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In Our Vaults Since 1892 when the first flag was donated to the Museum of the Confederacy, we have continued to preserve these important artifacts, culminating in a collection that includes more than 822 total flags and flag fragments. These include wartime, postwar, miniatures, and reproductions. The Museum houses the largest single collection of Confederate and Union national, state, presentation, company and regimental flags including nearly 500 wartime flags. More than half of the Museum’s flag collection are captured flags entrusted to the Museum by mandate of the United States Congress and the Commonwealth of Virginia in 1905 and 1906. The remaining flags are from private donations. This collection continues to increase in this manner today. If you would like to inquire about donating a flag or related object to The American Civil War Museum, please email us. The Museum’s flag collection is housed in a dedicated 1,300 square-foot storage and examination facility. The 100 extra-fragile silk flags are preserved in a custom-built flat storage system. In the 1990s, the Museum embarked upon a systematic program to conserve the flag collection and increase research and access to the flags. Requests for research information and access to the flag collection have steadily increased over the years. Individuals, researchers, authors and publishers all over the world seek out the Museum for research information on its flag collection.

The Confederate battle flag has been the topic of much discussion regarding its meaning and symbolism. We asked our historian, John Coski, to discuss the flag and its meanings. John is an acknowledged expert on the Confederate battle flag, and is author of The Confederate Battle Flag: America's Most Embattled Emblem (2005, Harvard University Press). His answers can be seen in this video.

Post information in a clear and accessible way about how students can do well, and if needed, what they can do to improve their performance. Grading rubrics can be an efficient way to inform students about how you assess their work and how to meet expectations for success.

Visual impairment in the classroom

Visual cues are central to most early childhood education systems.

In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.

Here are eight words you’ll find in this article that you may not know:

Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.

Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.

Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.

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