking into the building was walking into history. Then there were the thematic exhibits, the easy-to-follow timelines in each, the photographs. "Wow!" would be an understatement.
Some years ago I "discovered" the Vicksburg MS Civil War battlefield because I needed a break from driving on Interstate 20. It opened a whole new interest in me to learn about the Civil War. I can see how anyone needing a break from the tedium of Interstate 70 can similarly have their eyes and minds opened by the Brown v Board National park site.
I really enjoyed our day at the Eisenhower Archives and Museum. The birthplace is unique in that 100% of what is contained in the home is original to the family since the President's mother lived there her entire life (long after her son's fame was well-established). Archives are always a bit scary to outsiders as each has a slightly different set of rules, but the Staff was welcoming and happy to assist "amateurs". Having a change to view documents that the White House Staff actually utilized was a rare experience. It was fun to go through letters written by Americans to the President while the crisis at Central High School was occurring. The experience made me feel "closer to history".
Wonderful experience as an educator actually being in the archives of President Eisenhower. I learned a great deal about the archive process and President Eisenhower as a man,a general, a president and a civil rights force of power. Working in the archives and finding primary source documents that can be used in my classroom to bring this era to life was inspiring. This was an experience that could only happen at the presidential library in Kansas.
I had a great time at Monroe school in Topeka thursday. It was a uneque experience to walk the halls of a school that was once segregated especially since it was connected to the Brown case. The video was great but the room surrounded with videos all going at the same time in almost actual size was definately moving. Im glad that the museum didnt hold anything back and showed things like they actually were.
Most important thing I have learned this week is how to frame the civil rights movement as a "long" movement. As I teach government I do not teach about the specific chronology but instead the 14th/15th amendments, Brown, and the Civil Rights Acts. Now I can show how the road to Brown was paved with a number of cases that set up the Brown decision. Also the effects of the policies of both Truman and Eisenhower administrations on shaping civil rights in this country. From that the idea of how the Eisenhower administration used its power to appoint judiciary to not only establish Brown at the Supreme Court level but to appoint federal district judges who would uphold the decision. From there I can have students see how the use of the courts, voter registration drives, protests, etc. the Civil Rights Acts were passed that established the powers of the 14th/15th amendments. After that examples and cases that followed until now dealing with 14th amendment rights.
Civil Rights Road Trip
Historical Imagery - Google Earth
More Google Earth
How to Create a Simple Tour
History Tours: Existing Tours
Google Lit Trips:
US History Tours (Virtual)
Here is a website that provides pro and con information on contemporary topics challenging the American public: www.pro/con.org.
I thoroughly enjoyed getting to visit this place and see where this story began. The most enjoyable portion of our day was getting to use the archives and the primary documents that came from the desk of DDE, Ann Whitman, Morrow and James Hagerty. To read the daily events that DDE participated in in reference to the events in Little Rock drove home the reaction's of our chief executive in a time of crisis. My only regret is that I did not have enough time to collect all the resources from the archives which reference the events surrounding the Little Rock Nine and personal reactions to this event. To have the opportunity to have students and visitors to our site see personal documents helps to craft a deeper narrative into the White House's actions in sending troops, meeting with Faubus, dealing with the national press, etc.
I have to say that was the first time I have ever been to an archive. I found it to be a little exciting to see and touch the original letters and notes between Pres. Eisenhower and other presidents and leaders around the world. I was able to get copies of some of these primary sources and I have plans to get together primary source documents for an cooperative and interactive lesson. I am excited about discovering and using these type of sources.
I found the Eisenhower Presidential Library to be a very rewarding experience. I was able to actually read the documents that were detailed in the textbooks that were required reading for the seminar & I was able to look at historical documents, phone conversations, & telegrams that were mentioned in the lectures by Professor Alexander. I intend to use some of the documents to back up the bullet points in my Powerpoint presentations on the NAACP & the Growth of the Civil Rights Movement. I plan on having my kids complete a comparison/contrast graphic organizer on the Role of Presidents Truman & Eisenhower in establishing and expanding Civil Rights for African Americans. Also I plan to have the students read & analyze the documents & place them in their context in the graphic organizer. I also plan to show my students the impact of the NAACP by having them construct a time line on the important periods of NAACP growth. I will also use the movie Long Walk Home to demonstrate the Montgomery Bus Boycott as well as other youtube videos that have been linked to this website
The most important thing I took away from this week, other than deepening and broadening my knowledge is a new appreciation for the technology I can use to "hook" my students. Also, the use of protest music that I saw illustrated at the Brown museum gave me some ideas for a lesson introducing students to the music of the movement.
The visit to the Brown v. Board of Education Park site was a wonderful experience. First it was so neat to go into a school that has been preserved from the 1950s. It was a beautiful building and had we not been in Kansas we would not have been able to access it. Everyone should see this building. It totally blows away the myth that all black schools were inferior. I found that to be the most important lesson of the trip. The hands on experience of the exhibit was also fascinating. I was especially struck with the Walk of Heroes section of the exhibit. I stood in the middle of it and closed my eyes and listened to the hatred coming out of the mouths of those people in the 1950s and it sent chills through me to realize what kind of nation we were/are? The lecture by Clarence was outstanding and the discussion we had later in the afternoon with Shaun after he posed the quote from DuBois was especially beneficial to me. It was a great experience to listen to all of these people from around the country discuss what is happening in their own schools and regions of the country. I will definitely be back to Kansas and to both the Eisenhower Library/Museum and to the Brown v. Board site. This was just the top layer and I am really motivated to dig deeper.
This is very cool Bill. I'll be using it.
I am sorry that we were not able to have more time at the Eisenhower Library in Abilene. I found that being there was an incredibly helpful experience. I spent nearly all of my time going through one box, and could have stayed there for a much longer period. The tour we took of the library was instructive itself. It had never occurred to me that there would still be classified documents from the Eisenhower administration that we would not have access to.
I look forward to using some of what I and others have gathered at this location. Although I thoroughly enjoyed reading the book about Eisenhower, there is no replacement for time spent going through primary resources.
The Eisenhower library was a great resource. Those of us who had never used a primary source library was a good experience and will aid in future research now that we know how to use it. In the time we hade there I gained mountains ef document scans that we greatly influnce educating my students.
The visit to the Brown site today was an eye opening experience. Whenever I thought about black schools during the "separate but equal" era, I assumed that they were all run down buildings with inadequate facilities. I was blown away by how beautiful the Monroe school. It made me realize just how unique the specific case of Brown v. Topeka was because the families were not fighting for better schools, but rather for educational equality.
Additionally, the Hall of Courage at the Brown museum was a very emotional experience. Being surrounded by the videos of the abuse directed towards black students. In particular, the clip of the student sitting in at the lunch counter who got soup (or someone liquid) thrown on them made me both angry at the perpetrator and amazed that the protester did not fight back.
Visiting the Eisenhower library and digging through the archives was a definite highlight. I felt like a kid in a candy store and could have stayed their all day. It is hard to imagine taking a course about Presidential Politics and Brown that didn't include a trip to visit the files of the president in office when Brown was decided. I could have spent a week in the library alone. I got so many amazing primary source documents that I will be using in my classroom throughout the school year.
I was moved to have visited the Brown site.I could not stop thinking the significance of this particular school in the overall scheme of the Civil Rights Movement. I imagined the particular students that were involved in the Brown case.
I can't wait to share this visit with my students.
I loved the Eisenhower Library, much more than I expected to like it. The archivists had found so many valuable materials for us, so the hunt was just the right amount of difficulty.
I found oral interviews with two of the Little Rock participants, in particular, Ms. Huckabee, the assistant principal. I already include a few quotes from her, but the students will learn so much from seeing the more complete document and knowing the process- my going to Kansas to find it- which got it to their desks.
I truly enjoyed partakiing in the Archives experience at the Eisenhower Library. The visit will be quite memorable in that I have never been to a presidential library. I will share my experience with my upcoming students. The archives experience provided me with the opportunity to examine some of the primary resources that were taken out for us.
The Brown v. Board Museum was an amazing place to visit. The Hall of Courage was particularly powerful. It is difficult to relate to the feelings the students must have had when entering schools that had been all white. While nothing can fully simulate the experience, it gave me an important glimpse.
Racial Draft: http://videosift.com/video/Chappelles-Show-The-Racial-Draft
I am the park ranger from Independence NHP who had the good fortune to be accepted for the seminar beginning July 22. Though I don't prepare lesson plans, I do prepare talks, tours and walks featuring all the issues discussed in the seminar, especially at Independence Hall and Congress Hall, and give them to lots of school kids as well as adults, including our international visitors who need translations (just the facts and for the latter). Main themes in our park are: How Revolutionary was the Revolution; The Paradox of Liberty; The Life of Benjamin Franklin. Our ranger-led programs are thematic, but have a lot of latitude in following the spirit of the main themes. I am now thinking of ways to better integrate John and Abigail into my programs; I already have a few ideas in mind, including using primary source images provided by GL in a power point program, perhaps entitled "You Have A Republic, If You Can Keep It!" ( a comment attributed to Franklin). It would largely feature John Adams' struggle with both Hamilton and Jefferson during his presidency in the 1790's in Philadelphia, the advice he received from Abigail, and the near civil war conditions in the new Republic by 1800. I should note that we have been disappointed with turnouts for our ppp's so we need to think about ways to encourage attendance (no captive audiences for us). The seminar did something else for me: I felt inspired just by the enthusiasm and good humor of the teachers around me, and by the same qualities in our seminar leaders, Roasanne, Linda, and of course Joe. For Joe I must add the inspiring qualities of knowledge and perspective. I can't forget the similar qualities exhibited by my fellow ranger, Karen, in Quincy. My only complaints are that we did not have perfect weather, the dorms were not perfectly comfortable, and the way to Quincy was not perfectly free of traffic. If anyone would like to email me, my email is email@example.com. My park email is Thomas_Degnan@nps.gov. For information about Indpendence NHP, our website is www.nps.gov/inde. Bye all and farewell and thanks for the memories.
More Friday Resources
Black Power, White Backlash: http://www.cbsnews.com/video/watch/?id=2906180n
Rise of Black Power Movement
TV in the Age of Urban Rebellion
1966 Civil Rights in Review (good timelines for this and other years)
Analyzing Political Cartoons: The Civil Rights Movement
Analyzing Editorial Cartoons: Civil Rights Act of 1964
The Civil Rights Movement
Living for the City
More Freedom Resources
Legacy of Medgar Evers:
Eyes on the Prize Reader
Medgar Evers - You Tube
A Death in Mississippi
Pursuing the Past: A Mississippi Newspaper Investigates Crimes of the Civil Rights Movement
Robert Moses: http://www.ibiblio.org/sncc/moses.html
Robert Moses video: http://vimeo.com/24092335
online lecture on Moses from Stanford:
Interview with Robert Moses
Bayard Rustin story on NPR - Black History Month
Music of Social Change
Albany Civil rights movement
Atlanta in the Civil rights movement: http://www.atlantahighered.org/civilrights/timeline_detail.asp?year=1960
Sit-in Movement and Civil Rights
(resources from a TAH grant)
Freedom Fight on film: Civil Rights in Georgia
Civil Rights Veterans site:
Wichita Sit-In Movement (before North Carolina)
1950s in KS: http://www.kansas.com/2011/01/29/1694831/kansas-1951-1961-eisenhower-dec...
More Friday resources:
Brother Outsider (100th anniversary of Rustin's death)
Short Video: Rustin debates Malcolm X
Longer Video: http://www.youtube.com/watch?v=JcBDsYrb1zM
includes Chicago Defender article: http://www.malcolmxbio.com/node/39
Malcolm X: http://www.youtube.com/watch?v=cBNCv7VlN3s
James Baldwin on Malcolm X: http://www.youtube.com/watch?v=Rt-WgwFEUNQ
Interview Transcript of above: http://www.negroartist.com/writings/MALCOLM%20X/The%20Negro%20Protest.htm
YouTube: Civil Rights, School Integration (numerous videos)
Desegregating Baltimore City Schools
Cindi and Amy,
I will also be coming into John Wayne on Sunday. My flight comes in around 2:30. I looked at Super Shuttle. Is this the service you are using?
Citizen King (Kenneth Clark, Malcolm X, etc.)
Civil Rights: Selma to Montgomery
A Study of Educational Inequalities in South Carolina (1936)
Greatly appreciated the oreo activity and other activities that Shawn gave us. Really helpful to walk away with some concrete lessons and ideas I can use in classroom.
More Desegregation Resources
including: White Flight - KC
Boston Oral History: www.suffolk.edu/files/Archives/oh-066_transcript.pdf
Public School Desegregation and the White Flight:
A Case Study of the Kansas City, Missouri School District
Legacy of School Busing: http://www.npr.org/templates/story/story.php?storyId=1853532