Students will analyze a document that shows the challenges African Americans faced in receiving the freedom they were guaranteed with the 13th Amendment. The Indenture of Apprenticeship between John Foster and Jeff, a four-year-old African American, shows how Southerners found unique ways to keep African Americans in servitude. This activity is designed to engage students in an analysis of the success of the 13th Amendment. Students should have background knowledge in the Civil War and the goals of Reconstruction.

This activity explores the push and pull of moving from Richmond, Virginia to Philadelphia, Pennsylvania for 4 siblings during the 1920s by examining primary and secondary sources and using a decision-making model. This activity includes topics such as the impact of segregation and discrimination against African Americans, and the impact of Black migration from the south to the north.

The student will apply social science skills to understand how the nation grew and changed from the end of Reconstruction through the early twentieth century by e) evaluating and explaining the social and cultural impact of industrialization, including rapid urbanization; Great Migration.

Students will be presented with foundation knowledge of the Harlem Renaissance, experience some sights and sounds of this movement, then gain deeper knowledge by creating a virtual “museum exhibit” of a famous artist or author to share with others. At the end of the lesson, students will evaluate the impact and significance of the Harlem Renaissance, and consider how the arts can serve as vehicles for social change.

How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.

Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.

In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.

How the Monuments Came Down is a production of Field Studio, in association with VPM.

How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.

Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.

In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.

How the Monuments Came Down is a production of Field Studio, in association with VPM.

This activity activates prior knowledge while developing insight into historical perspectives. Use this activity to help students broaden their horizons and explore diverse ideas.

Artworks can offer an opportunity to consider different perspectives. Artists are intentional about how they depict people alone or in groups. Spending time to look carefully at expressions, body language, and contextual clues in figural artwork can help students consider ideas about identity, community, and belonging. Use this interactive exercise to guide students as they explore a work by Kehinde Wiley, creatively document the ideas it presents to them, and consider how their thoughts connect with the artist's own ideas and intentions.

 Before the 13th Amendment officially ended slavery in the United States, free and enslaved African Americans fought for their liberty, society’s recognition of their humanity, and the promise of equality. A variety of methods were used by enslaved African Americans to resist the conditions they experienced while in bondage. In this lesson plan, students will learn about three individuals whose actions are a representation of the bravery of African Americans who fought for their freedom and equality. 

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). 

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 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.

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.

Students will explore primary and secondary sources to investigate the origin, purposes, and vitality of Historically Black Colleges and Universities.