Civil Rights MovementMajor Events

May 1954 – April 1968

Students will view/listen to print and video/audio Students will view/listen to print and video/audio accounts of the Civil Rights Movement. accounts of the Civil Rights Movement.

Students will be assigned a new identity.Students will be assigned a new identity.

Students will select and review one of the Major Students will select and review one of the Major Events and its link(s). Events and its link(s).

Students will create and present a Power Point Students will create and present a Power Point Presentation.Presentation.

PDE Standards Aligned SystemsPDE Standards Aligned Systems English – Grade 12English – Grade 12

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PDE Standards Aligned SystemsPDE Standards Aligned SystemsCivic and Government - Grade 12Civic and Government - Grade 12

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ISTE Student Standards

Introduction

Task– Page 1– Page 2

Process– Page 1– Page 2

Conclusion

Evaluation

Resources

May 1954 December 1955 September 1957 February 1960 November 1960 May 1961 September 1962

June 1963 August 1963 1964 June 1964 July 1964 March 1965 October 1967 April 1968

PDE SAS1.1.12.C:PDE SAS1.1.12.C: Analyze textual context to determine Analyze textual context to determine or clarify the meaning of unfamiliar or ambiguous words or clarify the meaning of unfamiliar or ambiguous words and to draw conclusions about nuances or connotations of and to draw conclusions about nuances or connotations of words.words.

   PDE SAS 1.1.12.E:PDE SAS 1.1.12.E: Demonstrate fluency in silent reading Demonstrate fluency in silent reading

based upon specific grade level text.based upon specific grade level text.   PDE SAS 1.2.12.A: PDE SAS 1.2.12.A: Evaluate and critique text Evaluate and critique text

organization and content to determine the author’s organization and content to determine the author’s purpose and effectiveness according to the theses, purpose and effectiveness according to the theses, accuracy, thoroughness, logic, and reasoning.accuracy, thoroughness, logic, and reasoning.

  

PDE SAS 1.2.12.C:PDE SAS 1.2.12.C: Examine the author’s explicit and implicit Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.related to essential and non-essential information.

PDE SAS 1.2.12.D:PDE SAS 1.2.12.D: Evaluate textual evidence to make subtle Evaluate textual evidence to make subtle inferences and draw complex conclusions based on and related inferences and draw complex conclusions based on and related to an author’s implicit and explicit assumptions and beliefs to an author’s implicit and explicit assumptions and beliefs about a subject.about a subject.

PDE SAS 1.2.12.E:PDE SAS 1.2.12.E: Identify, analyze, and evaluate the Identify, analyze, and evaluate the structure and the format of a variety of complex informational structure and the format of a variety of complex informational texts for clarity, simplicity, and coherence, as well as texts for clarity, simplicity, and coherence, as well as appropriateness of graphics and visual appeal.appropriateness of graphics and visual appeal.

  

PDE SAS 1.5.12.A: PDE SAS 1.5.12.A: Write with a clear focus, identifying Write with a clear focus, identifying topic, task, and audience.topic, task, and audience.

PDE SAS 1.5.12.B:PDE SAS 1.5.12.B: Develop content appropriate for the Develop content appropriate for the topic.topic.

Gather, organize, and determine validity and reliability of Gather, organize, and determine validity and reliability of information. information.

Employ the most effective format for purpose and Employ the most effective format for purpose and audience.audience.

Write fully developed paragraphs that have details and Write fully developed paragraphs that have details and

information specific to the topic and relevant to the information specific to the topic and relevant to the focus.focus.

Standard 5.1.12.A: Standard 5.1.12.A: Analyze the sources, purposes, Analyze the sources, purposes, functions of law, and how the rule of law protects functions of law, and how the rule of law protects individual rights and promotes the common good.individual rights and promotes the common good.

Standard 5.1.12.B: Standard 5.1.12.B: Employ historical examples and Employ historical examples and political philosophy to evaluate the major arguments political philosophy to evaluate the major arguments advanced for the necessity of government.advanced for the necessity of government.

Standard 5.1.12.C: Standard 5.1.12.C: Evaluate the application of the Evaluate the application of the principles and ideals in contemporary civic life.principles and ideals in contemporary civic life.

Standard 5.1.12.D: Standard 5.1.12.D: Evaluate state and federal Evaluate state and federal powers based on significant documents and other powers based on significant documents and other critical sources.critical sources.

Standard 5.2.12.B:Standard 5.2.12.B: Examine the causes of conflicts Examine the causes of conflicts in society and evaluate techniques to address those in society and evaluate techniques to address those conflicts.conflicts.  Standard 5.2.12.C:Standard 5.2.12.C: Evaluate political leadership and Evaluate political leadership and public service in a republican form of government.public service in a republican form of government. Standard 5.3.12.C:Standard 5.3.12.C: Evaluate how government Evaluate how government agencies create, amend, and enforce regulations.agencies create, amend, and enforce regulations.  Standard 5.3.12.D: Standard 5.3.12.D: Evaluate the roles of political Evaluate the roles of political parties, interest groups, and mass media in politics and parties, interest groups, and mass media in politics and public policy.public policy. 

Standard 5.3.12.F:Standard 5.3.12.F: Analyze landmark United Analyze landmark United States Supreme Court interpretations of the States Supreme Court interpretations of the Constitution and its Amendments.Constitution and its Amendments.

Standard 5.3.12.G:Standard 5.3.12.G: Evaluate the impact of Evaluate the impact of interest groups in developing public policy.interest groups in developing public policy.

Standard 5.3.12.H:Standard 5.3.12.H: Evaluate the role of mass Evaluate the role of mass media in setting public agenda and influencing media in setting public agenda and influencing political life.political life.

Demonstrate creativity and innovationDemonstrate creativity and innovation

Communicate and collaborateCommunicate and collaborate

Conduct research and use informationConduct research and use information

Think critically, solve problems, and make Think critically, solve problems, and make decisionsdecisions

Use technology effectively and productivelyUse technology effectively and productively

From May 1954 to April 1968, marked a From May 1954 to April 1968, marked a tumultuous time in our countries’ history. tumultuous time in our countries’ history.

Even though the U. S. Supreme Court outlawed Even though the U. S. Supreme Court outlawed school segregation in 1954, it would be years school segregation in 1954, it would be years before African Americans would have equal before African Americans would have equal access.access.

This webquest will provide you with print and This webquest will provide you with print and video/audio accounts of fifteen major events as video/audio accounts of fifteen major events as listed in Ruby Bridges’ autobiographylisted in Ruby Bridges’ autobiography Through Through My Eyes.My Eyes.

As a class, we will review the Major Events As a class, we will review the Major Events of the Civil Rights Movement within the of the Civil Rights Movement within the webquest. webquest.

Each student will be given a new identity Each student will be given a new identity including gender, race, age, and including gender, race, age, and socioeconomic status.socioeconomic status.

As an individual, you will select one of the As an individual, you will select one of the Major Events and review the linked Major Events and review the linked information provided.information provided.

Using the attached Using the attached Rubric and and Copyright Free Images you will create and present you will create and present to the class a Power Point Presentation reflecting to the class a Power Point Presentation reflecting your findings giving consideration to the following your findings giving consideration to the following prompts: prompts:

– Provide a summary of individual, document, or situation.Provide a summary of individual, document, or situation.– Given your Given your newnew identity, what would your life have been identity, what would your life have been

like during the time period of the Civil Rights Movement? like during the time period of the Civil Rights Movement? – How did you feel about your place in life?How did you feel about your place in life?– As As yourselfyourself, how do you believe your life has been , how do you believe your life has been

affected today because of the courageous efforts of so affected today because of the courageous efforts of so many?many?

Each student will be assigned one of the following identities Each student will be assigned one of the following identities and will create and prepare a Power Point Presentation and will create and prepare a Power Point Presentation using the assigned using the assigned Rubric..

1. Caucasian, female, elementary age child living with two 1. Caucasian, female, elementary age child living with two same-race parents in a middle-class community.same-race parents in a middle-class community.

2. Caucasian, male, elementary age child living with one 2. Caucasian, male, elementary age child living with one same-race parent in a lower-socioeconomics community.same-race parent in a lower-socioeconomics community.

3. African American, female elementary child living with 3. African American, female elementary child living with two same-race parents in a middle-class community.two same-race parents in a middle-class community.

4. African American, male high school student living 4. African American, male high school student living with one same-race parent in a lower-socioeconomic with one same-race parent in a lower-socioeconomic community.community.

5. Caucasian, female, parent with an elementary aged 5. Caucasian, female, parent with an elementary aged same-race student, living in an affluent community.same-race student, living in an affluent community.

6. African American, male, parent with a high school 6. African American, male, parent with a high school aged same-race student, living in a lower-socioeconomic aged same-race student, living in a lower-socioeconomic community.community.

7. Caucasian, male, parent of a middle-school same-7. Caucasian, male, parent of a middle-school same-race student living in an affluent neighborhood and race student living in an affluent neighborhood and serves on the local school board.serves on the local school board.

Supreme Court outlaws school segregation Supreme Court outlaws school segregation in in

Brown v Board of Education. Topeka, Brown v Board of Education. Topeka, Kansas.Kansas.

Article

Article

Rosa Parks, a black woman, is arrested in Rosa Parks, a black woman, is arrested in Montgomery, Alabama, for refusing to give Montgomery, Alabama, for refusing to give up her seat on a city bus to a white up her seat on a city bus to a white passenger.passenger.

Biography of Rosa Parks

President Eisenhower orders federal troops President Eisenhower orders federal troops to enforce school desegregation in Little to enforce school desegregation in Little Rock, Arkansas.Rock, Arkansas.

Read the Executive Order and supporting Read the Executive Order and supporting document information. document information.

Four black students sit in at a ‘‘whites only” Four black students sit in at a ‘‘whites only” lunch counter Greensboro, North Carolina.lunch counter Greensboro, North Carolina.

NPR’s radio program “All Things Considered.”

Freedom Riders are attacked in Alabama Freedom Riders are attacked in Alabama while testing bus desegregation laws.while testing bus desegregation laws.

NPR radio program “Fresh Air.”

James Meredith is the first African American James Meredith is the first African American to enroll at the University of Mississippi.to enroll at the University of Mississippi.

Biography of James Meredith.

Medgar Evers, a civil rights leader, is killed Medgar Evers, a civil rights leader, is killed in Jackson, Mississippi.in Jackson, Mississippi.

Biography of Medgar Evers.

250,000 Americans join in the civil rights 250,000 Americans join in the civil rights March on Washington.March on Washington.

Biographical video “I have a dream” written speech and video.

Dr. Martin Luther King, Jr. receives the Dr. Martin Luther King, Jr. receives the Nobel Peace prize.Nobel Peace prize.

Questions and Answers presented by Questions and Answers presented by website Nobel Prize.website Nobel Prize.

Freedom Summer brings one thousand civil Freedom Summer brings one thousand civil rights volunteers to Mississippi.rights volunteers to Mississippi.

Read article “Freedom Summer’s Youthful Revolution.”

View video Freedom Riders.View video Freedom Riders.

President Johnson signs the Civil Rights Act President Johnson signs the Civil Rights Act of 1964.of 1964.

Video of President Johnson.

Document.

Thurgood Marshall is sworn in as the first Thurgood Marshall is sworn in as the first black Supreme Court justice.black Supreme Court justice.

Biography.Biography.

““Dr. Martin Luther King, Jr., is assassinated Dr. Martin Luther King, Jr., is assassinated in Memphis, Tennessee.”in Memphis, Tennessee.”

Listen to a newspaper and radio account of Listen to a newspaper and radio account of the assassination of Dr. King.the assassination of Dr. King.

After completing the requirements of this After completing the requirements of this webquest, you hopefully have a greater webquest, you hopefully have a greater appreciation for the tumultuous times of the Civil appreciation for the tumultuous times of the Civil Rights Movement and the significant individuals Rights Movement and the significant individuals and their actions who were fiercely determined to and their actions who were fiercely determined to see equality, justice, and peace for everyone; see equality, justice, and peace for everyone; sometimes at their own peril.sometimes at their own peril.

You also witnessed through print and video/audio You also witnessed through print and video/audio accounts how the enforcing of current laws can be accounts how the enforcing of current laws can be viewed by some as unwelcome change while others viewed by some as unwelcome change while others feel the time is long over due. Whatever your feel the time is long over due. Whatever your personal beliefs are about the Civil Rights personal beliefs are about the Civil Rights Movement, I hope that you can see how your life Movement, I hope that you can see how your life has been positively affected by the efforts of so has been positively affected by the efforts of so many people over so many years.many people over so many years.

Each student’s presentation will be Each student’s presentation will be evaluated using the attached Rubric.evaluated using the attached Rubric.

BookBridges, Ruby. "Some Major Events of the Civil Rights Moment and Where New Orleans School Integration Fits In." Through My Eyes. New York: Scholastic, 1999. Print.

Webquest Sites:

For a complete list of Webquest Sites please see the TIP Bibliography.