The students will learn the reason for the creation of HBCUs in the United States. The students will analyze primary resource image frames through the two Google Jamboards: KWL and drag and drop the Virginia HBCUs and Fraternities and Sororities. 

The students will analyze the rise of violent activities against African Americans after the Civil War which lead to the addition of the 13th, 14th, and 15th amendments. Begin with a KWL Jamboard (also attached, in a PDF format) which also includes an activity in analyzing primary resources about lynching.  Students will then develop their own 5-day trip itinerary using the Negro Green Book (see the list of free PDF versions for various years) as a travel reference guide. The objective of the lesson is to have the students understand the perils faced by US citizens of color during the Jim Crow Era and how prevalent the dangers were in some areas of the United States at that time. The teacher may wish to use a formative assessment in the form of an exit ticket (see attached). 

This video discusses the various ways in which academic libraries and their librarians are supporting the Open Education Movement.

Students will use their knowledge and understanding of the lives and contributions of Harriet Tubman, Frederick Douglass, and Abraham Lincoln with focus on the Civil War era by reconstructing key aspects of their lives that connect them to the Civil War.

Students will look at an overview of the rise of mass news media in the U.S.. They will then study the Civil Rights movement through the lens of media coverage to determine the impact news coverage of violence against peaceful protestors helped lead to social change.

Students are asked to use the provided source material to answer the central historical question: Why did African Americans join the Union Army during the Civil War?

Students will select a person, persons, or event from the Pre-war to Civil War era that had a significant impact on African American and United States history. They will design a monument or a memorial and create a proposal for it.

Create a museum exhibit that will explore a specific historical time period or event through the display and analysis of historical artifacts and primary sources.

Author: Katie Frazier, Museums at W&L. Students will examine a ceramic object made by David Drake (about 1800-about 1870), an enslaved person who lived on a plantation in Edgefield, South Carolina. As an enslaved individual, Drake was denied the basic rights of learning how to read and write. Despite writing being illegal for enslaved people, David Drake was known for writing his name and poetry on the ceramics he made. He wanted to express his feelings about life, religion and his own identity as an enslaved person.  

Through a collaborative, state-led process managed by Achieve, new K–12 science standards have been developed that are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS is based on the Framework for K–12 Science Education developed by the National Research Council.

The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice.

The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.

Students will complete an IDM (Inquiry Design Model) Lesson to guide them through the social and political discrimination, segregation, and violence against African Americans during the “Jim Crow Era.” They will evaluate the effectiveness of the Reconstruction Amendments based on three supporting questions that help guide them to constructing and providing evidence for a final argument that addresses the compelling question.

Students will examine the life of a Free African American during the Revolutionary War period. This will take place as a case study into the life of Prince Hall. Prince Hall fought for more rights of African Americans during his lifetime.

From Thinking Collaborative, a toolkit of resources for starting, developing, and supporting effective, productive team collaboration.

Authored by Jasmine Dunbar (Virginia Beach History Museums). Students will examine the daily lives of enslaved individuals and the institution of slavery in early Virginian history and understand its connections to current societal issues of predjudice, racism, and white supremacy.

In this activity, students will compare and contrast the experiences and contributions of Harriet Tubman, Elizabeth Van Lew, and Mary “Bowser” during the Civil War era. Students will conduct a gallery walk (in-person or virtually) to gather information about these three women using a graphic organizer.

Students will examine the life of Crispus Attucks and/or James Lafayette. They will explore how both men were able to fight for their freedom as enslaved, or formerly enslaved people. Students will analyze primary and secondary sources to learn more about the life and journey of  both of these men, as well as their impact on historical events.

This three-day lesson is intended to guide students through the difficult history topic of lynching through the Billie Holliday song “Strange Fruit.”

When sharing secondary sources that tell a particular story of our past and present, consider how you might support students in enacting a critical lens to identify biases and missing or misrepresented perspectives. When sharing primary sources connected to experiences of violence or oppression, consider how you might honor students' developmental needs, as well as how you might frame sources in ways that affirm the dignity and humanity of people connected to those experiences. These resources can help.

The Transparency and Openness Promotion guidelines include eight modular standards, each with three levels of increasing stringency. Journals select which of the eight transparency standards they wish to implement and select a level of implementation for each. These features provide flexibility for adoption depending on disciplinary variation, but simultaneously establish community standards.