Introduction:

"This is not a place for people like you!”

"Get out!"

"You have no say, you are a woman!"

"This is a man's world!"

Has someone ever made those comments to you? How would you feel if they did? Do you know that there was a time when some people didn't have rights just because of their skin color or because they were women? Thanks to two amazing women we all have equal rights. They helped change laws and because of their actions amendments were added to our Bill of Rights. Rosa Parks believed that people should have equal rights and race should not be an important factor in obtaining these rights. Esther Morris was a very independent and socially conscious woman that had strong beliefs in equal rights among men and women. Both of these women played an important part in two of the greatest movements in America, the Civil Rights Movement and the Women's Suffrage Movement. We will be honoring these pioneers by learning about their fights and struggles to achieve their goals and ideals.

Task:

Your task will be to make a scrapbook on Rosa Parks and Esther Morris. You will be able to use the books available in the classroom, the internet links given, and the search engines mentioned in your web quest.

Your scrapbook should include information, graphic organizers and pictures.

You will compare and contrast the influence in American history that Mrs. Parks and Mrs. Morris had.

Try to use the most useful and interesting facts you can find. You will be presenting these scrapbooks to the class at the end of this lesson.

Remember to use the Web Quest Evaluation/Rubric to make sure you have accomplished your goal.

Be creative! Good luck!

Process:

You are to research your chosen time period using the links and information provided below. Using this information you are to create a time line and graphic organizer following the 4 sections of the American History Public Policy Analyst - links below. Using your graphic organizer and time, you will create a scrapbook highlighting one of the Greatest Women in History.

AHPPA – American History Public Policy Analyst

Step 1 – Identify the Problem

Step 2 – Gather the Evidence

Step 3 – Determine Causes

Step 4 – Evaluate the Policy

Day One and Day Two:

You will be placed in groups and will draw a time period out of a hat. There will be 4 groups so each group will be assigned a time period to research on Rosa Parks and Esther Morris.

Time periods will include: childhood, speeches or protests, influences, and ways they changed our present lives ( You may include some information on our Bill of Rights and Amendments)

Be sure you are finding facts on the right person!

On these days you will concentrate on each person's time period. Make sure you cover the most important facts in their lives.

Research your topic using the websites and other materials listed under your group below.

Examples: Dates, names of people, names of places, important events,

Websites that may be beneficial for information on Rosa Parks and Esther Morris

http://www.rosaparksfacts.com/rosa-parks-early-life-childhood.php

http://www.spartacus.schoolnet.co.uk/USAparksR.htm

http://en.wikipedia.org/wiki/Esther_Hobart_Morris

http://www.rosaparksfacts.com/rosa-parks-timeline.php

http://library.thinkquest.org/J0112391/rosa_parks.htm

http://theautry.org/explore/exhibits/suffrage/justice_full.html

Day Three:

On the third day your group will create a Venn diagram where you will compare the two movements these amazing women were associated with.

Venn Diagram

Day Four:

The last day you will put together your scrapbook by adding all the information you have collected, graphic organizers, at least five pictures for each person or movement .

Begin creating your scrapbooks and make sure that your dates and events are in the sequential order.

You will need to bring scrapbook materials from home to finish project.

Example of a scrapbook page

Day Five:

Your group will present the scrapbook to the rest of the class on the fifth day. You will have 15-20 minutes for an oral presentation. All members must contribute in some way to the presentation.

Evaluation

*RUBRIC*	1	2	3	4
Information is historically accurate	There are several factual errors in the scrapbook. Information	Most facts in the scrapbook are accurate.	Almost all facts in the scrapbook are accurate.	All facts in the scrapbook are accurate.
Scrapbook follows assigned topic	Scrapbook makes no clear attempt to follow the assigned topic.	There is some attempt at following the assigned topic.	Most of the scrapbook follows the assigned topic.	The scrapbook follows the assigned topic.
Scrapbook is created in an organized and logical manner.	The scrapbook is unorganized and hard to follow.	The scrapbook is organized neatly and logically.	The scrapbook is well-organized and carefully put together.	The scrapbook is very well-organized and has been put together with great care.
Scrapbook creativity	There is little evidence of creativity in the scrapbook. The authors do not seem to have used much imagination.	The scrapbook contains a few creative details and/or descriptions, but they distract from the scrapbook. The authors have tried to use their imagination.	The scrapbook contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The authors have used their imagination.	The scrapbook contains many creative details and/or descriptions that contribute to the reader's enjoyment. The authors have really used their imagination.
Time line of Events	There is trouble figuring out when and where the events took place.	The reader can figure out when and where the events took place, but the author didn't supply many vivid, descriptive words.	Some vivid, descriptive words are used to tell the audience when and where the events took place.	Many vivid, descriptive words are used to tell when and where the events took place.
Graphic Organizers	A graphic organizer wasn't used to compare and contrast.	The authors made two or three entries in the graphic organizer to compare and contrast the two women.	Three or more entries were used to compare and contrast these two women.	The author remember to compare and contrast the two movements connected to Rosa Parks and Esther Morris.
Oral Presentation	No eye contact with audience report is read from notes.	Minimal eye contact and presents information with illogical order which makes it hard to follow or understand. Still uses notes at times.	Consistent use of direct eye contact with audience. Very limited use of note reading. Audience is able to comprehend the speaker.	Holds attention of audience. Seldom looking at notes. Shows knowledge of the subject and speaker seems relaxed and in control.

CONCLUSION

A written conclusion is expected from each team after all the presentations. The Oral Presentation and conclusion will be graded separately from the Scrapbook.

STANDARDS

Social Studies Standards

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 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 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 U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts Standards

Standard 1 - Language 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 electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply and transmit information.

Standard 2 - Language for Literary Response and Expression - Students will read and listen to oral and electronically produced texts and performances, 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 - 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 present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for social interaction - Students will use oral and written 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.

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