Title:
Black Americans Quest for
Equal Rights in the United States in the 1950’s-1960’s
Mrs.
Troiani
Southern
Cayuga Middle School
2011-2012
http://trendsupdates.com/wp-content/uploads/2009/05/civil-rights-movement.jpg
Introduction:
After the Civil War/Reconstruction time
period, the rights of African Americans in the South slowly began to
change. Jim Crow laws became the law of
the land. Jim Crow laws were laws which
effectively enforced segregation. The
battle for equality became a major issue in the late 1800s and 1900s.
The Civil Rights Movement achievement was
the Civil Rights Act of 1964, which required equal access to public places and
outlawed discrimination in employment, was a major
victory of the black freedom struggle, but the Voting Rights Act of 1965 was
its crowning achievement. The 1965 Act suspended literacy tests and other voter tests and authorized
federal supervision of voter registration in states and individual voting
districts where such tests were being used.
This year in ELA, we read about the
struggles that Ruby Bridges and Rosa Parks had in the 1950’s. Why do people such as Ruby Bridges, Rosa Parks, and others take
action to support what they believe in?
You have been chosen to create a poster celebrating the civil
rights movement. You will be creating a poster
about the life of an individual who was involved in the civil rights
movement. You will need to find pictures
of these individuals as well as relevant information about this
topic. Each poster must contain a
written explanation with at
least 3 pictures. Don’t forget to give
your poster a name.
Task
Your
group will examine the policy of segregation and the effects that this policy
had on the nation in the 1950’s-1960’s. You will study its origins and some of the
court cases that have had an impact on this policy. Your group will create a poster with a short
written piece summarizing the information that you have found including
pictures.
Listed
below are a few topics that you may choose from. Your project does not have to be limited to
the list.
Dr. Martin Luther King Jr. Montgomery Bus Boycott
Rosa Parks March on Washington
Brown v. Board of Education “I Have a Dream” Speech
Jackie Robinson Civil Rights Timeline
Ruby Bridges
Process
Step
1: Define the Problem: Social problems may be viewed as gaps
between the goals of a society and its present conditions. Our Declaration of
Independence lists our nation’s goals as "life, liberty and the pursuit of
happiness." Life also includes the quality of life, good health,
nutrition, and personal safety. Our liberties can be found in our Bill of
Rights, especially the First Amendment. Pursuit of happiness involves concerns
such as economic opportunity and a clean environment. Social problems exist
when some people feel there is a gap between present societal conditions and
our nation’s goals.
http://www2.maxwell.syr.edu/plegal/ppa/usppaip1.html
Step
2: Gather Evidence: This step requires your
group to use the Internet to locate at least three different sources of
evidence to support the existence and extent of your problem. The goal of these
activities is to develop problem solving skills through using the Internet to
gather evidence about your problem. http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html
Step 3:
Identify Cause: If policy makers can 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/usppadc1.html
Step 4
Evaluate a Policy:
Now, you
are ready to begin to analyze the major public policy that was enacted to
attempt to deal with your social problem.
http://www2.maxwell.syr.edu/plegal/ppa/usppaep1.html
Resources To Read
Websites/Images
Ruby Bridges: http://library.thinkquest.org/J0112391/ruby_bridges.htm; Treasurers
Reader Unit 1 Week 1
I
Have a Dream Speech: http://www.let.rug.nl/~usa/D/1951-1975/mlk/dream.htm
Jackie
Robinson: http://www.walteromalley.com/hist_hof_robinson.php
Montgomery
Bus Boycott: http://www.watson.org/~lisa/blackhistory/civilrights-55-65/montbus.html
Rosa
Parks: http://www.surfnetkids.com/go/63/ten-facts-about-rosa-parks/
Brown vs Board of Education: http://www.watson.org/~lisa/blackhistory/early-civilrights/brown.html Civil Rights Movement: http://www.watson.org/~lisa/blackhistory/civilrights-55-65/index.html; http://www.infoplease.com/spot/civilrightstimeline1.html; http://www.kidskonnect.com/subject-index/16-history/410-civil-rights-movement.html Videos: http://www.neok12.com/Civil-Rights-Movement.htm
Images
http://peacemakervoices.files.wordpress.com/2010/02/civil_rights_march_cut.jpg
Brown
Decision--Separate Is Inherently Illegal
George E.C. Hayes, Thurgood Marshall,
and James Nabrit, congratulating each other,
following Supreme Court decision declaring segregation unconstitutional, 1954.
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html
![[National Archives]](troianiwq3_files/image009.jpg)
Marching for Freedom!
http://www.crmvet.org/images/imgmow.htm
The Voting Rights Act of 1965
|
|
The 1965 Voting Rights Act created
a significant change in the status of African Americans throughout the South.
The Voting Rights Act prohibited the states from using literacy tests,
interpreting the Constitution, and other methods of excluding |
"Signing the Voting Rights
Act," August 6, 1965. |
African Americans from voting. Prior to this, only an estimated twenty-three percent of voting-age blacks were registered nationally, but by 1969 the number had jumped to sixty-one percent.
Evaluation Rubric
|
CRITERIA/ POINTS |
4 |
3 |
2 |
1 |
|
Historical
Accuracy (on poster
and worksheets) |
project has many relevant historical facts and details |
project presents some relevant facts/details concerning topic |
project has few facts/details concerning topic |
project has little/no facts outlining topic |
|
Picture
Selection |
pictures are diverse,
include captions and present
accurate portrayal of topic
covered |
Pictures show some diversity, are
relevant and accurately capture topic |
pictures depict topic,
but show little diversity |
pictures show no diversity and do not capture topic
adequately |
|
Authenticity (Design)/ Originality-creative |
project looks
authentic and uses highly creative
elements including creative
title and design |
project is somewhat authentic and uses some creative elements in title and design layout |
project shows little authenticity in design |
project has little/no authenticity |
|
Written
Conventions (on poster
and worksheets) |
project is written
with no spelling, punctuation
grammar errors |
project is written
with few spelling, punctuation,
grammar errors |
project is written
with some spelling, punctuation,
grammar errors |
project is written
with many spelling, punctuation,
grammar errors |
CONCLUSION:
By the end of this assignment, you will have
created a project that will help others expand their knowledge of the
importance of the civil rights movement and what motivated the individuals to
take action to support what they believed in.
The Little Rock Nine
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 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.
ELA Common Core:
Reading Standards for Informational
Text:
Integration of Knowledge and Ideas
7. Draw on information from multiple print or
digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
9. Integrate information from several texts on the same topic in
order to write or speak about the subject
knowledgeably.
Reading Standards: Foundational
Skills (K–5)
4. Read with sufficient accuracy and fluency to
support
comprehension.
a.
Read grade-level text with purpose and understanding.
b.
Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use
context to confirm or self-correct word
recognition and understanding,
rereading as necessary.
Writing Standards K–5
Research to Build and Present Knowledge
7. Conduct short research projects that use several
sources to
build knowledge through investigation of different
aspects
of a topic.
8. Recall relevant information from experiences or
gather
relevant information from print and digital sources;
summarize or paraphrase
information in notes and finished
work, and provide a list of sources.
Speaking and Listening Standards K–5
1. Engage effectively in a range of collaborative
discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade
5 topics and texts, building on others’ ideas
and expressing their own clearly.
2. Summarize a written text read aloud or
information
presented in diverse media and
formats, including visually,
quantitatively, and orally.
Presentation
of Knowledge and Ideas
4. Report on a topic or text or present an opinion,
sequencing
ideas logically and using appropriate facts and
relevant,
descriptive details to support main
ideas or themes; speak
clearly at an understandable pace.
Language Standards K–5
Conventions of Standard English
1. Demonstrate
command of the conventions of standard
English grammar and usage when writing or speaking.
2. Demonstrate
command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
e.
Spell grade-appropriate words
correctly, consulting
references
as needed.
![[UPI Photo]](troianiwq3_files/image017.jpg)
Did Martin Luther King, Jr’s “Dream”
come true?
I have a dream……
”We hold these truths to
be self-evident; that all men are created equal."
That my four little
children will one day live in a nation where they will not be judged by the
color of their skin but by the content of their character.
That one day right down
in Alabama little black boys and black girls will be able to join hands with
little white boys and white girls as sisters and brothers.
All of God's children
will be able to sing with new meaning, "My country 'tis of thee, sweet
land of liberty, of thee I sing. Land where my fathers died,
land of the Pilgrims' pride, from every mountainside, let freedom ring."
Let freedom ring…….