This Institute will explore segregated education in Virginia and trace the efforts of African Americans who fought for quality schools in the years before Brown v. Board of Education. It will examine Brown and both efforts to implement and resist the decision in Virginia. Finally, it will look at the legacy of Brown. Participants will interact with historians and educators and will take part in lectures, discussions, and workshops and go on field trips to Farmville and the state capitol. They will work with Virginia Historical Society staff to explore teaching strategies and the Society's resources.

Too often, students view Civil Rights in isolation—they do not understand the rich historical background of African American history or the legacies of the movement in the more recent past. They often know some of the major civil rights figures like Martin Luther King, Jr. or Rosa Parks, but they do not grasp the complexities of civil rights leadership, or the experience of the movement's foot soldiers—the students in SNCC, the freedom riders, or the everyday people who marched, boycotted, protested, and volunteered to make the movement happen. This course will try to explore the movement from all of these perspectives using, where possible, firsthand accounts from the people who lived this important history.

The instructor will assume that the main historical outlines of the movement are familiar to K–12 teachers—instead of recounting that basic history, participants will spend much of the time delving into lesser-studied events of the movement and the primary sources that will allow them to explore their own ideas about the movement and its meanings in detail.

This course will allow for the opportunity for deep historical analysis and interpretation using primary sources. The best way to learn history is by doing history. Participants will tackle documents, images, newspaper accounts, artistic expressions, film, and other sources. By doing so, they will develop their own arguments and ideas about the movement, and help future students do the same. Many of the resources participants will use have been recently added to the internet and they should be exciting additions to the course, and to historical scholarship more broadly. As participants mine these sources, they will hopefully enjoy the historical process and also get some great ideas for classroom activities for their students.

The instructor has selected websites and multimedia resources that will give participating teachers access to literally thousands of documents including newspaper accounts, oral history interviews, government documents, photographs, works of art, film clips, and more. Participants will have the opportunity to analyze these sources through engaging activities to create a lesson plan for classroom use; to receive individualized, constructive feedback and answers to content-oriented questions from a well-versed instructor; and to join other teachers from across the state in lively online discussions throughout the course.

This workshop will explore the Facing History and Ourselves resource book, Choices in Little Rock—a collection of teaching suggestions, activities, and primary sources that focus on the desegregation of Central High School in Little Rock, Arkansas, in 1957. These efforts led to a crisis that historian Taylor Branch once described as "the most severe test of the Constitution since the Civil War." These resources explore a range of civic choices—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped in every generation by the choices that people make about themselves and others. In this workshop, participants will consider ways to engage students in the issues raised by this history and its civic implications for their lives today. Choices in Little Rock can be used not only to teach history but also to deepen and enrich a study of civics, government, and literature. Participants will receive the Choices in Little Rock teaching guide, which contains suggestions for lesson plans, reproducible readings, and copies of documents for students to analyze. Attending this workshop will also make teachers part of the Facing History and Ourselves Educator Network. This entitles them to free borrowing from FH's extensive Lending Library, full access to all of FH's Educator Resources, including lessons, teaching strategies, online modules, discussion forums, and more, as well as ongoing personalized curricular support from a Facing History staff member.

This workshops will explore the Facing History and Ourselves resource, Choices in Little Rock, about the desegregation of Central High School in Little Rock, Arkansas, in 1957. This resource can be used to teach civics and enrich a study of history and literature. Scholarships are available for Boston Public School (BPS) eighth-grade social studies teachers, though the workshop is open to all educators. BPS educators must register with Facing History and at mylearningplan.com.

This half-day workshop will be an introduction to Facing History and Ourselves and our Chicago Public Schools, Choices in Little Rock Initiative. Teachers will be given materials and resources to prepare for the later three-day workshop. The workshop will also answer questions about participating in the Initiative. Pilot teachers will be available to share experiences and answer questions.

This two-day workshop will explore how beliefs about race have shaped—and challenged—American's identity as a land of "freedom and opportunity." It will look at significant events and movements in American history—slavery, immigration, the eugenics movement, the Civil Rights Movement—and will consider legacies of each in American society today. Ultimately, this journey will bring participants back to the present. Examining American history through the lens of race and membership empowers teachers and their students to value how their choices shape contemporary America. Participants will receive a resource book and membership in the Facing History and Ourselves Teacher Network.

This is a two-day workshop for Boston Public Schools teachers who will be teaching the Civil Rights Movement in their 10th-grade U.S. History courses. The seminar will focus on three units: "The murder of Emmett Till," "Voting Rights: From Selma to Montgomery," and "Desegregation of Boston Schools." All BPS Teachers must also register with the Boston Public Schools at www.mylearningplan.com.

This seminar explores the Facing History and Ourselves resource book, Choices in Little Rock—a collection of teaching suggestions, activities, and primary sources that focus on the desegregation of Central High School in Little Rock, Arkansas, in 1957. These efforts led to a crisis that historian Taylor Branch once described as "the most severe test of the Constitution since the Civil War." These resources explore a range of civic choices—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped in every generation by the choices that people make about themselves and others. This workshop will consider ways to engage students in the issues raised by this history and its civic implications for their lives today. Choices in Little Rock can be used not only to teach history but also to deepen and enrich a study of civics, government, and literature.

This seminar explores the Facing History and Ourselves resource book, Choices in Little Rock—a collection of teaching suggestions, activities, and primary sources that focus on the desegregation of Central High School in Little Rock, Arkansas, in 1957. These efforts led to a crisis that historian Taylor Branch once described as "the most severe test of the Constitution since the Civil War." These resources explore a range of civic choices—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped in every generation by the choices that people make about themselves and others. This workshop will consider ways to engage students in the issues raised by this history and its civic implications for their lives today. Choices in Little Rock can be used not only to teach history but also to deepen and enrich a study of civics, government, and literature.

This seminar explores the Facing History and Ourselves resource book, Choices in Little Rock—a collection of teaching suggestions, activities, and primary sources that focus on the desegregation of Central High School in Little Rock, Arkansas, in 1957. These efforts led to a crisis that historian Taylor Branch once described as "the most severe test of the Constitution since the Civil War." These resources explore a range of civic choices—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped in every generation by the choices that people make about themselves and others. This workshop will consider ways to engage students in the issues raised by this history and its civic implications for their lives today. Choices in Little Rock can be used not only to teach history but also to deepen and enrich a study of civics, government, and literature.