Classroom Guide

Primary Source Set        |         Timeline        |          Virginia Key Today        |        Additional Resources

FIVK000104.jpg

Primary source analysis

When viewing sources, have students consider 

  • Historical context for the source
  • The intended audience
  • The author or photographer’s point of view
  • The author or photographer’s purpose

Discussion Questions

Use the following discussion questions as inspiration for lessons that spark students' inquiry and critical thinking. 

  1. Read the newspaper clippings detailing plans to open Virginia Key Beach. How would the establishment of Virginia Key Beach as a segregated beach relate to the “separate but equal” doctrine that was decreed with Plessy v. Ferguson?
  2. Examine the Virginia Beach Park Pamphlet. How does it compare to the real life photographs of the park, such as the carousel, cabanas, and mini train? How does the language and tone differ from the excerpt of the Rambling Through Dade County Parks Pamphlet?
  3. Watch the series of oral history clips provided. How do experiences differ? What are some key things that these participants have in common?
  4. Read the Miami Times article on the wade-in at Crandon Beach and watch the news clips (jump to 5:12-5:36) of the event. How does it contrast to other Civil Rights events discussed in your classroom, such as the Montgomery Bus Boycott? How does it differ?
  5. Watch the Fort. Lauderdale Beach wade-in news clip. How is the wade-in portrayed in the media? Is there anything we can draw from this clip that will help us understand perceptions of the event? How does it compare or contrast with alternate mass-media coverage of other key Civil Rights Events?
  6. Look at the clips of the wade-ins in St. Augustine, Crandon Park, and Fort Lauderdale Beach. How do they differ? Why do you think this may be? Why do you think there was less police interference in South Florida than in St. Augustine, located in North Florida?
  7. How would the wade-ins progress the push for integration for Florida's public beaches? What role did each wade-in have in progress for civil rights?

Suggested Activity

Have students use the National Archives Document Analysis Worksheet to do an in depth analysis on the newspaper article from the Miami Times. Have students work in small groups to answer the following questions: 

  1. What was the reason that the wade-in participants were not arrested or prosecuted in court?
  2. After reading the news-clip, explain what the goal of the wade-in was, and the steps that would lead up to it.
  3. Ultimately, what was the end result of the Crandon Park swim-in?
  4. Given that the Crandon Park protests would lead to integration of Miami-Dade beaches, what do you think the consequences would be for Virginia Key?
  5. The Miami Times is the oldest and largest Black newspaper in Miami and it is still being published today. Why was Black-owned news media important during the civil rights era. Why is it important today?
  6. How might this article have been different if it were published in the Miami Herald?

The full suite of document analysis worksheets are available here.

4.jpg

Take a Virtual Fieldtrip!

The Historic Virginia Key Beach Park has created a virtual tour experience that allows students of all ages to explore the history, current ameneties, and ecological wonders, of Virginia Key Beach.

Next Generation Sunshine Standards

Strand SS.912.A: American History

Standard 1 SS.912.A.1: Use research and inquiry skills to analyze American History using primary and secondary sources.

  • SS.912.A.1.1: Describe the importance of historiography which includes how historical knowledge is obtained and transmitted when interpreting events in history.
  • SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.
  • SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data.
  • SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.

Standard 2 SS.912.A.2: Understand the causes, course, and consequences of the Civil War and Reconstruction and its effects on the American people.

  • SS.912.A.2.5: Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups.

Standard 7 SS.912.A.7: Understand the rise and continuing international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.

  • SS.912.A.7.2: Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.
  • SS.912.A.7.5: Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.
  • SS.912.A.7.6: Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.
  • SS.912.A.7.7: Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights. 
  • SS.912.A.7.8: Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights.
  • SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.SS.912.A.7.17: Examine key events and key people in Florida history as they relate to United States history.
Primary Source Set
Classroom Guide