Through methodologically diverse investigations based within, and pushing against the boundaries, of disciplines including History, Material and Visual Culture Studies, History of Education, and American studies, these papers confront these questions. Meredith Barber frames Virginia’s history classrooms as a key site of conflict during Brown v. Board and massive resistance. She positions the work of the Virginia History and Government Textbook Commission (1948-1965) in conversation with the pedagogy of Black teachers to argue that the teachers intentionally shaped their portrayals of the Civil War as a challenge to the Lost Cause, pro-segregation textbooks that were mandated by the state government. Anne Boyd explores how the United Daughters of the Confederacy entered into a new period of intense political activism as a reaction to the Brown v. Board Supreme Court decision. She argues that the Daughters drew explicit connections between contemporary white supremacist opposition to school desegregation, the Lost Cause mythology, and the naming of schools after Confederate leaders. Ashleigh Lawrence explores Black student protest against Lost Cause symbolism in the decades after school integration and argues that the tension over retaining or dismissing these symbols revealed the fraught and incomplete nature of school desegregation. Ultimately, each paper provides a different answer to the question of how Civil War memory and countermemory remained a battleground during the process of integration and desegregation. The answers will be better understood through the dialogue created between them.