“ MAN’S INHUMANITY TO MAN”
presented
by: RUTH
CHRISTOPHER COLUMBUS
HIGH SCHOOL
ENGLISH 4 HONORS
Since the beginning of time, man’s inhumanity to man has been recorded
in oral history and the written word. This semester we will be exploring this
theme in the literature we read. For
centuries authors have discussed discrimination, slavery, genocide, rampant
violence and torture. As you read the works, you should think about this
subject and the possible solutions to these problems, which are still part of
the world in which we live .In this web quest we will be investigating the
different types of discrimination the author
introduces and develops in this novel. After the reconstruction period
in the South (1877), the Jim Crow Laws created a dual society in which the
Southern Black was treated with indignity and inhumanity. You will become
public policy analysts. You will evaluate the types of discrimination in the
South during the Jim Crow period and you will find public policy solutions to
eliminate future indignities. You will present your findings to a Congressional
Sub Committee who is empowered to make new laws, which will create new public
policies. You have a major responsibility and a daunting task to right
the wrongs of the last centuries.
Using the six step
PPA Analyst, each student will, in addition to reading the assigned texts and
articles:
1. Write a 3-5 page research paper which
identifies the problem, finds evidence for the problem, determines the causes
and the effects, and proposes possible solutions. You will adhere to the PPA
format.
Be
sure to create a clear thesis statement that will be proven in your discussion
2. You will work in groups of four and each
student will be responsible for completing and submitting the 6 worksheets,
which are hyperlinked below.
3.
Your group will also be responsible for designing and presenting a power point
presentation, which deals with one particular segment from the PPA. Your powerpoint will
include a minimum of six slides; each slide will discuss the information from
the six worksheets. Each group will be assigned a specific area of the PPA.
You will work in eight groups of four and
each member of your group will assume the role of a researcher. Using the six step PPA, you will perform the above tasks
and incorporate these findings in your written and oral presentations: Each
group member will use the text and the websites listed to complete the
information on each of the six worksheets. After the six PPA worksheets are
completed, the group will write a 3 page paper incorporating the information
from the sheet. Your paper should incorporate images from the internet that
represent the topic of your report. In addition, each group will design a power
point presentation of at least six slides and present this power point to the
class. You will be graded by the rubrics below.
GENERAL SEARCH ENGINES:
WEB SITES:
1.
http://www.artsclub.com/boxoffice/groups/Mockingbirdguide.pdf
2.
http://www.theatlantic.com/unbound/classrev/mocking.htm
3.
http://search.barnesandnoble.com/booksearch/isbninquiry.asp?pwb=1&ean=9780764586002
4.
http://www.duluth.lib.mn.us/Programs/Mockingbird/LeeBio.html
5. http://mockingbird.chebucto.org/further2.html
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
Standard 1: History of the United
States
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
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.
|
|
3 |
2 |
1 |
|
Content |
Writing shows in-depth analysis and understanding of
historical matters |
Writing shows
understanding through explicit references to historical matters |
Writing shows
understanding through implicit references to historical matters |
|
Organization |
Writing is clear
with elaborate sentence structure |
Writing varies
length of sentence structure |
Writing uses basic
sentence structure |
|
Style |
Paper is arranged
in an aesthetically appealing way with historical photographs and articles
cover all themes required |
Paper is arranged in
a basic way with no historical photograghs and articles cover all themes
required |
Paper is not
arranged in an aesthetically appealing way; articles do not cover all themes
required |
|
Illustrations |
Capture the social
problem of racism and are relevant to the problem in the 1930’s in |
Capture the social
problem of racism but not as relevant to the problem as category 3 |
Do not capture the
social problem of racism and are irrelevant |
ORAL PRESENTATION RUBRIC
A-
A-
Speaks
loud and clear, good tone of voice.
Excellent use of
the English language.
Material is presented in a persuasive,
well-organized format.
B-
B-
Good
point of view.
Good use of English language.
Material is organized.
C-
C-
Speaks
using a low tone of voice.
Poor use of
English language.
Material is not well organized.
D-
D-
Weak
point of view.
Poor use of
English language.
Lacks
organization.
This
web quest should have taught you about racism and segregation in
In
your next web quest, you will explore racism in
This
web quest has enabled students to meet standards one, three, and four of the