Secondary Sources "The Aftermath." Digital History. Web. 13 Feb. 2012. <http://www.digitalhistory.uh.edu/ahd/aftermath1.html>.

This exhibition was very useful to us, as it explained the 13th Amendment to the Constitution to us, which helped us to put Mary Ellen Hendersons works into the context of the Civil Rights movements. In order to do that, we had to learn more about some of the beginnings of African-Americans push for equality, such as the abolition of slavery. We used a quote from this article as one of the events of our timeline. Bates, Darien. (2005, Feb. 17). Mary Ellen 'Nellie' Henderson: A Life of Making Differences, Big and Small. Falls Church City News Press (Falls Church, VA). Web. http://www.fcnp.com/450/henderson.htm. This was an article from the Falls Church News Press. It goes into a lot of detail on Mary Ellen Hendersons life, especially about her reforms on the school system, because it was written a month after the Falls Church school board decided to name the new middle school after her. As well as including a lot about her life, the article quotes some of her past students. Those quotes gave us a lot of insight into Mary Ellen Henderson was as a teacher and person. It made her seem more real to us. Bunch-Lyons, Beverly. "Chapter Seven: The Falls Church Colored Citizens Protective League and the Establishment of Virginia's First Rural Branch of the NAACP." Ed. Kenern Verney and Lee Sartain. Long Is the Way & Hard: 100 Years of the NAACP. By Nakeina Douglas. Fayetteville: University of Arkansas, 2009. 89-103. Print. This chapter is about the establishment of the Colored Citizens Protective League (CCPL), the first rural branch of the NAACP. It goes into detail about the events surrounding its

creation and the cause for its creation, which was the Falls Church Segregation Act of 1915. The act confined African-Americans, 32% of the population, to live in 5% of the land. Joseph Tinner and Edwin Henderson were two of the cities most prominent AfricanAmericans, and their houses were in what was to be the white section of Falls Church, so they would have had to relocate. They therefore organized the CCPL to protest that ordinance by the Falls Church Town Council. The article also describes the difficulty that the CCPL faced in becoming a branch of the NAACP, among other things, such as the opposition that it received from groups such as the Ku Klux Klan. Chapman, Thandeka K. "Critical Race Theory." Ed. Annette M. Henry. Handbook of Research in the Social Foundations of Education. New York: Routledge, 2011. 224. Print. We took one of our quotes on the African-American History and Situation page from this source. This essay is one of many found in the Handbook of Research in the Social Foundations of Education. It is about critical race theory, which emphasizes the importance of considering race when observing civilization and culture. "Civil Rights Act of 1866." About Lee Street - Chicago Apartments for Rent - Evanston Apartment Rentals. Lee Street Management. Web. 13 Feb. 2012. <http://www.leestreet.com/about/1866.php>. This source provided us with the official Civil Rights Act of 1866 and a summary of it. We received a good idea of the content of the Act from this article, which was helpful for putting Mary Ellen Hendersons life into context. We also used the picture present on this web page in our timeline. "The Civil War and Emancipation." PBS: Public Broadcasting Service. Public Broadcasting Service (PBS). Web. 28 Jan. 2012. <http://www.pbs.org/wgbh/aia/part4/4p2967.html>.

This article gave us a good history of the Civil War, which was important for our background on the African situation. We also learned about the Constitutional Amendments 14 and 15 which were added in order to ensure that African-Americans were given the rights of citizens, although they didnt receive most of those rights for a while. Clark. "Jim Crow." Jim Crow. Web. 13 May 2012. <http://mrclark.aretesys.com/JCrow.htm>. This webpage consisted of a large collection of photographs of Jim Crow Laws in action. It was put together by a middle school teacher. All of the pictures really shocked us and made us realize how widespread Jim Crow laws really were. They affected essentially every part of African-Americans lives. We used one photograph in particular, the one of the AfricanAmerican man staring at a sign that said Help Wanted White Only. He looks very shocked, upset, and sort of resentful. It was very helpful for our African American Situation page on our website. "Constitutional Amendment XIII." Virtualology: A Virtual Education Project. Evisum Inc. Web. 13 Feb. 2012. <http://virtualology.com/hallofthehistoricarchives/13THAMENDMENT.COM/>. This website provided us with the content of the 13th Amendment, as well as some articles revolving around it and Lincoln. The website provided us with a picture of the 13th Amendment, which was very useful to us as we used it in our timeline. Although not very legible, it provided our website with good visual support. It is always helpful to see the document from where information is being provided to you. David, Pilgrim. "Who Was Jim Crow?" Ferris State University. Ferris State University, Sept. 2000. Web. 15 Feb. 2012. <http://www.ferris.edu/jimcrow/who.htm>.

This article, written by a professor of sociology, provided us with a good history of the origin of the name of the Jim Crow Laws. A young actor, Thomas Dartmouth Daddy Rice appeared on stage as "Jim Crow" -- an exaggerated, highly stereotypical Black character (Piligrim). He had also put the song Jim Crow onto sheet music. He became a sensation and was imitated across the country. He and his imitators significantly solidified the belief in white supremacy and encouraged the stereotyping of black people. It also encouraged the segregation of white and black people. Therefore, it is understandable why the segregation laws were called the Jim Crow Laws. A History of Falls Church City Public Schools. 1999. Mary Riley Styles Library, Falls Church. This publication for the 50th anniversary of the Falls Church public school system really gave us a concise history of the schools, which gave us background knowledge. However, it is very biased as it was a celebration of Falls Church's achievements. It briefly mentioned the school for African-Americans. Komo, Dee. "Falls Church Residents Recall Days of Segregation." Falls Church VA Patch. N.p., 28 Mar. 2008. Web. 2 Apr. 2012. <http://fallschurch.patch.com/articles/falls-churchresidents-recall-days-of-segregation>. In this article, Falls Church citizens recall life in the 1920s. This enhanced our understanding of the daily life and discrimination an African-American might face. We were able to use several quotes from this article that increased the quality of our web page. "Lift Every Voice and Sing." Poets.org - Poetry, Poems, Bios & More. Academy of American Poets. Web. 17 April 2012. <http://www.poets.org/viewmedia.php/prmMID/15588>. This website provided us with the lyrics to Lift Every Voice and Sing, the song that we had on the Home Page of our website. It is helpful for the viewer to be able to see the lyrics

to the full song, so that they can therefore understand why Mary Ellen Henderson had her students learn it it was a staple of African-Americans fights for equal rights. It was a huge encourager to them while they were under oppression. Liptak, Adam. "IDEAS & TRENDS; Brown v. Board of Education, Second Round." The New York Times. The New York Times Company, 10 Dec. 2006. Web. 11 Jan. 2012. <http://www.nytimes.com/2006/12/10/weekinreview/10liptak.html?_r=1>. This article describes the implication of Brown v. Board of Education, although its main contribution to our project was through its image of the two girls, one African-American and one white, looking at each other, which we used in our Timeline. It showed us some of the feelings regarding the desegregation on the first day of school at Fort Myer School, in Fort Myer, Virginia. The African American girl appears to have a relatively emotionless expression on her face, although it could also be interpreted as nervous and sad. Various children in the background are covering their mouths and appearing shocked at this possible discourse, while others just appear extremely interested. This is a representation of a lot of the feelings on both sides of desegregation, and that helped us to perceive the information that we researched through the filter of both sides. Micale, Barbara L.. "Virginia Tech Research Magazine Summer 2008." Research at Virginia Tech. First Rural NAACP a Response to Threat of Residential Segregation in Falls Church, 1 Jan. 2009. Web. 2 Mar. 2012. http://www.research.vt.edu/resmag/2009winter/naacp.html>. This article was written about a woman who had researched and written papers about Tinner Hill, specifically about the CCPL becoming the first rural chapter of the NAACP. The article gave good information on Edwin Henderson and Mary Ellen Henderson as well

explaining that a large amount of the history of Falls Church has only recently been surfacing. Altogether, it helped us to see the civil rights leaders in Falls Church in a broader scope. Padgett, Ken. "Blackface!" - The History of Racist Blackface Stereotypes. Web. 04 Apr. 2012. <http://www.black-face.com/>. This website deals with Blackface, a style of entertainment based on racist Black stereotypes that began in minstrel shows and continues to this day (Padgett). It explains the various Black stereotypes, such as that of Mammy, Jim Crow, or Pickaninny, as well as going into detail on the history of racism towards African-Americans in the media. Pilgrim, David. "Who Was Jim Crow?" Ferris State University: Imagine More. Ferris State University. Web. 13 May 2012. <http://www.ferris.edu/jimcrow/who.htm>. This article, written by a professor of Sociology at Ferris State University, describes the origin of the term Jim Crow. These words are from the song, Jim Crow, as it appeared in sheet music written by Thomas Dartmouth Daddy Rice (Pilgrim). The figure of Jim Crow represented in the music became a popular figure in minstrel shows. Actors would darken their faces with blackface makeup. The term Jim Crow was used as a racial epithet and later more as a term to describe the general set of rules and regulations limiting the freedoms of African-Americans. We found a painting on this page that we used in our section African-American History and Situation on our website. It our project by providing a visual aid that really emphasized the derogatory ways that blacks were viewed. Also, in viewing this picture, it is not difficult to imagine the costumes of the minstrel shows that so helped to popularize the many derogatory views of AfricanAmericans, such as the view of them being incredibly lazy.

Randall, Vernilla. Examples of Jim Crow Laws. Race, Racism, and the Law. 31 Dec. 2010. Web. 10 Feb. 2012. <http://academic.udayton.edu/race/02rights/jcrow02.htm>. This website gave us many examples of Jim Crow Laws. It helped our understanding in that we realized how many aspects of African-Americans lives were regulated and segregated. They were denied many rights, such as the right to marry a white person. It was shocking to us. This website gave us some great examples to include in our AfricanAmerican Situation page. Rasmussen, R. Kent. Farewell to Jim Crow: The Rise and Fall of Segregation in America. New York: Facts on File, 1997. Print. This explores the rise and fall of segregation in the United States. It goes very in depth, covering African-American situation from colonial times until the modern civil rights era. It was very helpful to have all of that history in one place. It helped us to further sympathize with African-Americans during the time period of our project, because theyd faced so much discriminatory racial prejudice and strife. It was very helpful and very professionally written. Rayna. "Plessy V Ferguson." New Orleans: Metblogs. 12 Feb. 2009. Web. 13 May 2012. <http://neworleans.metblogs.com/2009/02/12/plessy-v-ferguson/>. We took a photograph off of a post on this blog. The photograph is of the a sign present at the corner of Royal and Press Streets in New Orleans, marking, as the sign says, the Site of the Arrest of Homer Adolph Plessy. This arrest led to the United States Supreme Court case Plessy v. Ferguson, in which the doctrine of separate but equal was upheld. This sign was useful for our timeline.

Schumann, Walter. "The History of Tinner Hill." Tinner Hill. Tinner Hill Heritage Foundation. Web. 05 Feb. 2012. <http://www.tinnerhill.org/history/>. This article was very informative, giving us a lot of information on Mary Ellen Henderson, her husband E.B. Henderson, Joseph Tinner, and other important figures that had a role in the Civil Rights efforts in Falls Church, as well as giving us the general history of Falls Church. It was very helpful mainly because of the extensive information on Mary Ellen Henderson, since there arent a lot of articles on her containing that much information. It was one of our most important sources. We found several helpful images on here which we used in our website, including one of her as a young woman. She was beautiful and relatively light-skinned. In some cases, she could pass for being a white woman. As E.B. Henderson, II described to us, as she went on a field trip once, she sat in the front of the bus, instead of sitting in the section reserved for African-Americans. This picture really helped us to see why she was able to do that, without anyone challenging it. All in all, she looks like a very professional, kind young woman, with a lot of potential. Wexler, Sanford. The Civil Rights Movement: An Eyewitness History. New York, NY: Facts on File, 1993. Print. This book provided various quotes that were important in supporting our thesis and helped us to further understand the various opinions regarding segregation, primarily the side of those advocating reform. We were provided with an accurate timeline of the main events of the Civil Rights Movement. Although this book focuses mainly on the years 1954 to 1965, it gives a very good introduction to the civil rights movements. Also, this book helped us to determine the wider results of Henderson and other reformers similar to her works.

Wormser, Richard. The Rise & Fall of Jim Crow: The African-American Struggle against Discrimination, 1865-1954. New York: Franklin Watts, 1999. Print. This book provided us with the history of the Jim Crow Laws, going back to just after the Civil War. There was so much celebration on the Day of Jubilee, when African-Americans were freed. However, the situation began to get worse, especially since whites were upset that blacks were resisting their efforts to control them. Because of this, the Jim Crow Laws were born. Slavery was essentially restored, although it was not called that. However, because the white tried to control the blacks so much, that was essentially what it was. Also, even after Brown v. Board, African-Americans were still struggling for their rights. They still are now in many parts of the country, which is shocking to us.