This album includes primary sources on the Moton High School Strike. This student-led strike was against school segregation in 1951 and led to one of the five cases in the Brown v. Board of Education case. These primary sources can be used when teaching about VDOE's standards of learning, VS.9c.
I have selected this topic because I went to college in Farmville, Virginia. I wanted to learn more about the history of the place that gave me such an excellent education. We also read the book "Students on Strike: Jim Crow, Civil Rights, Brown, and Me," which deepened my interest in this topic even more. I feel this topic is often overlooked in public schools, which is why I think it is essential to have resources for teaching it.
I would show students this image after teaching them about the strike and some of the next steps these students took. I would have them make observations about this picture. After making observations, I would have them come up with a list of questions that this picture makes them have. I would then have them think up solutions to their questions based on what they have learned this unit.
Social Studies/History
6 - 8
Prince Edward County, VA
At the mass meeting, held on May 3, Barbara Johns powerfully reiterated the community’s support for the NAACP’s suit. The students promised to return to school on May 7 and the NAACP lawyers, in turn, promised to file suit right away in federal court if the school board refused to address their complaint.
Tar Paper Shacks
Teaching Notes
Instructional Strategy: Gallery Walk
When introducing this topic, I would use this photo as part of a gallery walk. I want students to write their notices and wonders. My goal for them would be to develop what they think our new unit would be about. I would ask them questions like "What do you think the boy in the middle is doing?" and "Where do you think they are?"
6 - 8
Social Studies/History
Prince Edward County, VA
“They built those God awful tar paper shacks around the main building. And to make it even worse, on a bad day, when it rained too much, it rained in those class rooms you were sitting in. ...and on a cold day it was too cold for you. They had these pot-bellied stoves—if you weren’t close enough to the pot-bellied stove you were just too cold…if you were too close...you were too warm. How are you going to study in a room like that!”
— JOHN WATSON, STUDENT
R.R. Moton High School
Teaching Notes
Instructional Strategy: Gallery Walk
I would use this photo in a gallery walk before teaching this topic. I would have them write down their notices and wonders about the photo. After they have written down their notices and wonders, I would ask them, "What do you think this building is for?" and "Is this building like the school you are currently in?" Using this photo would then lead to the discussion about whether black and white schools are equal despite being separate.
On April 23, 1951, black students walked out of the segregated R. R. Moton High School to protest shoddy conditions. An ensuing lawsuit became part of the landmark Brown vs. Board of Education decision declaring separate but equal segregated education unconstitutional. This tarpaper building is one of the Moton school units that was the subject of the protest. 1951 photo.
Letter from Carrie Stokes and Barbara Johns to Oliver Hill and Spottswood Robinson
Teaching Notes
Instructional Strategy: Annotation
I would have students read this letter and annotate it. I would have a document that helps them record their questions and wonders. I would have them summarize what they think the main point of this letter is. They would predict who wrote it and who it was sent to. This piece will help them critically analyze sources while delving into the steps that Barbara Johns and the strike committee took after starting the strike.
Letter from Carrie Stokes and Barbara Johns to Oliver Hill and Spottswood Robinson | April 23, 1951
Davis Complaint Document
Teaching Notes
Instructional Strategy: Teacher's Guide: Analyzing Primary Sources from the Library of Congress
Students will look at this document and write everything they observe about it. I will then have them reflect on it. I will prompt them with questions like "Where do you think this came from?" "Why do you think this was made?" and "Why do you think this item is important?" Afterward, I will have them write down the questions they want answered. We will then discuss their observations, reflections, and questions.
Davis Complaint Document | Courtesy National Archives at Philadelphia
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Teaching Notes
Instructional Strategy: Zoom in/Zoom out
I suggest showing the top of this photo. I would have students make wonders and notices. I would continue to zoom out until the students could see the whole. I would have the students synthesize their wonders and notices. Once they see the whole image, I would have them predict what this sign was used for and who they think made it. This can also be used earlier in the lesson about Moton to help students discover why the students were striking rather than just telling them.
Image 1 of The Farmville herald (Farmville, Va.), August 16, 1963
Teaching Notes
Instructional Strategy: Notice/Wonder
I would have students examine this news article. While looking at it, I will have them determine when this paper was published and how it connects to our current learning. They would notice and wonder about the article. I would then have them decide which section goes with what we are learning the most. I would then have them read that article and annotate it. They would write what they notice and their questions. Notice and wonders are also great for this source because it gives them a look into the period.
Social Studies/History
6 - 8
Prince Edward County, VA
- In 1972 and 1973 commemorative first pages of earlier titles (c.1890-1930s)--published with regular issue.
- Between Oct. 1979 and Apr. 1997, t.v. guide issue published as separate issue.
- Microfilm available from Bell and Howell.
- Also available online.
- Archived issues are available in digital format from the Library of Congress Chronicling America online collection.
Image 8 of NAACP Legal Defense and Educational Fund Records: Subject File, 1929-1968; Schools ; and; States; Virginia; Prince Edward County, Davis case; Correspondence; 1953-1960
Teaching Notes
Instructional Strategy: Gallery Walk
I would use this primary source in a gallery walk. I would have students write down their notices and wonders. I also will ask them to predict who they think Oliver Hill is and why they are paying him. This source is excellent for introducing key players like Oliver Hill and Thurgood Marshall.
Image 68 of NAACP Legal Defense and Educational Fund Records: Subject File, 1929-1968; Schools ; and; States; Virginia; Reports, 1948-1959
Teaching Notes
Instructional Strategy: Compare/Contrast
For this document, I would show students this document after we discussed the fact that black and white schools were not equal even if, by law, they were supposed to be. I would have students compare and contrast how much money was spent on white and black schools. I would also have them compare through the years.
6 - 8
Social Studies/History
Prince Edward County
Image 69 of NAACP Legal Defense and Educational Fund Records: Subject File, 1929-1968; Schools ; and; States; Virginia; Reports, 1948-1959
Teaching Notes
Instructional Strategy: Compare/Contrast
I would use this document to compare/contrast the difference between how much money Prince Edward County put into white and black schools' academic materials. I would ask students whether they believed these schools were equal. I would have them find evidence in the source to support their opinion.
Social Studies/History
6 - 8
Prince Edward County, VA
4 - 6
