WebQuest
Created by: Annie Wildgoose
Inquiry Question:
Should a person be denied the
right to occupy a seat in any section of a railroad car because of race?
Introduction:
Thirty years had passed without slavery; however, towards the end of the 19th century life for African Americans had not improved tremendously. Many lived in poverty and those that were able to rise above poverty didn’t advance very far. They all became victims of the Jim Crow laws in the South. These laws set aside separate facilities for blacks and whites in public places. There were separate schools, separate waiting areas in hospitals, bus and train stations, separate sitting arrangements in railroad cars and separate drinking water fountains and bathrooms, just to name a few. Jim Crow Laws and “separate but equal” legislation helped to maintain segregation. The “but equal” part of the law was never enforced properly and African Americans found themselves dealing with inferior circumstances or situations. These inequalities created vast hardships in all areas of life and helped to promote discriminatory attitudes and behaviors.
Several
incidents occurred that challenged the inequality resulting from
segregation. One of the earliest was
Plessy v.
Task:
You will examine and review a case from CompuLegal, which involves race equality. You will explore arguments in support of and against segregation laws. You will examine the facts, reasoning, arguments, precedents and decisions in this case using CompuLegal. You will take a position if you agree or disagree that separate facilities can ever be equal. You will orally present your facts, reasoning and arguments in support of your decision to the class. In addition, you will submit documentation of your work in the form of a class project citing CompuLegal resource.
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Process:
·
Students will examine and review case “Plessy v
· Students will complete an analysis of the case using the Project Legal Format presented in the case library.
· Students will decide which position they agree or disagree with as related to the inquiry question.
· Students will form self-selected groups.
· Groups will explore the actions, determine the values and examine the legal bases that support their position and prepare an oral report.
· The groups will present their argument to the class in the form of an oral presentation.
· Each presentation will be debriefed, thus providing an opportunity for further insight.
· Students will complete Handouts 3A part I & II pgs. 332-333 and 3C p. 339 (Project Legal Equal Protection-Race Critical Lesson 3) that will be distributed by the instructor.
· Students will clearly identify the court’s decision, action, and legal basis for rendering its decision using information provided in CompuLegal.
· Students will independently determine and express in written form if the decision made by the court conforms to their values and what further changes they expect over time.
· In addition, students will independently submit a documented class project of their work.
The
class project will be typed in the following format:
1. Heading page
2. Introduction of case
3. Inquiry question
4. Agreement/Disagreement statement with supportive facts
5. Completed and attached Hand-outs 3A part I & II and 3C
6. Conclusion
Resources:
- Plessy
v
http://www.maxwell.syr.edu/plegal/scales/plessy.html
http://www.maxwell.syr.edu/plegal/scales/plessydec.html
http://www.maxwell.syr.edu/plegal/scales/plessyvis.html
http://www.maxwell.syr.edu/plegal/experts.html
http://www.law.cornell.edu/constitution/constitution.amendmentxiii.html
http://www.law.cornell.edu/constitution/constitution.amendmentxiv.html
http://www.maxwell.syr.edu./plegal/tips.html
http://alt.tnt.tv/movies/tntoriginals/passing/timeline.html - Historical Timeline
http://landmarkcases.org/plessy/home.html
http://www.maxwell.syr.edu/plegal/lessons/Epr/epr3.html - Hand-outs 3A part I and II pgs. 332-333 and 3C pg. 339
http://www.maxwell.syr.edu/plegal/scales/plessyargu.html
Evaluation:
Students
will be evaluated using the following rubric:
· Grade A
Shows thorough understanding of the topic
Addresses all aspects of the task
Shows ability to analyze, evaluate, compare and contrast issues
Supports topic with relevant facts, examples and specific details
Presents and submits a strong and well organized oral and written report
· Grade B
Shows a good understanding of the topic
Addresses all aspects of the task
Shows ability to analyze and evaluate issues
Includes relevant facts, examples and details but not support all aspects of the case
Presents and submits an organized oral and written report
· Grade C
Presents satisfactory understanding of the topic
Addresses most aspects of the task
Able to analyze issues and events but not in depth
Uses some relevant facts, example and details
Presents and submits an oral and written report but not very organized
· Grade D
Shows little understanding of topic
Attempts to address topic but uses vague and/or inaccurate information
Uses little facts, examples or details
Does not present an acceptable oral and written report
Conclusion:
As a result of completing this Web Quest you utilized Comp Legal; a technological aid, to assist you in your research. You examined, reviewed and analyzed facts, examples and details involved in a race equality protection case.
You critically analyzed information while participating in a group and preparing an oral presentation. You documented your research by typing a persuasive report/paper expressing your sentiments and experiences while completing this project.
You can now continue to utilize the technological research and critical thinking skills you acquired during this process to further explore the issue of race, equality, protection or other topics of interest.
Standards Addressed in this WebQuest are as follows:
- E1c Read and comprehend informational materials
- E1d Demonstrate familiarity with a variety of public documents
- E2 Writing
- E2a Produce a report of information
- E3 Speaking, Listening and Viewing
- E3b Participate in group meetings
- E3c Prepare and deliver an individual presentation
- E4 Conventions, Grammar and Usage of the English Language
- E4a Demonstrate an understanding of the rules of the English Language in written and oral work
- E4b Analyze and subsequently revise work to improve its clarity and effectiveness
- E2e Produce a persuasive essay
New York State
· 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude towards questionable arguments, evaluate evidence, formulate rational conclusions, develop and refine participatory skills.
New York City
· 5. Civics, Citizenship and government
· 5.2 Students respect the rights of others in discussions and classroom debates
regardless of whether or not one agrees with their viewpoint