On Tuesday, October 7, at 7 PM ET, staff from the Library will host a webinar that will engage participants in a model primary source analysis, facilitate a discussion about the power of primary sources for teaching about civil rights issues, and demonstrate how to find resources from Library of Congress.
Unlike some of the other areas addressed in the Civil Rights Act of 1964, schools are something familiar to all students, so even the very young can deepen their understanding of the conditions that led to the legislation.
Comparing the narratives in secondary sources to primary sources from the Rosa Parks Papers can foster student inquiry to develop a more complex understanding of her role in the Civil Rights Movement as a life-long activist.
The Rosa Parks Papers at the Library of Congress can promote student inquiry into the complexities of Parks’ life and activism and engage students in analysis about her life and civil rights activism to support or refute popular depictions of Parks in civil rights narratives.
In the January/February 2017 issue of Social Education, the journal of the National Council for the Social Studies, our “Sources and Strategies” article features items from the Rosa Parks Collection.
The Civil Rights Act of 1964, the conditions that led to it and its legacy are the subjects of a four-part webinar series. Co-facilitated by education experts from Teaching Tolerance and the Library of Congress, the series will invite participants to examine unique primary sources from the Library's collections that illuminate the laws and practices that preceded the act as well as discuss teaching strategies to use in the classroom.
Last November, we published a post addressing the controversies associated with Mark Twain's Adventures of Huckleberry Finn. A recent comment pointed out that Huck's views on slavery are those of the dominant society of the time. Because the post featured a letter from Frederick Douglass as a supplement to the novel, the commenter wondered "why not present the experiences and views of the oppressed rather than the oppressor?" That struck me as an intriguing question, so here are a few places to start exploring those views and experiences with your students.
