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Program Flyer: A New Old Dominion: Virginia in the Twentieth Century

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Content Provider   HistoryConnects from the Virginia Historical Society  2012-13 Honorable Mention, 2013-14
Contact Information   Evan Liddiard
eliddiard@vahistorical.org
428 North Boulevard
Richmond, VA  23220
United States
Phone: (804) 342-9689
Program Type   Individual Program
Program Rating      based on 1 evaluation(s).
Target Audience   Education: Kindergarten, Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Parent, Adult Learners, University, Public Library: Library Patrons, Retirement Communities
Maximum Number of Participants   No maximum, but we suggest no more than 30 students.
Minimum Number of Participants   1
Primary Disciplines   Fine Arts, Problem Solving, Social Studies/History, Standards
Secondary Disciplines   Fine Arts, Problem Solving, Social Studies/History
Program Description   Using photographs and primary sources throughout the twentieth century, this program is designed to allow students to examine changes in Virginia's society and politics. They will explore context clues from these photographs to develop an awareness of the changes that occurred across the commonwealth during the 1900s. Historical themes such as education, industrialization, urbanization, transportation, and the changing roles of women are explored. Student will learn how World War I, the Great Depression, World War II, and the Cold War accelerated the integration of Virginia back into the national mainstream.
Program Format   Students will be introduced to the idea of photographs as an important historical primary source. The instructor will lead them through several photographs, fostering a process of inquiry and providing background information. Students examine the changes that took place over the first half of the twentieth century.
Objectives   1. Students will be able to analyze & interpret primary source materials.
2. Students will be able to identify & define primary versus secondary sources.
3. Students will be able to track social changes in education, industrialization, urbanization, transportation,
and changing social roles for women and African Americans in Virginia and the south in the early 20th
century.
4. Students will understand the role ordinary Americans played in the making of American history.
National/Common Core Standards to which this program aligns   Historical Thinking Standards:
Standard 2: Historical Comprehension
Standard 3: Historical Analysis and Interpretation

Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.

Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
State/Regional Standards to which this program aligns   Virginia Standards of Learning:
1. Modernization
VS.8c – describing the importance of railroads, new industries, and the growth of cities to Virginia's economic development.
VS.9a – describing the economic and social transition from a rural, agricultural society to a more urban, industrial society, including the reasons people came to Virginia from other states and countries.
VS.10c – explaining how advances in transportation, communications, and technology have contributed to Virginia's prosperity and role in the global economy.
2. Struggle for equalityVS.8b – identifying the effects of segregation and "Jim Crow" on life in Virginia for whites, African Americans, and American Indians.
VS.9c – identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.
VS.9d – identifying the political, social, and/or economic contributions made by Maggie Walker, Harry F. Byrd, Sr., Oliver W. Hill, Sr., Arthur R. Ashe, Jr., A. Linwood Holton, Jr., and L. Douglas Wilder.

Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
Program Length   60 minutes
By Request   This program is available by request ONLY
Date/Time Notes   Programs are available Monday through Friday, between 8:00 a.m. and 4:00 p.m. Eastern time.

If these times do not work for your group, please contact Evan Liddiard at eliddiard@vahistorical.org and we will make every effort to find a convenient time for your program.
Program Cost   Point to Point Cost: $100.00
By Request Cost: $100.00
Program Fee Notes   This program is offered at $50 for schools within the state of Virginia.
Cancellation Policy   We will not charge for programs cancelled du to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.
Is recording allowed?   No
Program Delivery Mode(s)   Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Minimum Technology Specifications for sites connecting to this provider   All schools will dial into the VHS.

IP address: 38.68.255.194

For H.323 video conferencing systems (Polycom, Tandberg, Cisco, Lifesize), groups should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps.

Our programming is also available to groups who do not have access to video conferencing equipment through the use of free cloud-based video conferencing software. Software configuration and connection instructions will be sent out once we have received your program request form.

We require a test call be scheduled at least one week prior to the date of your program in order to verify that we can maintain an acceptable connection between our sites.

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For additional assistance, phone 866-826-2452.

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