1 10 23 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e8edabd55a3c9f2a007ad0ff20f36f21.jpg 104a19d4c10eb0fa9d5f7d487f26fa5f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/37c1239da1815975f75793c4ba96c291.pdf 1a2d85697c176a7f132ad97ae6b9e94e 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 On May 17, 1954, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance, using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. Virginians' reactions to Brown v. Board of Education were varied -- while some approved the decision enthusiastically, there were others who bitterly opposed it. In 1957, in the midst of Virginia’s effort to maintain segregation in public schools, James Lindsay Almond Jr., won the gubernatorial election by pledging to uphold Massive Resistance. In September 1958, he closed schools in Charlottesville, Front Royal, and Norfolk rather than see them segregated. By January 1959, both the federal court and state supreme court demanded that schools be reopened, and Massive Resistance laws overturned. Almond continued to appeal these rulings, however the closed schools ultimately reopened to an integrated student body. The courts ordered the admittance of small numbers of Black students into formally all-white schools around the state. The federal government put more and more pressure on the state to integrate its schools and the Departments of Health, Education, and Welfare threatened localities with loss of federal funding if they did not comply. The students at Lane High School in Charlottesville wrote a letter to Governor Almond in 1958 to reopen their school. They cited their rights to a public education as outlined in the state constitution and alluded to the ruling that state school be immediately reopened. They asked that control of the schools be returned to the local school board and that they be directed to reopen public schools. Legal battles for the schools to reopen and integrate continued from 1959 to 1964. The legal cases attracted national attention. Finally, on May 25, 1964, the U.S. Supreme Court ruled in Griffin v. County School Board of Prince Edward that the county had violated the students’ right to an education and ordered the schools to be reopened. Citation: Petition from students at Lane High School, Charlottesville, to reopen, to Governor J. Lindsay Almond Jr., Richmond. September 1958. Virginia, Governor (1958–1962), Executive Papers, 1958-1962, Accession 26230, Box 136, Barcode 1052833, Folder Norfolk Segregation, State Government Records Collection, Library of Virginia. Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the petition. What words or phrases stand out to you? What are the students asking for? What are they NOT asking for, and why? Post Activities Food For Thought: Imagine you were a student at this school during this time. Create a petition to Governor Almond on why you think the schools should be open and your thoughts on Brown v. Board of Education. Social Media Spin: Create a social media post for the anniversary of the signing of the letter to Governor Almond. Be sure to include relevant details about relevant issues which support your post. Current Connections: Do you think all students receive an equal education today in the United States? Why or why not? 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 Petition from Students at Lane High School to Reopen Schools, Charlottesville, September 1958 Date A point or period of time associated with an event in the lifecycle of the resource September 1985 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/024f843e5a1e6111511b24b8857f2bfb.jpg 8598e03959dfe842ef3662b809cca3ac https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fc8c6ee812a8f3790b07295b81627a06.jpg ee111b4fbeb9374faee1d4cec4e9fab8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2b4132356bc505a3b9706952c56be79b.jpg 4057a1f72eb92ffe1fed7b7983a06e38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/525c213b04866427aad8d8127b1741ed.pdf 223f8d35a76297aed62e069a7daa7f71 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 When the United States Supreme Court issued its ruling on May 17, 1954, in Brown v. Board of Education of Topeka, Kansas, it declared that racial segregation in schools was unconstitutional. The ruling overturned the “separate but equal” doctrine that had enabled Virginia and other southern states to maintain inferior schools for African American students. The court’s decision would make those separate school systems illegal and demand sweeping social changes in how African Americans were treated. Not all Virginians approved of these changes. Richmond News Leader editor James J. Kilpatrick worked behind the scenes with state officials to prevent desegregation and published many editorials in his newspaper urging white Virginians to resist the court’s order, which he denounced as an unconstitutional decree. He revived the 19th century doctrine of interposition—interposing, or placing, the power of the state government between its people and the federal government—to argue that Virginia had the right to defy the Supreme Court. He published a series of editorials about interposition late in 1955. On November 22, Kilpatrick explained why he believed Virginia had the right of interposition to prevent desegregation. In another editorial published on November 29, he used historical examples to justify his argument that Virginia’s heritage and tradition required the state to take the lead in opposing “the Federal Government’s encroachments” on the powers of the states. Political leaders like U. S. Senator Harry F. Byrd and Governor Thomas B. Stanley employed Kilpatrick’s arguments to bolster their efforts to prevent school integration. The General Assembly adopted a resolution of interposition in February 1956, although it had no binding effect. Later that month, Senator Harry Byrd called for massive resistance to desegregation, which the governor and the General Assembly put into effect through legislation passed later that year. Citation: James J. Kilpatrick, "The Right of Interposition," Nov. 22, 1955, and "Interposition Now," Nov. 29, 1955, in Richmond News Leader, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/294">Governor Stanley's Address to the General Assembly, August 27, 1956, and the Voices Not Heard</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/97">Harry F. Byrd, Painting on Canvas, 1953</a> Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the document. What words and phrases stand out to you? Why? Post Activities Analyze: Why do you think opponents of Brown v. Board of Education used the idea of interposition? Could this be used for other arguments as well? What do you think about this argument, and why? Think About it: Why do you think some Virginians supported massive resistance and interposition? Explain. 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 Interposition and Massive Resistance, 1955 Date A point or period of time associated with an event in the lifecycle of the resource November 1955 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7b5be075ebce94a7f0068d4b5d60929b.jpg e3e1d8d547ef64d53e87ac250ce0e15a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b638f8260c0dbfbd5bc8421925f71491.mp3 e3c23052dc4d704a9eb147b91dbb2aab https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/abe1b56a38bbbfaf9251c4749670c943.pdf 5f5690241bb4589e48c824a0701b94d9 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. Transcription Any written text transcribed from a sound test Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Sound Clip Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 3 minutes 10 seconds Context On May 17, 1954, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance, using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. In 1957, in the midst of Virginia’s effort to maintain segregation in public schools, James Lindsay Almond Jr., won the gubernatorial election by pledging to uphold Massive Resistance. In September 1958, Gov. Almond closed schools in Charlottesville, Front Royal, and Norfolk in accordance with a new state law authorizing the governor to close public schools that desegregated. On January 19, 1959, both the federal district court and the Virginia Supreme Court overturned Massive Resistance laws and ordered that schools be reopened. The following day, Gov. Almond gave a public speech that was broadcast on radio and television. In this excerpt he reiterates his belief that desegregating schools would have a negative impact on children and that court decisions promoting integration should be ignored. However, he soon declared that Massive Resistance could not continue and formed a commission to develop a new plan that would limit desegregation efforts. The closed schools reopened with small numbers of Black students, but many white Virginians across the state continued to obstruct integration into the 1960s. In 1968, the U.S. Supreme Court ruled in Charles C. Green et al. v. County School Board of New Kent County, Virginia that cities and counties had to demonstrate actual progress in desegregating schools. Citation: Excerpt from J. Lindsay Almond School Integration Speech, 20 January 1959 (WRVA–386), WRVA Radio Collection, Accession 38210, Library of Virginia. These recordings are for educational use and permission must be requested in writing from WRVA to reproduce any sound recordings. <a href="https://encyclopediavirginia.org/entries/massive-resistance/" target="_blank" rel="noreferrer noopener">For more information on Massive Resistance, see Encyclopedia Virginia.</a> <a href="https://www.encyclopediavirginia.org/Green_Charles_C_et_al_v_County_School_Board_of_New_Kent_County_Virginia" target="_blank" rel="noreferrer noopener">For more information about Charles C. Green et al. v. County School Board of New Kent County, Virginia, see Encyclopedia Virginia.</a> Standards K.4, 1.1, 2.1, 2.2, 3.1, 3.9, VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the transcript of the speech. What words or phrases stand out to you? Post Activities Context Clues: Listen to the audio clip of Governor Almond’s speech. How does his presentation give clues to the anticipated reactions of listeners? How does he use his voice to try to elicit emotional responses? Be a Journalist: Assume the role of a newspaper editorialist and compose a rebuttal to Governor Almond. In your response address at least three statements made by Almond. 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 J. Lindsay Almond School Integration Speech, January 20, 1959 Date A point or period of time associated with an event in the lifecycle of the resource January 20, 1959 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2c83c791e63cc02c0dda94f899c43db5.jpg ad36832e37c7bc8315e0d35a9fbdbe9f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/14a337be07338e5ac1375468d6131c6b.pdf 58e37e5d005ae768bc20f36fd8d72ced 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 After the United States Supreme Court ruled in 1954 that school segregation was unconstitutional in the landmark case Brown v. Board of Education, Virginia's white political leaders at the state and local levels led a Massive Resistance movement, even threatening to close public schools rather than desegregate. Governor Thomas B. Stanley backed legislation in the General Assembly to maintain so-called "separate but equal" schools. The reactions by Virginians to Brown v. Board varied—while some approved the decision enthusiastically, there were many who bitterly opposed it. Members of the NAACP in Warren County sued to desegregate the high school in Front Royal, and in September 1958 a federal district court judge ordered that Black students be admitted to Warren County High School. Governor J. Lindsay Almond closed the school, as well as others in Charlottesville and Norfolk that had also been ordered to desegregate. A total of nine schools were closed, locking out nearly 13,000 students. In January 1959, a federal district court declared Virginia's massive resistance laws unconstitutional based on the “equal protection” clause of the Fourteenth Amendment, and the Virginia Supreme Court of Appeals declared that they violated the state constitution. In February, twenty-three Black students integrated the high school in Warren. Many localities in Virginia continued to resist efforts to desegregate public schools into the 1960s. Alvin and Ainslee Dohme owned Cedarbrook Farm in Warren County, where they raised polled herefords, a breed of hornless beef cattle. Although they did not have children in public schools, they opposed Virginia's policy of Massive Resistance to school desegregation. In February 1959 they wrote to Warren County supervisor Maurice Bowen expressing their opinion that closing public schools to preserve segregation was "traitorous folly and failure in our civic responsibilities." Citation: Letter from Ainslee B. Dohme and Alvin R. L. Dohme, Front Royal, to Maurice Bowen, Front Royal. February 26, 1959. Warren County Board of Supervisors, Petitions and Letters For and Against Public School Integration, February–March 1959, Accession 39750. Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/entries/massive-resistance/" target="_blank" rel="noreferrer noopener">For more information on Massive Resistance, see Encyclopedia Virginia.</a> Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the document. What words and phrases stand out to you? Why? Post Activity Analyze: Do you think this letter is effective? How would you make their point stronger? Think About It: Imagine you are a student where schools were closed. How would you feel? Why would you feel this way? Explain. 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 Letter from Ainslee B. and Alvin R.L. Dohme, Front Royal, 1959 Date A point or period of time associated with an event in the lifecycle of the resource February 26, 1959 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e94abba90cd96a80fd1d1ee24d05a055.jpg f784fe531fd3314a1b07906ab927ffce https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c82098f3ae48cdc94d754510e9bf83f1.jpg e482b1d386b7f258da3ae5c0706e6d10 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b9f9d2a7b4da60f024eedb4969b86e61.pdf c229c09f44c3c6c0fa37838090e1cc32 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 Loving v. Virginia case ended a long history of banning marriage between white and Black Virginians dating back to the 17th century. In 1878 the General Assembly enacted a law punishing both parties in an interracial marriage with prison sentences in the state penitentiary (previously only the white partner in an interracial marriage had been subject to prosecution). The Racial Integrity Act of 1924 further restricted interracial marriage by making it illegal for a white person to marry anyone not classified as white. The General Assembly also continued to narrow racial classifications of Black, Indian, and white Virginians early in the 20th century, culminating in a 1930 amendment to the Racial Integrity Act declaring that a person "in whom there is ascertainable any negro blood" was deemed "a colored person." In 1958, Caroline County residents Richard Loving, a white man, and Mildred Jeter, a multi-racial woman, traveled to Washington, D.C., to get married in violation of Virginia law. They were arrested a few months after returning home. A local judge gave them a 25-year suspended sentence provided they leave the state immediately. They could return to visit family only if they traveled separately and were not in the Commonwealth at the same time. After living in Washington for five years, they decided they wanted to move back home. While visiting family, the couple was arrested again and released on bail. They took action to challenge the Racial Integrity Act on Constitutional grounds. Mildred Loving wrote a letter to the United States Attorney General Robert Kennedy, asking for his help. He referred Mildred Loving to the American Civil Liberties Union (ACLU). With the help of ACLU attorney Bernard Cohen and civil rights lawyer Philip Hirschkop, the Lovings filed a suit to overturn their conviction and sentence. Sentenced to a year in prison by the Caroline County judge, the Lovings appealed to the Virginia Supreme Court, which upheld the judge's ruling. They then appealed the case to the United States Supreme Court, where Cohen argued that the Racial Integrity Act violated the Lovings’ rights to due process as articulated by the Fourteenth Amendment of the Constitution. On June 12, 1967, the Supreme Court ruled in unanimously in favor of the Lovings, ending decades of Virginia’s discriminatory laws and overturning bans on interracial marriage across the country. This excerpt is from the verdict by Caroline County judge Leon Bazile on January 22, 1965. After the Virginia Supreme Court's decision to uphold the 1924 Racial Integrity Act, Life Magazine published an article about the Lovings on March 18, 1966. Life Magazine was a national publication and brought the issue of interracial marriage bans in Virginia to the attention of people across the country. Citation: Excerpt from Leon Bazile’s decision, Jan. 22, 1965, in Commonwealth v. Richard Perry Loving and Mildred Delores Jeter, 1958-1966, Caroline Co. Court Records (reel 79), Local Government Records Collection, Library of Virginia and excerpt from "The Crime of Being Married" (with photographs by Grey Villet), Life Magazine, March 18, 1966. Related Document Bank Entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/168">Application for Marriage License Under the Racial Integrity Act, 1924</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/226">Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924</a> <a href="https://encyclopediavirginia.org/entries/racial-integrity-laws-1924-1930/">Learn more about "Racial Integrity Laws" online at Encyclopedia Virginia. </a> For more information on the effects of the racial integrity laws on Virginia Indian and Black citizens, see Arica Coleman, That the Blood Stay Pure: African Americans, Native Americans, and the Predicament of Race in Virginia (Bloomington: Indiana University Press, 2013). Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Look at It: Look at the headlines and images. What do you think is the tone the article is taking, and why? Post Activities Analyze: Read the excerpt from the judge's verdict convicting the Lovings of a felony. Why did he claim that the law banning interracial marriage was necessary? How did he use tradition and religion to justify interracial marriage? What do you think of this argument, and why? Looking at Language: Read the excerpt from the Life Magazine article. How are the Lovings portrayed? How does the reporter characterize their dilemma? Dig Deeper: Look at the 1924 Health Bulletin here: <a href="https://edu.lva.virginia.gov/dbva/items/show/226">https://edu.lva.virginia.gov/dbva/items/show/226</a> Loving v. Virginia overturned the 1924 law. Why do you think it took so much effort to overturn this law? Why did the Supreme Court have to get involved? What do you think about Virginia lawmakers’ and officials’ attitudes toward interracial marriage, and why? Is the right to marry whomever you want still an issue today, and why or why not? 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 The Crime of Being Married, Loving v. Virginia, 1967 Date A point or period of time associated with an event in the lifecycle of the resource 1967 African American History Government and Civics Reform Movements 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/06607acd9feca9ab3190f773bc28adf8.jpg f8e1a43b916afe0cd8d7c811d53bf001 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/57fff58cd8a445695b5acd0190cfa664.pdf 9b91da8d601146f838d83408228245ad 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 On May 17, 1954, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. In 1957, in the midst of Virginia’s effort to maintain segregation in public schools, James Lindsay Almond Jr., won the gubernatorial election by pledging to uphold Massive Resistance. In September 1958, he closed schools in Charlottesville, Front Royal, and Norfolk rather than see them segregated. By January 1959, both the federal court and state supreme court declared Virginia's Massive Resistance laws unconstitutional and ordered the schools reopened. However, Prince Edward County officials defied all court orders to open on a desegregated basis, and in June 1959 the county Board of Supervisors voted to cut off revenues to the public schools. Prince Edward County was the only locality in the nation to take this step. County officials were heavily encouraged by segregationists across the state and the South to close schools and remove funding for public education. The schools in the county remained closed for the next five years. While white students attended the new private school, Prince Edward Academy, Black students were left with no educational facilities. Some local organizations provided rudimentary education at churches. Some Black students attended classes in nearby counties, or, with the aid of Quaker-affiliated American Friends Service Committee, relocated to other areas. However, many students had no form of education and most Black teachers lost their jobs. In February 1963, President John F. Kennedy spoke about Prince Edward County in a civil rights address to Congress. While attending a centennial celebration for the Emancipation Proclamation on March 18, 1963, Attorney General Robert F. Kennedy urged action in Prince Edward County, noting that "the only places on earth not to provide free public education are Communist China, North Vietnam, Sarawak, Singapore, British Honduras—and Prince Edward County, Virginia." Kennedy's administration assisted in organizing the Prince Edward Free School Association, which rented three of the closed public schools for Black students to attend during the 1963–1964 school year. On May 11, 1964, Robert F. Kennedy visited Prince Edward County to observe the Free Schools. During the 1963-1964 school year, about 1,500 students (including four white children) attended the Free schools in the county. Citation: Robert Kennedy Visited Prince Edward County Schools, May 11, 1964, photograph in Southern School News 10 (June 1964):10, Library of Virginia. Standards K.4, 1.1, 2.1, 2.2, 3.1, 3.9, VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the document. What words and phrases stand out to you? Why? Post Activities Political Plans: If you were President John F. Kennedy, how would you have responded to Virginia’s reactions to Brown v. Board of Education and the policy of Massive Resistance? Analyze: Why do you think Robert F. Kennedy visited Prince Edward County rather than somewhere else? Why was his visit considered an important event? Consider the time period and the situation in Prince Edward County. 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 Robert Kennedy, Visit to Prince Edward County Schools, May 11, 1964 Date A point or period of time associated with an event in the lifecycle of the resource 1964 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c22f721e0cf325bff8b57a7a41ea834a.jpg cf5c04accb2a1c3d70df51ecb3a2f733 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fae5906d797abb0466641fe4cc1ebb31.jpg 260f274ad69a88433dab659c8b42e215 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/363a5dc3bb2bc8d027490aa0dd7ab167.jpg 9f21e4a7019edc2959aba3cbb6ea086d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c7deb22bf7c74aa1085dfd45566565e0.pdf c9d1406f9f329b6d5dc4114e63ffaa48 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6014c97d2d1bef11d40f96713c0cda10.pdf 4c44a0e017d4c8d5b2360b9625e7776f 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 After the U.S. Supreme Court ruled in Brown v. Board of Education (1954) that racial segregation in public schools was unconstitutional, Virginia resisted desegregating its schools for years. One tactic was the creation of a state Pupil Placement Board to assign (or place) students in public schools, a task formerly under the control of local school boards. In this way the Commonwealth could limit how many Black or multiracial students would be enrolled in previously all-white schools. This document is the application submitted in 1963 by Thelma L. Branham, a member of the Monacan tribe, to place her daughter in Amherst Elementary School. Like other Indigenous Virginians, members of the Monacan nation occupied a tenuous space in the racial hierarchy of Virginia. When the General Assembly created the segregated public school system in 1870, Virginia Indians were left out of the system entirely. Some could “pass” as white and attend white schools, but they were generally expected to attend the Black schools established at the time. Like other Indigenous citizens, Monacans reacted by creating their own institutions. In 1924, with the passage of the Racial Integrity Act, Virginia Indians like the Monacan were virtually erased from public records, as the law deemed everyone in Virginia a Black person if they had one drop of nonwhite blood. The Monacans built a one-room schoolhouse for their children on Bear Mountain, in Amherst County. This school served children through seventh grade. Public officials treated the Monacan school as they did other nonwhite schools; it received less financial support and had part-time teachers supplied by the county on an irregular basis. In 1907, the Episcopal Church established a mission there. The diocese supplied full-time teachers for the school, which was enlarged to two rooms and was eventually electrified. However, Monacan students wanting classes beyond eighth grade had to take them through correspondence classes or leave the state to attend high school. Although the school board began supplying full-time teachers by 1940, this 1953 article ("Sanitation Report Made") in the Amherst New Era-Progress reported that the Monacan school was one of many in the county in terrible condition, suffering from overcrowding and sanitation problems due to its lack of running water. Most of the white schools in the county—all but two—were deemed adequate, but sixteen Black schools and the Monacan school were not as a result of neglect by the local school board. Monacans were subject to the same prejudicial laws as Black citizens, including the state's massive resistance to desegregation. In 1963, Amherst County tried to build a new, larger school with a high school for the Monacans, which was one of the ways the state tried to maintain segregation. Instead, Bear Mountain Mission School closed and Monacan students had to navigate the complicated and lengthy process created by the Pupil Placement Board to attend white schools. This 1964 article ("4-Room Addition Approved By Board") in the New Era-Progress explained where the students were transfered to and describes the Monacan students with the offensive term "issue." Originating as term for free Black people during slavery, "free issue" was later used by Walter Placker, State Board of Health Registrar and architect of the 1924 law, to describe Indigenous Virginians, who he viewed as vastly inferior to whites. It was not until 1970 that all Amherst county schools integrated. The Bear Mountain Mission school is now the Monacan Nation’s Museum. Citations: County Transfers, Amherst-Approved, 1963 (box 40), Records of the Virginia Pupil Placement Board, 1957-1966, Accession 26517, Library of Virginia; "Sanitation Report on Schools Made," Amherst New Era-Progress, <a href="https://virginiachronicle.com/?a=d&d=ANE19531029.1.1">Oct. 29, 1953</a>; "Four-Room Addition Approved by Board," Amherst New Era-Progress, <a href="https://virginiachronicle.com/?a=d&d=ANE19640709.1.1">July 9, 1964</a>, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/226">The New Virginia Law to Preserve Racial Integrity, March 1924</a> <a href="https://encyclopediavirginia.org/entries/monacan-indian-nation/">Learn more about the Monacan Nation online at Encyclopedia Virginia.</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2013/09/04/what-did-you-learn-in-school-today-the-records-of-the-virginia-pupil-placement-board/">Learn more about the Pupil Placement Board records in The UncommonWealth blog.</a> Standards VS.8, VS.10, VS.11, USII.2, USII.5, USII.8, VUS.8, VUS.16 Suggested Questions Preview Activity Scan It: Scan the articles for information. What schools were described as inadequate? Which ones were not? Why do you think some of the schools were in worse condition than others? Post Activities Analyze: Read the newspaper articles and the pupil placement application. Why did Mrs. Branham want her daughter to go to a different school? What problems did she point out? What opportunities did she see elsewhere? How did the reports from the school sanitation committee support her arguments about the mission school? Current Connection: How would you characterize the condition of your school, and why? What could you do about it? 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 Monacan Education and the Pupil Placement Board, Amherst County, 1963 Date A point or period of time associated with an event in the lifecycle of the resource 1963 American Indian 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