Authentic Intellectual Work on School Desegregation: The Digital History of Massive Resistance in Norfolk, Virginia
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ERIC Institute of Education Sciences
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2009
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| _version_ | 1867181878641950720 |
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| author | Manfra, Meghan McGlinn |
| author_facet | Manfra, Meghan McGlinn Manfra, Meghan McGlinn |
| collection | Education Resources Information Center |
| contents | Authentic Intellectual Work on School Desegregation: The Digital History of Massive Resistance in Norfolk, Virginia Manfra, Meghan McGlinn Assignments School Desegregation Court Litigation Electronic Libraries History Instruction Educational History Critical Thinking Inquiry Teaching Methods This year marks the fiftieth anniversary of the integration of Norfolk Public Schools. On February 2, 1959, the "Norfolk 17" integrated the formerly all-white public middle and high schools in Norfolk, Virginia. Less known than their counterparts in Little Rock, Arkansas, the stories of the Norfolk 17 underscore the struggle schools faced after the 1954 "Brown v. Board of Education" decision. A new digital library, "School Desegregation in Norfolk, Virginia," chronicles the Norfolk school crisis (www.lib.odu.edu/special/schooldesegregation). This collection provides access to authentic digital history resources and multiple perspectives about the history of integration. In this article, the author provides an overview of the digitized resources that make up the collection and teaching suggestions for integrating them into the classroom using the criteria for authentic intellectual work. According to Scheurman and Newmann, "Authentic intellectual achievement consists of more than the ability to do well on an academic test. It involves the application of knowledge (facts, concepts, theories, and insights) to questions and issues within a particular domain." Authentic intellectual work frames student learning around significant historical issues and discipline-based learning. The three criteria of authentic intellectual work--construction of new knowledge, disciplined inquiry, and value beyond school--operate in concert. Construction of deep knowledge occurs as students engage in disciplined inquiry; disciplined inquiry derives from historical questions relevant beyond the world of school. (Contains 3 figures and 19 notes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ849629 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2009 |
| record_format | eric |
| spellingShingle | Authentic Intellectual Work on School Desegregation: The Digital History of Massive Resistance in Norfolk, Virginia Manfra, Meghan McGlinn Assignments School Desegregation Court Litigation Electronic Libraries History Instruction Educational History Critical Thinking Inquiry Teaching Methods Authentic Intellectual Work on School Desegregation: The Digital History of Massive Resistance in Norfolk, Virginia Manfra, Meghan McGlinn Assignments School Desegregation Court Litigation Electronic Libraries History Instruction Educational History Critical Thinking Inquiry Teaching Methods This year marks the fiftieth anniversary of the integration of Norfolk Public Schools. On February 2, 1959, the "Norfolk 17" integrated the formerly all-white public middle and high schools in Norfolk, Virginia. Less known than their counterparts in Little Rock, Arkansas, the stories of the Norfolk 17 underscore the struggle schools faced after the 1954 "Brown v. Board of Education" decision. A new digital library, "School Desegregation in Norfolk, Virginia," chronicles the Norfolk school crisis (www.lib.odu.edu/special/schooldesegregation). This collection provides access to authentic digital history resources and multiple perspectives about the history of integration. In this article, the author provides an overview of the digitized resources that make up the collection and teaching suggestions for integrating them into the classroom using the criteria for authentic intellectual work. According to Scheurman and Newmann, "Authentic intellectual achievement consists of more than the ability to do well on an academic test. It involves the application of knowledge (facts, concepts, theories, and insights) to questions and issues within a particular domain." Authentic intellectual work frames student learning around significant historical issues and discipline-based learning. The three criteria of authentic intellectual work--construction of new knowledge, disciplined inquiry, and value beyond school--operate in concert. Construction of deep knowledge occurs as students engage in disciplined inquiry; disciplined inquiry derives from historical questions relevant beyond the world of school. (Contains 3 figures and 19 notes.) |
| title | Authentic Intellectual Work on School Desegregation: The Digital History of Massive Resistance in Norfolk, Virginia |
| topic | Assignments School Desegregation Court Litigation Electronic Libraries History Instruction Educational History Critical Thinking Inquiry Teaching Methods |
| url | https://eric.ed.gov/?id=EJ849629 |