Post-Civil War Leadership in Central Virginia: The Contributions of Nelson Jordan, Caesar Perkins and John B. Smith

Teacher Tips

Model and discuss strategies to maneuver through the Post-Civil War Leadership in Central Virginia Story Map.  

• Shortcuts for each section/historic figure are at the top
• Hyperlinks are included for related topics and historic figures
• Many locations include multiple primary source slides. Multiple source items are accessed by clicking the right and left arrows on the slide..  
• Students may use the zoom in and zoom out feature on a majority of the slides.

Please modify and/or adapt activities to meet your students’ needs and/or comply with IEP, 504 or ELL accommodations.

Essential Questions

• What were the goals of the temperance movement?
• How did the 13^th, 14^th, and 15^th amendments to the Constitution of the United States change the definition of citizenship and impact the lives of the formerly enslaved?
• What were the benefits of the costs and benefits of Reconstruction on American life after the mid-19th century?
• What was the Freedmen’s Bureau and how did it and other policies seek to help formerly enslaved Black Americans?
• How did the election of 1876 end Reconstruction?

Objectives

Students will use geographic skills and analyze primary sources included in the Post-Civil War Leadership in Central Virginia Story Map to correctly answer the guided questions.
Students will create a Venn Diagram to accurately compare and contrast two historic figures identified in the Post-Civil War Leadership in Central Virginia Story Map.

Key Vocabulary

Definitions from Oxford Languages 

• Citizenship:  noun: the state of being conferred with the rights, obligations, privileges, and duties of a citizen
• Temperance: noun: abstinence from an alcoholic drink. 
• Reconstruction: noun: the period 1865–77 following the Civil War, during which the states of the Confederacy were controlled by the federal government and social legislation, including the granting of new rights to African Americans, was introduced.
• Contraband: noun: a slave who escaped or was transported across Union lines.
• Disenfranchisement: the state of being deprived of a right or privilege, especially the right to vote.
• Lobbied: verb: seek to influence (a politician or public official) on an issue
• Fraud: noun: wrongful or criminal deception intended to result in financial or personal gain.
• Curator: noun: a keeper or custodian of an institution
• Historically Black Colleges and Universities (HBCUs): noun: a college or university that was originally founded to educate students of African American descent.

Materials

Post-Civil War Leadership in Central Virginia Storymap:  https://arcg.is/TT8XC2

Guided Questions (google doc link) – PDF & Word Doc Below

Temperance Discussion Pre or Post Activity (google doc link) – PDF & Word Doc Below

Context, Activities, and Exercises

These activities and exercises may be completed during or at the the conclusion of the Reconstruction or Progressive Era Unit.

1. Students will interact with the Post-Civil War Leadership in Central Virginia Story Map.
2. Students will use the Post-Civil War Leadership in Central Virginia Story Map to correctly answer the guided questions (tab 1) for one of the historical figures.
3. Students will use the Post-Civil War Leadership in Central Virginia Story Map and their completed guided questions (tab 1) to identify similarities and differences between two of the three figures.  Students will describe similarities and differences between their two selected figures in a Venn Diagram (tab 2).  
4. Optional pre or post activity to revisit the importance of public education: Students will use the top section (“A Discussion on Temperance”) of the Post-Civil War Leadership in Central Virginia Story Map to complete the Temperance Discussion Guided Questions.

Citations & Recommended Reading

• Introduction
• Rev. Caesar Perkins Map
• Rev. John B. Smith Map
• Rev. Nelson W. Jordan Map

Recommended Reading

Teachers are encouraged to augment this curriculum with the following Virginia Geographic Alliance Geoinqueries.

• The Geography and Impact of HBCUs
• The Geography of Emancipation

Teacher Tips

Determine the HBCU Map Activity option students will complete. The option one activity corresponds with the Post-Civil War Leadership in Central Virginia Story Map. The option two activity (the 2nd tab) corresponds with the Educational Reach of the Jordan Family of Farmville, VA Story Map. Please modify and/or adapt activities to meet your students’ needs and/or comply IEP, 504 or ELL accommodations.

Model and discuss strategies to maneuver through the Post-Civil War Leadership in Central Virginia Story Map or the Educational Reach of the Jordan Family of Farmville, VA.  

Students may use the zoom in and zoom out feature on a majority of the slides.

Shortcuts for each section/historic figure are at the top

Hyperlinks are included for related topics and historic figures

Many locations include multiple primary source slides. Multiple source items are accessed by clicking the right and left arrows on the slide.

Sections within the text that include content to provide greater historic context are labeled with “the rest of the story” in parentheses.  

Essential Questions

• How were African Americans’ rights and freedoms limited in the early 20^th century?
• How did “Jim Crow” laws and segregation impact life in America during the early 20^th century?
• What are Historically Black Colleges and Universities (HBCUs) and what role did they serve?

Objectives

Students will use geographic skills and analyze primary sources included in the Post-Civil War Leadership in Central Virginia Story Map or the Educational Reach of the Jordan Family of Farmville, VA  Story Map to correctly complete the components of the selected HBCU activity.

Key Vocabulary

Historically Black Colleges and Universities (HBCUs): noun: a college or university that was originally founded to educate students of African American descent.

Training School– Noun; A type of segregated school established to educate African Americans at the secondary level

Eminent Domain– Verb; The power of a government to take private property for public use, even if the owner doesn’t want to sell, provided they are compensated fairly

Materials

Storymaps: https://arcg.is/TT8XC2 or https://arcg.is/0vr8XW0

HBCU Interactive Map Options – PDF & Word Doc Below

Content, Activities, and Exercises

These activities and exercises may be completed during or at the the conclusion of the Early Twentieth Century or the Civil Rights Movement Unit.

1. Students will interact with the Post-Civil War Leadership in Central Virginia or the Educational Reach of the Jordan Family of Farmville, VA Story Map (Teacher Choice).

Students will use the Story Map to correctly complete the components of the corresponding HBCU Map Activity.

Citations & Recommended Reading

Citations 

• Introduction
• Rev. Caesar Perkins Map
• Rev. John B. Smith Map
• Rev. Nelson W. Jordan Map

Recommended Reading

Teachers are encouraged to augment this curriculum with the following Virginia Geographic Alliance Geoinqueries.

• The Geography and Impact of HBCUs
• The Geography of Emancipation