Mr

MR. LEVINE

EVANDER CHILDS HIGH SCHOOL

Department of Social Studies

WEBQUEST

DEFACTO SEGREGATION IN THE SOUTH

INTRODUCTION

The year is 1954 and the United States Supreme Court has just handed down their decision in the case of Brown vs. The Board of Education. You are a reporter for a major New York City daily newspaper and your editor calls you into the office to tell you about his great plan to make you a Pulitzer Prize winning journalist. He tells you that he thinks things are going to be breaking over the next months and years that will stand the country on its head. Therefore, he is sending you on permanent assignment to travel the Southern states of the United States and report on the affects of the Supreme Court decision upon the different sections of the population.

After considerable screaming and complaining, you head off on your new assignment. Immediately, you begin sending back stories about the people, conditions and social inequalities of segregation in the South, and as you travel on your quest you begin to view the incidents and meet the people that become the Civil Rights Movement in the 1950s and 1960’s in the United States.

In your quest of the elusive Pulitzer, you will begin writing a series of articles for your readers that describe what you see and that analyze the policy of segregation and defacto segregation in the South using the PPA.

TASK

Your task is to select from the from the huge selection of work you have published three special articles that will reflect the unique qualities of your writing style and your grasp of what you have come to realize is a turning point in United States history. These three articles should shed light on the social phenomena of segregation, its roots, how it became legitimized, and how it still functions after Brown vs. The Board of Education. One article will be a report on a specific event in the civil rights movement. The second article will be an exclusive interview you had with a leader of the civil rights movement. The third article will be a report on how segregation and the movement to desegregate affect the life of an ordinary citizen, black or white.

Each article should be a minimum of FOUR pages to fit into a formal newspaper column.

PROCESS

Working in pairs you will begin the process of analyzing defacto segregation utilizing the work sheets to help you research and organize the information you need for your articles:

1) Define the problem (what were the social, economic and political problems that arose from defacto segregation)

use http://www.maxwell.syr.edu/plegal/PPA/worksheet1gh.doc

2) Gather evidence of the problem ( use the internet sources to gather evidence about the social inequality, lack of voting rights, fear and violence, poverty and other social problems that result from defacto segregation )

use http://www.maxwell.syr.edu/plegal/PPA/worksheet2gh.doc

3) Determine the causes of the problem (what social, political and historical factors have led to defacto segregation)

use http://www.maxwell.syr.edu/plegal/PPA/worksheet3gh.doc

4) Evaluate the policy (is defacto segregation working in the 1950s and 1960s? Why? For Whom? )

use http://www.maxwell.syr.edu/plegal/PPA/worksheet4gh.doc

5) Do a comparative analysis (how do the problems resulting from defacto segregation compare to policy problems before Brown vs. The Board of Education, or after the passage of civil rights legislation in the 1960s)

use http://www.maxwell.syr.edu/plegal/PPA/worksheet5gh.doc

You will use the Internet resources given below and outside text material to complete the worksheets on the PPA worksheets. Please read each page carefully and complete the worksheets at the bottom of the page.

You will then use the worksheet information to complete your article

In writing your articles you should be stating facts you have found in your research and also be adding the analysis and opinions put forth by good journalists. Your three articles should be typed or neatly printed as if you were submitting them to your editor.

Some questions to consider in writing your article:

· What is defacto segregation?

· What role did state governments play in its existence?

· Was it more difficult to overcome that legal “separate but equal” statutes?

· What was the role of the Federal Government in correcting the problem?

· What aspects of the problem led to the rise of the civil rights movement?

· What groups and individuals became leaders in the civil rights movement?

· What were the defining moments in the fight for civil rights?

· What is the legacy of segregation today?

RESOURSES

SEARCH ENGINES (TO FIND WEBSITES ON YOUR OWN)

WEBSITES FOR SPECIFIC RESEARCH

www.ecsuctstateu.edu/depts/edu/textbooks/civilrights.html

www.africanaonline.com/civil_rights.htm

www.pbs.org/wgbh/amex/kids/civilrights/features_school.html

www.historychannel.com/speeches/archives/speech_167.html

www.core-online.org/history/washington_march.htm

www.infoplease.com/spot/civilrightstimelinel.html

EVALUATION

You will be evaluated based on the following rubric for your written Saturation Report:

CRITERIA

Development & Organization

High quality development and organization

thorough clarification

Very good development, organization , and clarification

needs some work on organization and development

unprepared

unorganized

not clear

Research

Evident, extended, and comprehensive research

Followed a line of investigation from at least 4 sources

Good research

Followed a line of investigation from at least 3 resources

limited research

Needs to research further information

No evidence of research

You will be evaluated based on the following rubric for your Presentation:

CRITERIA

Content

content is written clearly and concisely with a logical progression of ideas and supporting information

provides the audience with sense of the project’s main idea

information is accurate and current

vague in conveying a point of view

does not create a strong sense of purpose

includes some information with few facts

lacks a clear point of view and logical sequence of information

includes little information and few facts about the topic

information is incomplete or incorrect

sequencing of ideas is unclear

Text/Graphics

Layout

fonts are easy-to-read and point size varies appropriately for headings and text

graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships.

in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability

some of the graphics, sounds, and/or animations seem unrelated to the topic and do not enhance the overall concepts

text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting

graphics, sounds, and/or animations are unrelated to the content

GRADING: A= 10-12 POINTS B=7-9 POINTS C=4-6 POINTS F=BELOW 5 POINTS

CONCLUSION

You should have learned, from this web quest, the different perspectives of defacto segregation as a policy of the state and local governments of the South. Your three articles should have demonstrated an understanding of how this public policy of Defacto segregation related to the decision on Brown vs. The Board of Education. You should have also become aware of the critical importance of the Brown v. Board of Education Supreme Court decision on the civil rights movement of the 1950s and 1960s. These “turning points” have occurred in history but none were as important as this case, in the repairing of American Democracy.

In addition, you should all feel very competent as journalists and as experts in a very critical period in the history of the United States and African Americans and understand the important role played by “Public Analysts” and “Newspaper Journalists” in righting social wrongs.

STANDARDS

English standards met by this web quest

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.

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.

SOCIAL STUDIES STANDARDS MET BY THIS WEBQUEST

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.

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.