The History of West Virginia State University

Introduction

Every college and university that exists in the world has a lasting effect on the communities that surround them. For Dunbar, West Virginia, West Virginia State University has created an environment of social, economic, and political growth. We are going to spend time learning about this growth.

To better understand the growth of the communities and school, it is important to understand the important people who made the growth happen. Each one of these individuals had a lasting effect on the community through different means.

Task

Each one of these important people have not been feeling like the hard work they spent so much time on has been effective or remembered. They also feel like they have forgotten themselves and why they are so important.

The goal is, in groups of four, to find what these eight very sad, but important people have done for West Virginia State University.

1. Earl Lloyd

2. Katherine Johnson

3. Booker T. Washington

4. Will Robinson

5. Charles Calvin Rogers

6. Damon Keith

7. Antoine Fuqua

8. Leon Sullivan

They are counting on YOU to make them feel better!

Process

Here is how you are going to help these people remember what they are so important for!

1. In the groups, you will have to go to the links (at the bottom of the page) to find the year graduated from West Virginia State University, the important contribution on the community, and why the important contribution is important.

2. Then, in the groups, every one will discuss the effects on the school and community had these contributions had not happened. This will be written in the journals.

3. After the discussion and journal time, each group will think of a presentation that will explain the importance of these individuals and contributions.

Evaluation

Activity	Exemplary	Accomplished	Developing	Beginning	score
Finding the year, contribution, and why the contribution is important	Uses all three links to find various and "outside-the-box" reasons why contribution is important	Uses 1-2 links and uses higher level contributions	Uses 1 or no sources but finds decent contributions	Uses no links and finds no higher level of thought contributions or reasons
Discussion and Journal time	Spends ample time on discussion and journals reflect higher level of thought	Spends appropriate time discussing, but journals lack essential details	Average discussion time and journals have limited details or thought	Discussion time is almost nonexistent and journals lack almost all detail and thought
Presentation	Every student speaks eloquently and provides their own details.	Every student speaks the same amount of time, but a few details are left out by a few students	Each student lacks appropriate details and only a few students gave the assignment thought.	Presentations have limited or no details and all students do not have almost no presentation time.

Conclusion

The men and women feel much better about themselves now. Helping them find their true identity and true sense of self really showed them they were really wanted. By helping them discover themselves again, you have also learned to:

Research and find contribution of historical figures through the context of the community.
Why certain people have the ability to be considered a contributor.
Give a presentation on materials that require more than just facts.
Work in groups on an assignment that is not usually considered a group assignment.

Credits

Resources used:

www.wvstateu.edu

www.civilrights.org

www.wvgazettemail.com/news/20160315/wv-state-university-marks-125-years

Teacher Page

West Virginia Standards Addressed:

SS.8.7- Correlate West Virginia economic conditions with the effects on its citizens.

SS.8.11- Compare/contrast the effects of technological and industrial advances as they relate to economy vs. environmental and their effects on the demographic profile of West Virginia. (e.g., entrepreneurial businesses, agriculture, education, interstate commuters, mining and natural gas.)

SS.8.23- Demonstrate an understanding of major social, political, and economic developments that took place in West Virginia during the second half of the of nineteenth century.

OVERVIEW OF PROCESS:

The entire premise of this assignment is to teach students to research for more than facts. By having the students research contributions and the reason why the contribution is important. The student discuss and write in journals to understand, share, and respect others opinions.