3 10 23 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4f2b75559e2ff752b1d219866e9bb28d.jpg 8053c1ec9126b434ed15a256f3b56a3e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1db6ca6a090fc2779b0400436572cc3b.jpg 91cad3b57333c449670c565e9674fa70 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/30b2e38bb6f6d149e292e5d2492ab279.pdf edbf0b304f550638d92f605b9f01b5b3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Ku Klux Klan (KKK), or the Klan, is an extremist organization that promotes white supremacy and “100 percent Americanism.” The Klan experienced three distinct periods of power in the United States: during Reconstruction (1865–1870s), between the World Wars (1915–1944), and during the Civil Rights Movement (1950s–1960s). Of these periods, the only sustained success for the group in Virginia came following World War I, as the KKK capitalized on cultural trends, such as the popular 1915 film Birth of a Nation, and fear mongering of anything “Un-American.” In addition to advocating white supremacy and racist beliefs, the Klan also targeted Jews, Catholics, other immigrant groups, organized labor, the alcohol industry, and prostitution. The KKK experienced a national resurgence in the 1950s and 1960s in response to the Civil Rights Movement, although activity in Virginia was limited. After crosses were burned in some parts of the state, the General Assembly passed a bill in 1953 to prohibit the wearing of masks and cross burning in public. In 1965, Klan leaders from North Carolina attempted to revive the group's strength in Virginia. In 1966 an African American church in Richmond was bombed, bringing the attention of the Federal Bureau of Investigation (FBI). Governor Mills E. Godwin later publicly condemned the Klan after being pressured to do so by the NAACP. The Klan attempted to rally in the face of the administration’s rebuke, but the commonwealth was not overtly hospitable to the Klan. Instead, the General Assembly relied on the legislation it had passed during the 1950s to protect the racial hierarchy in Virginia. It took federal actions, including the Civil Rights Act (1964), the Voting Rights Act (1965), and the Federal Fair Housing Act (1968), to begin desegregating Virginia's public facilities and neighborhoods. While the Ku Klux Klan still exists today, the group’s power and organization is a far cry from what it exhibited a century ago. One of these broadsides advertises a Ku Klux Klan rally held on July 8, 1966, near the town of Concord in Campbell County. It illustrates how the Klan strove to build up public support in Virginia through claims—legitimate ones—that its members were targeted by the FBI and law enforcement in the state. The other broadside was passed out by Virginia Klan members in July 1967 after its leader was arrested for operating an illegal lottery with a car as one of the prizes. Broadsides are primary sources that provide unique perspectives on the past. They are printed on one side of a sheet of paper and are posted or distributed as advertisements or bulletins. They are an effective way of connecting people and conveying information. Often broadsides reported newsworthy events or provided additional information or instructions to people. Perhaps most importantly, broadsides are ephemeral in nature, intended for their audience in a particular time and place, giving the historian an unfiltered look at the topic at hand. Citation: United Klans of America, Virginia Realm. Learn the truth and the truth shall make you free: Klan rally, South Hill, Va.: Virginia Realm, United Klans of America [1966], Broadside 1966 .U6 FF, and The Klan wants you to know Virginia has two set [sic] of laws [1967], Broadside 196- .K95 BOX, both in Special Collections, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/ku-klux-klan-in-virginia/">For more information, read Encyclopedia Virginia's entry on the "Ku Klux Klan in Virginia" online.</a> See a visualization of the expansion of the KKK in the United States at Virginia Commonwealth University's <a href="https://labs.library.vcu.edu/klan/">oniine project Mapping the Second Ku Klux Klan, 1915–1940.</a> Suggested Questions Preview Activity Scan It: Read through the broadsides. What words stand out to you, and why? Why do you think the writers wanted these words to stand out? Post Activities Dig Deeper: Look at the Document Bank entry on Massive Resistance: <a href="https://edu.lva.virginia.gov/dbva/admin/items/show/206">https://edu.lva.virginia.gov/dbva/admin/items/show/206</a>. Why do you think the General Assembly tried to stop Klan activities when the legislation, like the KKK activities, was to maintain segregation at almost all costs? Current Connection: Read the language of these broadsides. How are the members of the KKK portraying themselves, and why? Do you think their complaints are legitimate? Why or why not? How might you compare their rhetoric to some of what you read and hear in the political world today? Standards VS.11, USII.8, VUS.16, VUS.17 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ku Klux Klan, Broadsides, 1966 and 1967 Date A point or period of time associated with an event in the lifecycle of the resource 1966 African American History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a656c2285843a40ab63d54d64ce0c9f9.jpg 52a284e930e6ae7abc0cbdc6af619375 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b418f50e67247b5334d66a733baf73fb.pdf b9c575f33b0c2ff9a76fb4c4ac566a19 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3246a61831ff8f7a2a4c1a2e572370b2.pdf 3213b34c1b9cb9e2fa93ff35dbc4e526 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context From late in the 19th century until the middle of the 1960s, Virginia's white authorities tried to keep Black citizens from full participation in government and society. The Virginia state constitution adopted in 1902 reinstituted a poll tax as a prerequisite to being able to vote. The poll tax, which had to be paid up for three years, kept many people from voting if they could not afford to pay the full amount. It disproportionally affected Black men (and women after 1920) who often earned less than white workers. Even after the 1964 ratification of the Twenth-fourth Amendment to the United States Constitution eliminated the use of poll taxes in federal elections, Virginia still employed poll taxes in state elections. The final elimination of Virginia's poll taxes was in part due to the efforts of Evelyn Thomas Butts, a 41-year-old Black community activist in Norfolk. The mother of three and grandmother was married to a disabled veteran and worked as a seamstress to support her family. In November 1963, Evelyn T. Butts and her attorney Joseph A. Jordan Jr. filed the first suit in a federal court seeking to have the state poll tax declared unconstitutional. She argued that the poll tax put an unfair financial burden on citizens in the exercise of their constitutional rights of citizenship, which violated the Fourteenth Amendment's Equal Protection Clause. In March 1964, Annie E. Harper and a group of people from Fairfax County filed a similar federal suit against the poll tax. The two cases were later combined. On March 24, 1966, the United States Supreme Court ruled in the combined cases called Harper v. Virginia State Board of Elections that the use of a poll tax in all elections was a violation of the U.S. Constitution. The decision ended the use of the poll tax in Virginia. A provision in Virginia constitution adopted in 1971 explicitly prohibits requiring payment of a poll tax as a prerequisite to be able to vote. Butts's victory made the headlines of the Norfolk newspaper, the Virginian-Pilot, including this article in which she and her attorney express the significance of the ruling as well as challenges they foresee in its implementation. Citation: "Victor Expects Another Fight," Virginian-Pilot (Norfolk), March 25, 1966, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/110">Honor Dr. King, Broadside, 1970</a> <a href="https://encyclopediavirginia.org/entries/butts-evelyn-thomas-1924-1993/">Learn more about Evelyn T. Butts in her Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Using Context Clues: Quickly look through the article, what word or phrases stand out to you? List five. What do those words or phrases tell you about the subject of the document? Post Activities Current Connections: What challenges and changes are being made today that may impact voting rights? Social Media Spin: If social media had been available to reporters in 1966, how might this article and issue have been presented? Create a social media post reflecting how you would have reported it at that time. Virginia Validation: Why do you think it took a legal case that reached the Supreme Court to change the law requiring a poll tax? How did the changes to the state law reflect the Supreme Court decision and the U.S. Constitution? Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Evelyn Butts Challenged the Poll Tax, Virginian-Pilot (Norfolk), 1966 Date A point or period of time associated with an event in the lifecycle of the resource 1966 African American History Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8cf1b8b11aee0ece8466b1903b85c710.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7f3aa6060b3a5484565963b6f42401d6.jpg cbab03ded321b364d1ca8d6235663705 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d9af20b84b42e73c56e149866a588905.pdf 635bdbe22b3726d9b21dd74d475cb38a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e7d04df074e44e773a7ecc24a85b809.mp3 09649194aa639635dc31ceca2ff3d98f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7374ac0d8d0af5ef376429e0180941b5.pdf 61c52f6835d7eb3e70f2ce1ccebb2bfc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0405d3ada6649bf46a002e7f234393ef.pdf 1313332faaae090e8599656104af7c7e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/78482f7f2dd0c9b830e201d1213eb5d2.pdf 33185c15902d97f583a6c8425f381425 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5cd356b6688ec4bb29e6d364fd89ac89.pdf fb2fdf438e48c9d5b4252f6ef811f830 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context Danville does not commonly appear in the general narrative of civil rights protests and police brutality, but the city was the site of the most aggressive reaction to a peaceful civil rights protest in Virginia. In the 1960s, Danville was a small city of fewer than 50,000 people, about a quarter of whom were African American. As with the rest of the South, Danville was completely segregated, including the city's public schools where segregation had been declared unconstitutional by the U.S. Supreme Court in 1954. Black citizens had no voice in the local government and had few employment opportunities other than menial positions in the tobacco and textile industries. After an unsuccessful sit-in to desegregate the Danville public library in 1960, a group of Black Danville residents formed the Danville Christian Progressive Association (DCPA), which affiliated with the <a href="https://socialwelfare.library.vcu.edu/eras/southern-christian-leadership-conference-sclc/" target="_blank" title="external link opens in a new tab" rel="noreferrer noopener">Southern Christian Leadership Conference</a> (SCLC), a national civil rights organization whose leadership included Martin Luther King, Jr. On May 31, 1963, the DCPA began a series of daily marches to protest the absence of Black voices in the municipal government and the refusal of local businesses to hire Black workers. Demonstrators, many of whom were students, marched into City Hall on June 5 and occupied the city manager's office. Several leaders of the protests were arrested and indicted under a pre-Civil War law (sometimes described as John Brown's law) prohibiting anyone from inciting African Americans to violence against whites. Hundreds of Black citizens held a peaceful prayer vigil on the evening of June 10 at the jail to protest the arrest and detention of demonstrators. There, police and city employees who had been deputized by the police chief attacked the participants with fire hoses and clubs. In the aftermath, almost 50 Black demonstrators, including women and children, were injured, some severely, and dozens of demonstrators were arrested. The violent reaction to the vigil was publicized on television and gained the attention of the SCLC. Martin Luther King, Jr. traveled to Danville three times, and in one speech he denounced the police as "brutal" and "vicious" and among the most violent in the South. At the March on Washington in August 1963, John Lewis, leader of the <a href="https://snccdigital.org/events/protests-danville-virginia/" title="external link opens in a new tab" target="_blank" rel="noreferrer noopener">Student Nonviolent Coordinating Committee</a> (SNCC) described Danville as a “police state” and called on Congress to pass a law to protect Black citizens there and across the South. SNCC activists from around the South came to Danville to support the civil rights movement there. Demonstrations continued during the summer of 1963, and Danville police arrested more than 300 civil rights activists. Many Black home and business owners supported these activists by using their property as collateral to bail them out of jail as they awaited their trials. It would take the Civil Rights Act of 1964 to create fundamental change in Danville, although SCLC leaders managed to negotiate with the city to hire its first Black police officer. The judge of the Danville court continued to try cases from the 1963 arrests for years and often handed down harsh sentences. The last of the defendants in the civil rights cases were not exonerated until 1973, when a federal lawyer suspended the last six demonstrators’ sentences. While they were not jailed, many had to pay hefty fines. Accompanying this photograph of police making arrests in June 1963 are court records related to the experience of Paul Price, who stated in his 1966 trial that he was a bystander watching the demonstration of June 13, 1963, but who was beaten and arrested. In the audio file (3 minutes) of his court testimony he is responding to questions from civil rights attorney <a href="https://encyclopediavirginia.org/entries/charity-ruth-lacountess-harvey-wood-1924-1996/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Ruth L. Harvey</a>, who represented many of the men and women who had been arrested. The case file is his bail bond after his arrest in 1963. The court transcript is an excerpt from testimony of Danville's police chief during the September 19, 1963, trial of defendants arrested at the demonstration on June 5, 1963. Along with the legal documents is a front page article about the June 10 prayer vigil published in the Danville Register, a white newspaper. Citations: Series VI, Evidence-Photographs; Paul Price testimony in Sylvester Burrell et. als., Dec. 15-16, 1966, Dictabelt 9; Paul Price Case File (Bail Bond); and Eugene G. McCain transcript of testimony (excerpt), Sept. 19, 1963, Series XI: Transcripts, all in Danville (Virginia) Corporation Court, 1963 Civil Rights Case Files, 1963–1973, Accession 38099, Local Government Records Collection, Library of Virginia. Danville Register, June 11, 1963. <a href="https://uncommonwealth.lva.virginia.gov/blog/2024/05/29/danville/">Learn more about the history of racial violence in Danville and the 1963 demonstrations in The UncommonWealth blog.</a> <a href="https://encyclopediavirginia.org/entries/danville-civil-rights-demonstrations-of-1963/" target="_blank" title="external link opens in a new window" rel="noreferrer noopener">Read the online entry on the Danville Civil Rights Demonstrations of 1963 at Encyclopedia Virginia.</a> <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81158300010005756&lang=en">Find more records in the Danville Civil Rights Case Files, 1963-1973, in the Library of Virginia's Digital Collections Discovery.</a> Suggested Questions Story Map (15 minutes) VS, USII, CE, VUS, GOVT Create a chart to map out the story here. Who are the protagonists? Who are the antagonists? Where do you place Paul Price in this chart? Identify the problem, the actions taken by the participants towards a solution, and the challenges they faced. What was the ultimate solution/ending? Do you think this was the end of the story? Why or why not? Philosophical Chairs (20 minutes) VUS, GOVT The Prompt Nonviolent protest is not an effective way to promote social change. The Setup Students physically move to opposite sides of the room (or designated areas) representing "agree" and "disagree". The Debate Students take turns making their arguments, using evidence from the documents to illustrate their points. Shifting Positions Students can choose to change their positions and move across the room when they change their minds. Reflections At the end of the discussion, have students reflect on their initial positions, the arguments that influenced them, and the overall learning experience. What are the lessons learned from the Danville action and the larger civil rights movement? Decision Making—Summative Assignment (20 minutes) CE, VUS What do you think of the actions taken by the Black community here? Who decided to get involved? Why do you think some people chose to get involved and others did not? What other actions could Black Danville citizens have tried in order to achieve integration? Think about efforts you have learned about from other communities, and consider how successful those were, and why. Exit Ticket (10 minutes) VS, USII, CE, VUS, GOVT List three things that you learned, two things you found interesting, and one question that you still have. Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Goals and Guiding Principles: Through this lesson, students will investigate the choices made by Danville residents who sought to address racial discrimination in their community and faced a violent response. Students will understand how activists peacefully worked for change to serve the public good. Students will understand how these events were part of the larger American civil rights movement that laid the groundwork for Black Americans’ expanded participation in political life. Students will explore how citizens can exert influence on local government to ensure that civil rights are protected by law. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lesson Plan — Civil Rights Protests, Danville, 1963 Date A point or period of time associated with an event in the lifecycle of the resource 1963 African American History Government and Civics Reform Movements