A WebQuest
Mott Hall II
Mr. Krause
“By inviting confrontation but
remaining nonviolent Civil Rights Activists demonstrated the justice of their
cause and exposed the brutalities of racism.”
Southern
During the 1950’s and 1960s marches, boycotts, student sit-ins and
Freedom Rides, had become a form of resistance and protest against racism and
Jim Crow Laws in the South. Civil
Rights activists galvanized to desegregate public facilities such as schools,
restaurants, parks, terminals and interstate buses and trains. They also worked for many years to
change the plight of voter registration for African Americans. Although these
movements were characterized by nonviolent resistance activists were met with a
backlash of violence. A terror
campaign began against the registration drive and desegregation goals that sent
fear, anger and death to many that participated in the struggle. Several churches were bombed, activists
were threatened, beaten and murdered. In spite of unrelieved fear, inadequate
funds, and violence, Civil Rights Activists made African American voters
registration a top priority over several years. Without the power of the vote, blacks
everywhere could not politically direct and control their lives and
communities.
It
is 1963- you are a group of Lawyers for the Justice Department. You have
recently been assigned to look into various Civil Rights Violation cases
throughout the South and report back to Attorney Generals Office. It is
expected that there will be legal actions, but against who? What events are
illegal? Is there a need for new laws? Your report can have a major impact on
future public policies and race relations in the South for many years in the
future
.
Meeting in groups of five, you will discuss the
social problems caused by segregation and the
1: You will be assigned to work in groups of five and
each member of your group will assume the role of a Department of Justice
Lawyer. Your group shall have people to fill each of the following roles:
Ø
Group Leader- Who will organize the group and
coordinate the group’s effort. The leader also assists all other members
in completing their tasks
Ø
Recorder and Secretary- Writes the results of
researchers in a format that can be presented. The Recorder keeps all research
materials for the group’s use
Ø
Researchers- These two will look at the
websites and present the data for the groups as a whole to analyze
Ø
Presenter- The Presenter will describe the
group’s findings to the class as a whole. The Presenter may also work
with the whole group in developing a format for the presentation, which may be
a chart, poster, PowerPoint, etc.
2. Using the four step AHPPA, you will perform the
above tasks and incorporate these findings in your essays and power-point
presentations: Each group member will use the text and the websites listed below
to complete the information on each of the four worksheets. Your paper should
incorporate images from the internet that represent the topic of your report.
In addition, each group will design a PowerPoint presentation of at least six
slides and present this power point to the class. Each group oral presentation should be
limited to 5- 8 minutes. You will be graded by the rubrics below.
3. Write a 3 page research paper
which identifies how racism, discrimination, and violence impacted the lives of
various Civil Rights Leaders, Community Participants, Student Activists and
Freedom Riders throughout the South during the 1950’s and
1960’s. You must
present evidence that this problem existed in our country, and determine its
causes and effects. You must also
propose possible public policy solutions.
You must follow the four steps of the American History Public Policy Analysis
(AHPPA) in your research.
4: Each group will create and present a PowerPoint
presentation for all the steps of your research according to the steps of American
History Public Policy Analysis. The
PowerPoint presentation must include a minimum of six slides; each slide will
discuss the information gathered in the PPA worksheets.
2.
Ensure that each group completes and submits the following AHPPA
worksheets, which are hyperlinked below:
3: Use the TIPS AHPPA worksheets as a guideline to
your PowerPoint and as a way to analyze the social problem
Your group may use books or the following on-line
resources for your research:
Check in
the library for assistance in using internet resources and passwords to special
databases.
GENERAL SEARCH
ENGINES:
SPECIFIC WEBSITES:
http://www.crmvet.org/crmlinks.htm#lnksfm
http://library.thinkquest.org/J0112391/freedom_rides.htm
http://www.infoplease.com/spot/civilrightstimeline1.html
http://www.jfklibrary.org/j061163.htm
Your group
will be graded using the rubric provided below. Your group will be graded
on the accuracy of the research papers, the research gather on the work sheets
and the power-point presentation.
RUBRIC: RESEARCH PAPER and . WORKSHEETS
|
|
3 |
2 |
1 |
|
Content |
Writing shows in-depth analysis of
the criticism of “Thug Life” and offers insightful proposals
according to the Public Policy Analysis methodology. |
Writing shows basic understanding and
analysis of the criticism of “Thug Life” and offers adequate
solutions. It briefly addresses
each of the steps of the PPA. |
Writing shows summarization of the
research information. It may
contain vague references to the steps of Public Policy Analysis. |
|
Structure and Organization |
Writing is generally well organized
according to definite plans.
Topics or ideas generally clear. Typically clear beginnings and ends. Most transitions smooth and logical. Details generally varied and
vivid. |
Controlling topics, ideas, or overall
plans always present but do not always focus the writing. Endings may sometimes be awkward or
abrupt. Transitions are typically logical but
may on occasion lack depth and/or direct relevance. |
Topics or overall plans may not be
clearly present. Possible digressions or elaborations
confusing to reader. Beginnings and endings may be awkward
or abrupt. Key elements may be unevenly
developed or omitted. Details used inconsistently. |
|
Style |
Sound reasoning. Clear position.
Opinions thoughtfully supported. Credible evidence. Avoids exaggeration. Compelling arguments. Fact/opinion
distinguished. Conclusions well-grounded. Displays evidence to advantage.
Believable and defensible. Convincing. |
Few surprises. Predictable, well-worn
arguments. Credible but limited support. Acceptable, knowledge as evidence. Fact/opinion sometimes
overlap. |
Minimal content. Unsupported statements. Weak, questionable evidence. Position
weak/unclear/shifting. Overly reliant on repetition and exaggeration. |
RUBRIC: POWERPOINT PRESENTATION
|
|
3 |
2 |
1 |
|
Content |
The
content is written clearly and concisely with a logical progression of ideas
and supporting information. The
project includes motivating questions and advanced organizers that provide
the audience with sense of the project’s main idea. Information
is accurate, current and comes mainly from primary sources. |
The
content is vague in conveying a point of view and does not create a strong
sense of purpose. Includes
some persuasive information with few facts. Some of
the information may not seem to fit. Primary
source use is not always clear. |
The
content lacks a clear point of view and logical sequence of information. Includes
little persuasive information and only one or two facts about the topic. Information
is incomplete, out of date and/or incorrect. Sequencing
of ideas is unclear. |
|
Text/Graphics Layout |
The fonts
are easy-to-read and point size varies appropriately for headings and text. The
graphics, sound and/or animation assist in presenting an overall theme and
make visual connections that enhance understanding of concept, ideas and
relationships. |
Sometimes
the fonts are easy-to-read, but in a few places the use of fonts,
italics, bold, long paragraphs, color or busy background detracts and does
not enhance readability. Some of the graphics, sounds, and/or animations
seem unrelated to the topic/theme and do not enhance the overall concepts. |
The text
is extremely difficult to read with long blocks of text and small point
size of fonts, inappropriate contrasting colors, poor use of headings,
subheadings, indentations, or bold formatting. The graphics, sounds, and/or animations are
unrelated to the content |
|
|
|
|
|
Grade: 15-14= A 13-12=
B 11-9=
C 8-6=D 5 or less=F
By completing this activity, you will have developed
a better understanding of the violence that was perpetuated throughout the
South during the Civil Rights
Movement of 1950’s and 1960’s. This web quest should have taught
you about racism, violence, non-violence, and discrimination. Through your research, you saw the
social problems of racism and discrimination while observing the public
policies that existed at that time.
Based on your research and efforts to create an effective public policy,
you created a research paper and a power point presentation.
THANK YOU FOR YOUR PARTICIAPTION
YOU CAN MAKE A DIFFERENCE!
ELA STANDARDS
1. Students will read and write for information and
understanding
2. Students will read and write for literary response
and expression
3. Students will read and write for critical analysis
and evaluation
4. Students will speak and listen for social
interaction
SOCIAL STUDIES
Standard 1: History of the
Students
will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of the United States
Standard 5: Civics, Citizenship, and Government
Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning
points in the history of the United States Students will use a variety
of intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the United States: the
United States Constitution; the
basic civic values of American
constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
