The 1964 Civil Rights Act

A Web Quest

By Patrick Starke

Grade 8 social studies

Whitesboro Middle School District

"Americans of every race and color have died in battle to protect our freedom. Americans of every race and color have worked to build a nation of widening opportunities. Now our generation of Americans has been called on to continue the unending search for justice within our own borders.

We believe that all men are created equal. Yet many are denied equal treatment.

We believe that all men have certain unalienable rights. Yet many Americans do not enjoy those rights.

We believe that all men are entitled to the blessings of liberty. Yet millions are being deprived of those blessings--not because of their own failures, but because of the color of their skin.

The reasons are deeply imbedded in history and tradition and the nature of man. We can understand--without rancor or hatred--how this all happened.

But it cannot continue. Our Constitution, the foundation of our Republic, forbids it. The principles of our freedom forbid it. Morality forbids it. And the law I will sign tonight forbids it."

LBJ, 1964 upon signing the 1964 Civil Rights Act

INTRODUCTION:

Long after the 1954 Brown v. Board of Education decision, the United States continued to have problems with the issue of segregation. The 1964 Civil Rights Act was an important development in the pursuit for racial equality in the U.S.

TASK:

Create a Civil Rights Scrapbook by using three of the topics below. Your scrapbook can contain photographs, quotations and political cartoons to showcase your selected events. You will present your scrapbook to the class in an oral presentation. Prior to creating the scrapbook, complete the WebQuest below by answering each question on a separate sheet of paper. Also, complete the steps for the AHPPA guidelines below. Click on each link to answer the questions. Each link provides valuable background information on Civil Rights topics.

PROCESS

You will use the AHPPA outline to help you analyze the 1964 Civil Rights Act

• Step One: Identify the Problem (link to worksheet 1)

• Step Two: Gather Evidence of the Problem (link to worksheet 2)

• Step Three: What are the Causes? (link to worksheet 3)

• Step Four: Evaluate the Policy (link to worksheet 4)

1) What are CIVIL RIGHTS?

2) What groups throughout history have been denied Civil Rights?

Read about the Rosewood Massacre.

1) What were the three most important facts?

2) Do you think this was an isolated case?

Rosewood

What Supreme Court decision did the 1954 Brown v Board of Education decision overturn?

Little Rock 9

1) What emotions do you see in the photo above?

2) What was the "Little Rock 9?"

3) What was the U.S. response to the Little Rock events?

4) Did Little Rock follow the Brown v. Board of Education decision?

Freedom Summer

1) What was Freedom Summer

2) What happened to the three civil rights workers that went missing?

3) How is this similar to the "Little Rock 9?" Explain

Muhammad Ali

1) Who was Muhammad Ali

2) Give two examples of his leadership on Civil Rights.

3) Did he support the Vietnam War? Explain.

1964 Civil Rights Act

Read about the 1964 Civil Rights Act and complete the AHPPH worksheets below.

1968 Summer Olympics in Mexico

1) What happened to John Carlos and Tommie Smith?

2) Was this an example of Civil Disobedience?

3) Why were they protesting?

4) Do you believe their actions were appropriate?

James Byrd

1) What happened to James Byrd and in what year did it happen?

Johnny Gammage

1) What happened to Johnny Gammage ? (Where and when?)

2) Do you believe racism still exists? Why or why not?

CONCLUSION:

Congratulations! You have completed the Civil Rights WebQuest and Scrapbook and hopefully made valid links between past and present.

EVALUATION:

for Civil Rights Scrapbook

*RUBRIC*	1	2	3	4
Information is historically accurate	There are several factual errors in the scrapbook. Information	Most facts in the scrapbook are accurate.	Almost all facts in the scrapbook are accurate.	All facts in the scrapbook are accurate.
Scrapbook follows assigned topic	Scrapbook makes no clear attempt to follow the assigned topic.	There is some attempt at following the assigned topic.	Most of the scrapbook follows the assigned topic.	The scrapbook follows the assigned topic.
Scrapbook is created in an organized and logical manner.	The scrapbook is unorganized and hard to follow.	The scrapbook is organized neatly and logically.	The scrapbook is well-organized and carefully put together.	The scrapbook is very well-organized and has been put together with great care.
Scrapbook creativity	There is little evidence of creativity in the scrapbook. The authors do not seem to have used much imagination.	The scrapbook contains a few creative details and/or descriptions, but they distract from the scrapbook. The authors have tried to use their imagination.	The scrapbook contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The authors have used their imagination.	The scrapbook contains many creative details and/or descriptions that contribute to the reader's enjoyment. The authors have really used their imagination.
Visual Quality	Scrapbook contains limited visual information that is of poor quality.	Scrapbook contains limited visual information.	Scrapbook contains information that is of good visual quality.	Scrapbook contains excellent visual information.
Graphic Organizers	A graphic organizer wasn't used to compare and contrast.	The authors made two or three entries in the graphic organizer to compare and contrast the two women.	Three or more entries were used to compare and contrast these two women.	The author remember to compare and contrast the two movements connected to Rosa Parks and Esther Morris.
Oral Presentation	No eye contact with audience report is read from notes.	Minimal eye contact and presents information with illogical order which makes it hard to follow or understand. Still uses notes at times.	Consistent use of direct eye contact with audience. Very limited use of note reading. Audience is able to comprehend the speaker.	Holds attention of audience. Seldom looking at notes. Shows knowledge of the subject and speaker seems relaxed and in control.

STANDARDS

Standard 1

History of the United States and New York

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.