A PROJECT CRITICAL WEBQUEST
Presented by Glenn Mason
“RECONSTRUCTION IN
A Destructive Public Policy”
Introduction:
“Colored Entrance” “Black
Power”
“Whites Only” “We
Shall Overcome”
“No negroes allowed” “I
Am A Man”
“colored to the rear” “Freedom
Now”
In
a post slavery and post reconstruction era America Blacks entered into an
extended period of racial discrimination. This prejudice took shape in many
ways. It was both official/de-jure (meaning government sanctioned) and
de-facto (more by tradition). Reconstruction led to the period
from 1876 through 1954 that was termed the JIM CROW era. In time, efforts were
underway to combat discrimination against African Americans.
Task:
Students will illustrate through discussion examples of discrimination against
African Americans in everyday life identify the underlying causes and come up
with successful methods that were undertaken to systematically bring this era
of racial prejudice to an end.
Process:
Working in teams of four with each person serving the
following roles:
1) Gatekeeper
to the internet-This student will be assigned as the internet controller.
He/she will be in charge of assessing internet sights for viewing
2) Facilitator-This
student will keep the group on task and will find requested materials for the
discussion
3) Record
Keeper-This student will keep notes on the group’s progress
4) Reporter-This
student will write notes and essays that will be used in the discussion. He/she
will write out suggestions for discussion that have been agreed upon by the
group.
Students will perform the
activities below:
First Activity:
- Students
will review the following images of discrimination in
- Students will summarize the qualities of life which were impacted by the images on view.
- Discuss.
Second Activity:
- Students
will visit the websites below to determine the causes of discrimination
against Blacks in
http://www.bgsu.edu/departments/acs/1890s/plessy/plessy.html
http://www.ferris.edu/JIMCROW/what.htm
- Students will summarize these causes utilizing the following worksheet:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet3i.doc
- Discuss.
Third Activity:
- Students will visit websites below for alternative methods used to combat racial discrimination:
- Students will consider the effectiveness of the alternative methods.
- Discuss.
http://brownvboard.org/summary/
http://www.core-online.org/History/voting_rights.htm
http://afroamhistory.about.com/od/sclc/a/sclc.htm
http://www.ibiblio.org/sncc/rides.html
http://www.africanaonline.com/montgomery.htm
http://www.u-s-history.com/pages/h1595.html
Fourth Activity:
Focusing on the Montgomery Bus Boycott, identify the ensuing items using the following worksheet:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet4i.doc
:
- What were its strengths?
- What were its weaknesses?
- What improvements would you have made to this action?
- Was it useful?
- Discuss.
Fifth Activity:
Utilizing the following worksheet, what actions would you have taken to combat discrimination against Black other than those mentioned above? Discuss.
http://www2.maxwell.syr.edu/plegal/ppa/worksheet5i.doc
Sixth Activity:
Using the grid below determine which of the actions below to combat discrimination against African Americans was the most efficient.
- Boycotts
- Protest
- Court Challenges
- Enact Laws
- Confrontation (e.g. The Freedom Rides and the Sit-ins)
|
E EFFECTIVENESS |
FEASIBILITY(degree of difficulty) |
|||
|
|
HIGH |
MEDIUM |
LOW |
|
|
HIGH |
|
|
|
|
|
MEDIUM |
|
|
|
|
|
LOW |
|
|
|
|
Rubric:
|
|
Evaluating Student Discussion |
|
||
|
|
0 |
1 |
2 |
Total |
|
Group Work Engagement/Focus |
Groups as well as individual members are not performing the task. |
All groups are working but a member or two within the groups are not performing the task. |
All groups and all members within the groups are performing the task. |
|
|
Discussion Participation |
Responses to facilitating questions are unanswered. |
Responses to facilitating questions are forthcoming but with a constant effort by facilitator/teacher. |
There is an ongoing back and forth between facilitator/teacher and students. |
|
|
Discussion Thoughtfulness |
Discussion is rote or non-existent. |
Discussion is more descriptive than analytical. |
Discussion is both analytical and descriptive. |
|
|
|
|
|
|
|
CONCLUSION:
You should have learned from completing this web quest
that the period known as Reconstruction was a lost opportunity for minorities.
It led to prejudice and racism which hurts ever citizen in the
Thanks for your participation. Let’s hope you made a
difference.
New York State Learning Standards:
Social Studies
Standard
1: History of the
Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography Students will use a variety of intellectual skills to demonstrate
their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4: Economics Students will use a variety of intellectual skills to demonstrate
their
understanding of how the
economy solves the scarcity problem through market and nonmarket mechanisms.
Standard
5: Civics, Citizenship, and Government Students will use a variety of
intellectual skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students
will listen, speak, read, and write for social interaction. Students will use
oral and written language that follows the accepted conventions of the English
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to
enrich their understanding of people and their views.
Photo/Illustration Sources:
http://scrapetv.com/News/News%20Pages/Politics/images-2/segregation-drinking-fountain.JPG
http://lcweb2.loc.gov/pnp/ppmsc/00200/00209r.jpg
http://www.crmvet.org/crmpics/white-only.jpg
http://www.jewishjournal.com/images/bloggers_auto/whitesonly.jpg
http://www.nebraskahistory.org/images/museum/collect/recent_acquisitions/WhitesOnly.jpg
http://2.bp.blogspot.com/_TcIH2lPiz_o/R55R6TtICxI/AAAAAAAAAlY/rMLJWzFboEY/s400/bus.jpg
https://ce-wiki.wikispaces.com/file/view/tkam_turtola_20_3.jpg
http://1.bp.blogspot.com/_SSrRQXGMD8I/SSQy8Ko61YI/AAAAAAAAE9k/N5wMPYy38yg/s400/Sharecroppers.jpg
http://www1.cuny.edu/portal_ur/content/womens_leadership/exhibit/photos/sharecropper2.jpg
http://matthewyglesias.theatlantic.com/lynching.jpg
