Students will analyze multiple sources to determine which of the causes of the Civil War each source best supports. Students will support their choices with evidence from the source and their own understanding of the causes of the Civil War.

The online resources featured below were curated by the Dr. Carter G. Woodson Collaborative in order to support the approved edits to the SOL curriculum framework made by the Governor’s Commission on African American History Education. The SOL standard and the approved edits appear in the first two columns of the spreadsheet followed by correlating links and a contextual overview of each resource. The final column identifies each link as open educational resources (OER) vs. copyrighted materials that cannot be edited. As there are few resources that are entirely free of cultural bias, we suggest that you refer to the Collaborative’s Support and Guidance in Selecting and Enacting Resources document in order to consider how these materials can best be utilized.

Students will examine the life of Phillis Wheatley. They will explore how as a woman, Phillis was able to fight for freedom during the American Revolution as enslaved, or formerly enslaved people. Students will analyze primary and secondary sources to learn more about the life and journey of Phillis, as well as her impact on historical events.

The Declaration of Independence and the words “all men are created equal” provided thousands of enslaved Africans high expectations and many were ready to fight for the Country and their own personal freedom. Thousands of enslaved Africans impacted the war right from the start at Lexington and Concord, all the way to the end at Yorktown. This lesson will explore the life of James Armistead Lafayette, an enslaved African Virginian. Working as an undercover spy for George Washington, James risked his life to gather key intelligence about the British that helped secure an American victory at Yorktown. In this lesson, we will discuss whether his efforts in service of the American cause helped or hindered his ability to achieve emancipation.

The Declaration of Independence and the words “all men are created equal” provided thousands of enslaved Africans high expectations and many were ready to fight for the Country and their own personal freedom. Thousands of enslaved Africans impacted the war right from the start at Lexington and Concord, all the way to the end at Yorktown. This lesson will explore the life of James Armistead Lafayette, an enslaved African Virginian. Working as an undercover spy for George Washington, James risked his life to gather key intelligence about the British that helped secure an American victory at Yorktown. In this lesson, we will discuss whether his efforts in service of the American cause helped or hindered his ability to achieve emancipation.

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. 

Authors: John Marshall Center for Constitutional History & CivicsSarah Waltman King, Richmond Public Schools In 1865, the ratification of the 13th Amendment officially ended slavery in the United States. After fighting for their liberty before and during the Civil War, enslaved African Americans saw their dreams of emancipation realized. In the years that followed the end of the war, Virginia and other southern states had to reconfigure their social, economic, and political systems during a period called Reconstruction. During this era, newly freed Black Virginians experienced advancements but also encountered barriers to achieving true equality. This lesson explores  whether African Americans truly “free” following the passage of the 13th Amendment.Key Hook/QuestionWere African Americans truly free following the passage of the 13th Amendment?

John Marshall Center for Constitutional History & CivicsSarah Waltman King, Richmond Public Schools Throughout the four centuries of history covered in Determined, access to education was at the heart of the African American struggle for equality. While slavery was legal, enslaved Americans were prohibited by law from being taught to read and write, and had no access to formal education. Following emancipation and the 13th Amendment, Black Americans temporarily enjoyed increased access to education, but those rights quickly evaporated under new Jim Crow laws. Under those provisions, Virginia and other southern states established “separate but equal” schools that segregated students by race, which resulted in unequal conditions for Black and White children. Despite these setbacks, African Americans continued to aggressively pursue their right to an education.What academic challenges and successes did Mary S. Peake and Barbara Johns experience throughout their lives?

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 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.

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.

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 examine the Three-Fifths Compromise. They will look at how the Constitutional Convention decided to handle the issue of enslavement in legislation. Students will analyze primary and secondary sources to learn more about the development and lasting impact of this compromise.

Students will examine the impact of the Emancipation Proclamation on the lives of formerly enslaved people in Virginia. Students will analyze primary and secondary sources to gain context and knowledge about how the Emancipation Proclamation impacted individuals lives directly. Students will develop inquiries and questions about the experiences and history that they learn about through these learning activities.

The student or small groups will compare and contrast the major events of World War I and II, as a review activity. The student(s) will sort the responses to show the similarities and differences between the 2 World Wars and their outcomes. This Learning Experience can be implemented individually, in a small group, or “draw a random student in class” type of learning experience.