Overview
Early Black settlers and historical sites of Fort Collins, Colorado
Author
Denise Holder
Topics
Black History, United States History, Community, Civil Rights, Race, Gender
Theme / Focus
Fort Collins Black History (People/Places)
Learning Outcomes:
- Literacy
- Social Studies
- Writing
Lesson Plan
While the lesson plan grade level is designed for Second Grade, it is scaleable to adjust to different audiences.
Inquiry/Essential Questions:
- Who were some of the founding Black settlers in Fort Collins?
- How did Black residents shape Fort Collins despite challenges?
- Why is it important to preserve Black history in Fort Collins?
- How can historical places help us understand the past?
- Why is it important to learn about racially diverse groups of people both locally and nationally/internationally?
Standard Alignment (Evidence Outcomes):
History (Standard 1): 1.1: Identify historical sources and utilize the tools of a historian; 1.2: People in the past influenced the history of neighborhoods and communities
Civics (Standard 4): 4.1: Individuals have rights and responsibilities within communities; 4.2: People use multiple ways to resolve conflicts or differences
- Students can identify at least one Black individual or family who played a significant role in the history of Fort Collins.
- Students can describe the contributions of this individual or family to the
- Students can compare the experiences of Black individuals and families in Fort Collins to those of other groups studied.
Key Vocabulary:
- Community – A group of people who live in the same place or share something in
- Contribution – Something you do or give that helps make something better for
- Legacy – What someone leaves behind for others to remember, like ideas or
- Diversity – Having lots of different kinds of people, like different cultures, races, or ideas.
- Inclusion – Making sure everyone feels welcome and is treated as an important part of the
Places/Locations:
- 1005 Oak St – Birdwhistle Family
- 321 Maple St – Clay Family
- 317 Maple St – Clay Family
- 131 Mack St – Jennie Goodall
- 310 Meldrum St – Hicks Family
- 312 Meldrum St – Lyle Family
- 317 Cherry St – McDaniel Family
- 238 Meldrum St – John Mosley
- 308 Cherry St – Virgil Thomas & Family
- 316 Cherry St – Virgil Thomas & Family
Activity:
- Students will have learned about/talked about Fort Collins history and early settlers as well as Fort Collins Black individuals/ families prior to these lessons.
- Students work in groups to create a simple presentation highlighting the contribution/legacy of a specific Black individual or family.
- Students record one fact about each individual and family they learned from student presentations.
Day One
- Open Fort Collins Historical Figures Slideshow (PDF). Go through slides 1-6.
- Pair Students: Pair students based on reading ability (high/average with low/average).
- Distribute Materials: Provide each pair with an article (one page) from Profiles in Fort Collins Black History – 2nd Grade reading level (PDF).
- Reading and Organizing: Instruct pairs to: (a) Read the article and (b) Identify and highlight key information explaining why the individual or family is important in Fort Collins.
- Facilitation: Allow time for reading and highlighting. Circulate the room to (a) ask guiding questions about the historical figures and (b) ensure pairs are accurately identifying an important
- Be sure blank Google Slide is assigned to pairs prior to next day’s lesson
Full Story Fort Collins: Black History
This video is included in the Fort Collins Historical Figures Slideshow.
Day Two
- Return to Pairs: Have students return to their partnerships.
- Open Fort Collins Historical Figures Slideshow (PDF) to slide 7.
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Show students Google Slide Template. Model how to use their highlighted paper to complete a Google Slide. Teach students how to copy and paste images.
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Direct students to begin working on their slide.
Google Slide should include:
- The individual’s or family’s name.
- One or more pictures of the individual or family.
- Pictures from the resource set are on slides 2 and 3.
- One or more sentences telling information about the individual or family. Include, if possible, why the individual or family is important to early Fort Collins.
Day Three
- Continue Slide Work in partnerships.
- Show Profile of FC Birdwhistle Example (PDF) as a model on screen.
- Have students return to their partnerships and complete work on their Google.
- Circulate and provide assistance as needed.
Day Four
- Present Slides: Each partnership will present their slide to the class.
- Note Catcher Activity: While listening to presentations, students will write down one fact about each individual or family on the Profiles of FC Black Historical Figures Note Catcher.
Teacher’s Guide
- Read Profiles in Fort Collins Black History (PDF) to familiarize yourself with important people students will be studying.
- Read Black/African American History in Fort Collins, specifically the section: Pioneering Black Families in Fort Collins.
- Assign Google Slide to partners in Google Classroom.
- Teach students how to access Google Classroom and the assignments (Classwork) in there.
- Teach students how to copy and paste images in a Google Slides presentation.
- Print note catcher for all students.
Extension
Discussion Questions
- Why do you think the Black community in Fort Collins was small but vibrant?
- How did Black families in Fort Collins support each other despite challenges?
- What kinds of jobs were available to Black residents in early Fort Collins? How do you think that affected their lives?
- Why were safe places like the Birdwhistle home important for Black travelers?
- How did segregation and discrimination affect where Black families could live and work in Fort Collins?
- What does this history tell us about the importance of community and resilience?
Specific Discussion Questions
The Birdwhistle Family
- Why did Black musicians and teachers stay at the Birdwhistle home instead of hotels?
- How did Charles Birdwhistle’s different jobs help him connect with people in Fort Collins?
The Clay Family
- What role did the Clay family play in building the Black community in Fort Collins?
- How did their homes serve as important gathering places?
Georgianna Coff
- What does Georgianna Coff’s story tell us about perseverance?
- Why do you think her grave does not have a marker? How does that impact how she is remembered?
Jennie Goodall
- How did Jennie Goodall help women gain more rights?
- What was Dearfield, and why was it important for Black families?
The Hicks Family
- How did Harkless and Hattie Hicks contribute to the Black community in Fort Collins?
- Why do you think having church in their home was important?
Mattie Lyle
- What did Mattie Lyle do to stand up against discrimination?
- Why was winning her court case important?
Hattie McDaniel
- How did Hattie McDaniel break barriers in the movie industry?
- What impact did her lawsuit have on fair housing?
John Mosley
- Why was it significant that John Mosley was the only Black football player in his league?
- How did his experiences at Colorado Agricultural College prepare him for his future work?
Virgil Thomas
- What challenges might Virgil Thomas have faced as the only Black student on his football team?
- How did housing discrimination affect where Black families could live in Fort Collins?
Literacy
- This book introduces students to key events, figures, and themes in Black history using an engaging A-Z format.
- It helps students recognize how Black history extends beyond Fort Collins, connecting their local learning to national movements and figures.
Black Leaders in the Civil Rights Movement
- This book introduces students to key civil rights figures, providing historical examples of activism and resistance, much like Mattie Lyle’s fight for desegregation in Fort
- It helps students see that local activism is part of a larger movement for justice and equality
- This book introduces students to extraordinary Black figures who made contributions in a variety of fields, from activism to science and the
- It connects to local Black residents in Fort Collins, who were also heroes in their own right, building community and advocating for change.
Field Trips
- Fort Collins Walking Field Trip (locations & route TBD)
- Fort Collins Black History Field Trip
- A Fort Collins Black History Field Trip provides students with a firsthand experience of the places where Black residents lived, worked, and fought for civil rights.
- By physically visiting these locations, students can better understand the historical presence, struggles, and contributions of Black residents in Fort Collins.
Guest Speaker
Jamal Skinner – Cultural Enrichment Center of Fort Collins
Jamal Skinner’s work with the Cultural Enrichment Center connects the past to the present, offering students a real-world example of how communities actively work to preserve and celebrate Black history.
Inquiry Question Connections:
- How did Black residents shape Fort Collins despite challenges?
- Why is it important to preserve Black history in Fort Collins?
- How can historical places help us understand the past?
Mr. Skinner can discuss the ongoing efforts of the Cultural Enrichment Center in advocating for Black representation and preserving local Black history, connecting past struggles with present-day efforts to continue building community resilience and activism. The Cultural Enrichment Center’s mission is to highlight and preserve Black culture in Fort Through Skinner’s work, students will better understand the role of cultural centers in ensuring Black stories are not forgotten, and how they provide a space for the community to come together. Mr. Skinner can explain how physical and cultural spaces, such as the Cultural Enrichment Center, serve as living museums and sites of ongoing These places keep local Black history alive, connecting students to the past while also fostering a sense of continuity and community.
Videos
Inquiry Questions: How did Black residents shape Fort Collins despite challenges? Why is it important to preserve Black history in Fort Collins? How can historical places help us understand the past?
Fully Story Fort Collins: Mattie Lyle
This video provides a personal narrative that highlights the challenges and resilience of Black residents in Fort Collins, offering students a concrete example of local civil rights.
Fort Collins landmarks its first home with Black History significance
This video illustrates the ongoing efforts to honor and preserve the contributions of Black families in Fort Collins, encouraging students to consider the importance of historical.
Preserving Black History
This video, “Preserving Black History: Hattie McDaniel’s Fort Collins home and efforts to save Dearfield,” explores the legacy of Hattie McDaniel, the first African American to win an Academy Award, and discusses preservation efforts for Dearfield, a historic Black settlement in Colorado.
Black History in Colorado: Dearfield
This video explores Dearfield, a historic Black settlement in Colorado, offering insights into the challenges and successes of Black homesteaders.
Bonus Activity #1
City of Fort Collins Black/African American History Brochure
- The brochure highlights the lives of Black individuals and families who settled in Fort Collins, including those on your collaborative mapping
- It provides historical evidence of how these settlers built community, engaged in local businesses, and navigated racial
Connection to Inquiry Question How did Black residents shape Fort Collins despite challenges?
- The brochure details segregation, employment barriers, and legal battles like Mattie Lyle’s fight for equal access to theaters.
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It also showcases Black leaders’ contributions to civic and social life, helping students explore resilience and advocacy.
Connection to Inquiry Question Why is it important to preserve and recognize Black history in Fort Collins?
- The brochure supports discussions on historical preservation, connecting to topics in videos like Fort Collins Landmarks Its First Home with Black History Significance
- Students can use it to debate the role of landmarks in maintaining community
Connection to Inquiry Question: How can historical places help us understand the past?
- The brochure identifies key homes, businesses, and community spaces tied to Black history in Fort Collins.
- Students can use it as a reference for their collaborative mapping project, making direct connections between historical locations and the people who lived there.
Possible Classroom Activities:
- Guided Scavenger Hunt: Have students use the brochure to identify key locations and analyze their historical significance.
- Compare Past & Present: Students compare the stories in the brochure with modern Fort Collins demographics and policies.
- Creative Writing: Students write diary entries from the perspective of a Black resident mentioned in the brochure.
Bonus Activity #2
The Way It Was: Unearthing the Invisible Black History of Old Fort Collins Podcast
- A hat box of Mattie Lyle’s old photographs sat in a garage for It wasn’t until 2020 that they got their day in the sun – showcasing the little-told stories of Black life in early Fort Collins.
Connection to Inquiry Question: How did Black residents shape Fort Collins despite challenges?
- The photographs offer visual documentation of Black families, businesses, and daily life, countering the misconception that Fort Collins lacked a significant Black
- Students can analyze the images to understand how Black residents built community and navigated racial barriers in a predominantly white town.
Connection to Inquiry Question: Why is it important to preserve Black history in Fort Collins?
- The fact that these photographs remained hidden for decades illustrates the historical erasure of Black stories in Fort Collins.
- Students can discuss why certain histories are forgotten and who decides what gets remembered.
- The connection to Fort Collins Landmarks Its First Home with Black History Significance reinforces the ongoing need for historical preservation.
Connection to Inquiry Question: How can historical places and artifacts help us understand the past?
- These photographs act as primary sources, helping students visually connect with Fort Collins’ Black
- They provide a personal perspective on history, making abstract events more relatable and engaging.
- Students can compare these images to current representations of Fort Collins and reflect on what stories are still missing.
Possible Classroom Activities:
- Photo Analysis & Storytelling: Students analyze selected photos, describe what they see, and infer what life might have been like for Black residents during that time. They can write short stories or diary entries inspired by the images.
- Hidden Histories Exhibit: Students create a digital or physical classroom exhibit featuring Mattie Lyle’s photos alongside their own reflections or research.
- Connecting Past & Present: Have students find and compare modern-day locations in Fort Collins that appear in theThey can discuss what has changed and what remains the same regarding Black visibility in the city.
- Research & Oral Histories: Students can interview local historians or community members about efforts to recover Black history.
Bonus Activity #3
Locations of local Black families/individuals:
- 1005 W. Oak St – Birdwhistle Family
- 321 Maple St – Clay Family
- 317 Maple St – Clay Family
- 131 N. Mack St – Jennie Goodall
- 310 N. Meldrum St – Hicks Family
- 312 N. Meldrum St – Lyle Family
- 317 Cherry St – McDaniel Family
- 238 N. Meldrum St – John Mosley
- 308 Cherry St – Virgil Thomas & Family
- 316 Cherry St – Virgil Thomas & Family
All addresses of early Black settlers could be entered into a collaborative Google map or other collaborative map application. Students can discuss what they notice once all addresses have been entered.
Analyze Patterns & Discussion
Once all addresses are entered, students observe patterns:
- Were families clustered together?
- How close were they to key areas like schools, businesses, or railroad stations?
- Do any of these homes still exist today?
- What might these locations reveal about segregation, community-building, or access to resources?
Reflect
Students could post observations on a shared class document or discuss in small groups.
- What did you find most interesting about the locations?
- How does this history connect to what we see in Fort Collins today?
- Why is it important to remember and map these histories?