Michael Henry

North Syracuse Junior High

Introduction

Historical context:

African Americans had struggled in the United States to find equal opportunity and equal rights throughout our history. They faced discrimination, segregation and abuse in the United States. During the mid 1950’s African Americans renewed their efforts to gain full citizenship. Through the use of grassroots organizations, groups mobilized and used varying methods of protest to bring attention to their cause. As a result of their actions Civil Rights legislation is enacted in the 1960’s.

Task

Your task is to create a billboard or a poster using the AHPPA policy analysis model. You will explain how and why the Civil Rights movement formed and what policies were created to correct social inequities in the United States. These will be presented to the class.

Poster:

· 1 photograph

· Newspaper article

· 1 political cartoon

· Letter to your representative

· Poem or song

Problem	Causes
Evidence	Evaluation

Cartoon:

Each cartoon must show the problem and who was being hurt by it. It may or may not include the solution. In addition, your cartoon should be analyzed by answering the three questions:

1. what is the issue? ______

2. what are the symbols? _____

3. what is the opinion of the author?____

Photograph:

· Your photograph must be from the time period.

· Write a caption for the photograph that interprets it (5-8 sentences).

· Discuss what is in the photograph.

· What problem is being shown and what might help.

Article:

The article includes an intro, body, and conclusion.

· informs the reader of a news story, topic or event

· presents an unbiased view on a topic or issue

· starts with a catchy lead in statement to get the attention of the audience

· uses quotes within the body paragraphs to add credibility

· uses newspaper techniques such as who, what, when, where, why

· includes a catchy headline, along with a date and name of the author

Letter:

· informs the reader of your stance

· presents an unbiased view on a topic or issue

· uses quotes within the body paragraphs to add credibility

· uses newspaper techniques such as who, what, when, where, why

· persuades the reader

· Uses facts, dates, names, events to support your stance

Song/Poem:

· Create a poem or song dedicated to the Civil Rights Movement

· Use universal themes

· Uses facts, dates, names, events

Or

Song/Poem:

· Find a poem or song dedicated to the Civil Rights Movement

· Analyze the issue, symbolism, and opinions

Remember to include these topics:

Montgomery Bus Boycott Freedom Summer Freedom Riders Marches

Plessy v. Ferguson Jim Crow Segregation Lynching

Discrimination KKK Little Rock 9 Rosa Parks

Malcom X Martin Luther King Boycott Brown v. Board

Civil Rights Act1964 Voting Rights Act 1965 Civil Rights Act 1968

Process

You will evaluate the problems facing our nation during the Civil Right Movement. Our poster will contain the four steps of the AHPPA.

http://www2.maxwell.syr.edu/pleg/ppa/usppai1.html

Step One:

Identify the problem (what is it and why is it a problem)

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet2.doc

Step Two:

Gather the Evidence. Locate at least three different sources of evidence to support the existence and extent of your problem.

http://www2.maxwell.syr.edu/plegal/ppa/worksheet2us.html

Step Three:

Determine Causes (identify the causes or factors that contribute to a social problem, then they can try to develop public policies to eliminate or lessen those causes or factors.)

http://www2.maxwell.syr.edu/plegal/ppa/worksheet3us.html

Step Four

Evaluate the Policy. When evaluating the policy, you want to consider if the problem has been resolved. Keep in mind the effects that the policy has on the United States economically, politically, and socially.

http://www2.maxwell.syr.edu/plegal/ppa/worksheet4us.html

Resources

Use the following websites to complete your research:

http://www.watson.org/~lisa/blackhistory/civilrights-55-65/index.html

http://www.cnn.com/EVENTS/1997/mlk/links.html

http://faculty.smu.edu/dsimon/Change-Civ%20Rts.html

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2716

http://www.nps.gov/nr/travel/civilrights/

http://www.voicesofcivilrights.org/

http://www.pbs.org/wnet/aaworld/timeline/civil_01.html

http://www.civilrightsmuseum.org/home.htm

http://www.atlantahighered.org/civilrights/

http://www.kodak.com/US/en/corp/features/moore/mooreIndex.shtml

http://www.yale.edu/ynhti/curriculum/units/1997/3/97.03.10.x.html

http://www.usm.edu/crdp/html/cd/intro.htm

Evaluation

Grading Rubric

	4	3	2	1
Thesis	Clear well developed	Clear limited development	Undeveloped	Confused
Analysis	Effective	Limited	Weak	No analysis
Supportive Information	Substantial relevant information	Some factual information	Lacking information, minimal	Incomplete Inappropriate responses
Grammar and structure	Insignificant errors	Minor errors, doesn’t detract from the overall essay	Contains Major Errors	Contains many major and minor errors
Organization and style	Well organized and well written	Clearly organized and written	Weak Organization and writing	Disorganized and poorly written
Grammar	Thesis	Analysis	Information	Organization
Points Earned	_________	_________	_________	_________

Conclusion

Students should be able to:

1. Identify leaders and explain their contributions to the Civil Rights Movement.
2. Identify how ordinary citizens were instrumental in changing discriminatory policies.
3. Explain the policies that discriminated against African Americans.
4. Explain the effectiveness of policies that were created to overturn those inequities.
5. Create a poster that includes :

1 photograph

Newspaper article

Political cartoon

Letter to your representative

Poem or song

Standards

Social Studies

· Standard 1: History of the United States and New York
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 and New York.

· Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an 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 United States and other nations; the United States Constitution; the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation

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.

The Arts

· Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

· Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.