Ms. McBride
Christopher Columbus Campus
H600 CLASS
THEME: CONFLICT AND CONSENSUS
“By inviting confrontation
but remaining nonviolent Civil Rights Activists demonstrated the justice of
their cause and exposed the brutalities of racism.”
Southern
During the 1950’s and 1960s marches, boycotts, student sit-ins and
Freedom Rides, had become a form of resistance and protest against racism and
Jim Crow Laws of the South. Civil Rights
activists galvanized to desegregate public facilities such as schools,
restaurants, parks, terminals and interstate buses and trains. They also worked for many years to change
the plight of voter registration for African Americans. Although these
movements were characterized by nonviolent resistance activists were met with a
backlash of violence. A terror campaign began against the registration drive and
desegregation goals that sent fear, anger and death to many that participated in
the struggle. Several churches were bombed,
activists were threatened, beaten and murdered. In spite of unrelieved
fear, inadequate funds, and violence, Civil Rights Activists made African
American voters registration a top priority over several years. Without the power of the vote, blacks
everywhere could not politically direct and control their lives and
communities.
It is 1963- you are a group of Lawyers for the Justice
Department. You have recently been assigned to look into various Civil Rights
Violation cases throughout the South and report back to Attorney Generals
Office. It is expected that there will be legal actions, but against who? What
events are illegal? Is there a need for new laws? Your report can have a major
impact on future public policies and race relations in the South for many years
in the future.
Your goal: to discuss the social problems caused by
segregation and the
You and your group will responsible to:
1. Write a 3 page research paper which
identifies how racism, discrimination, and violence impacted the lives of
various Civil Rights Leaders, Community Participants, Student Activists and Freedom
Riders throughout the South during the 1950’s and 1960’s. You must present evidence that this problem
existed in our country, and determine its causes and effects. You must also propose possible public policy
solutions. You must follow the six steps
of the Public Policy Analysis (PPA) in your research.
2: Each group will create and present a PowerPoint
presentation for all the steps of your research according to the steps of
Public Policy Analysis. The Power Point
presentation must include a minimum of six slides; each slide will discuss the
information gathered in the PPA worksheets.
1: You will be assigned to work in
groups of four and each member of your group will assume the role of a Department
of Justice Lawyer. Using the six-step
PPA, you will perform the above tasks and incorporate these findings in your
essays and power-point presentations: Each group member will use the text and
the websites listed to complete the information on each of the six worksheets.
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. Each group oral presentation should be limited
to 5- 8 minutes. You will be graded by the rubrics below.
2. Ensure that each group completes and submits
the following PPA worksheets, which are hyperlinked below:
Gather Evidence of
the Problem
Identify the Causes
of the Problem
Evaluate Existing
Public Policies
Select the Best Public
Policy Solution
3: Use the
TIPS PPA worksheets as a guideline to your PowerPoint and as a way to analyze
the social problem
Your group may use books or the
following on-line resources for your research:
(Please refer to Library handout “Internet
Research Guide Sheet” which includes passwords that will enable you to access
on-line databases such as
GENERAL SEARCH ENGINES:
SPECIFIC WEBSITES:
http://www.crmvet.org/crmlinks.htm#lnksfm
http://library.thinkquest.org/J0112391/freedom_rides.htm
http://www.infoplease.com/spot/civilrightstimeline1.html
http://www.jfklibrary.org/j061163.htm
Your group will be graded using the rubric provided below.
Your group will be graded on th
accuracy of the research papers, the research gather on the work sheets and the
power-point presentation.
RUBRIC: RESEARCH PAPER/T.I.P.S. WORKSHEETS
|
|
3 |
2 |
1 |
|
Content |
Writing shows in-depth analysis of the criticism of “Thug Life” and offers insightful proposals according to the Public Policy Analysis methodology. |
Writing shows basic understanding and analysis of the criticism of “Thug Life” and offers adequate solutions. It briefly addresses each of the steps of the PPA. |
Writing shows summarization of the research information. It may contain vague references to the steps of Public Policy Analysis. |
|
Structure
and Organization |
Writing is generally well organized according to definite plans. Topics or ideas generally clear. Typically clear beginnings and ends. Most transitions smooth and logical. Details generally
varied and vivid. |
Controlling topics, ideas, or overall plans always present but do not always focus the writing. Endings may sometimes be awkward or abrupt. Transitions are
typically logical but may on occasion lack depth and/or direct relevance. |
Topics or overall plans may not be clearly present. Possible digressions or elaborations confusing to reader. Beginnings and endings may be awkward or abrupt. Key elements may be unevenly developed or omitted. Details used
inconsistently. |
|
Style |
Sound reasoning. Clear position. Opinions thoughtfully supported. Credible evidence. Avoids exaggeration. Compelling arguments. Fact/opinion distinguished. Conclusions well-grounded. Displays evidence to
advantage. Believable and defensible. Convincing. |
Few surprises. Predictable, well-worn arguments. Credible but limited support. Acceptable, knowledge as evidence.
Fact/opinion sometimes overlap. |
Minimal content. Unsupported statements. Weak, questionable evidence. Position
weak/unclear/shifting. Overly reliant on repetition and exaggeration. |
RUBRIC: POWERPOINT PRESENTATION
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3 |
2 |
1 |
|
Content |
The content is written clearly and concisely with a logical progression of
ideas and supporting information. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from primary sources. |
The content is vague in conveying a point of view and does not create a
strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Primary source use is not always clear. |
The content lacks a clear point of view and logical sequence of
information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. |
|
Text/Graphics Layout |
The fonts are easy-to-read and point size varies appropriately for
headings and text. The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. |
Sometimes the fonts are easy-to-read, but 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/theme and do not enhance the overall concepts. |
The 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. The graphics, sounds, and/or animations are unrelated to the content |
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ELA STANDARDS
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
SOCIAL STUDIES
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.
By completing this activity, you will have
developed a better understanding of the violence that was perpetuated throughout
the South during the Civil Rights
Movement of 1950’s and 1960’s. This web
quest should have taught you about racism, violence, non-violence, and discrimination. Through your research, you saw the social
problems of racism and discrimination while observing the public policies that
existed at that time. Based on your
research and efforts to create an effective public policy, you created a
research paper and a power point presentation.
THANK YOU FOR YOUR PARTICIAPTION
YOU CAN MAKE A DIFFERENCE
Find and list 10 films or documentaries about the Civil Rights
Movement. You may use the Internet or
the Media Section
(Call # 791) of the Library.