Introduction
The African American Civil Rights Movement spanned the period of 1955-1968 and was a period of struggle while attempting to make social reforms to restore suffrage to African Americans and end racial discrimination. This period was an important part of American history that changed the course of history in our country.
Task
Imagine you are a students who have traveled back in time to the era of the Civil Rights Movement. Give an account of what it is like to live during this time.
Process
Each student will be assigned to a group of three people. Each member of the group is responsible for reviewing all the resources provided. Each group member will conduct research using the computer to collect information and data on social conditions, education, key persons, events, court decisions, legislation, statistics and any other information that is applicable. The groups will discuss and analyze the information and data collected and submit a group 10 page paper on "living during the Civil Rights Movement". Each group member will be responsible for reporting a portion of the group's experience completing this project.
Evaluation
The groups will discuss and analyze the information and data collected and submit a group 10 page paper on "living during the Civil Rights Movement". Each group member will be responsible for reporting a portion of the group's experience completing this project. You can evaluate each students' work by using the three-point rubric:
Three points: comprehensive content (based on available sources); coherent and unified paragraphs; error-free grammar, usage, and mechanics.
Two points: adequate content; paragraphs occasionally lacking coherence and unity; some errors in grammar, usage, and mechanics.
One point: insufficient content; weak paragraphs; many errors in grammar, usage, and mechanics.
Conclusion
Students will include their reflections as a part of reporting the group's experience completing this project.
Credits
Historic Places of the Civil Rights Movement- www.nps.org
PBS: Civil Rights Era Timeline- www.pbs.org/wnet/aaworld/timeline/civil_01.html
Civil Rights Documentation Project- www.usm.edu/crdp/
Smithsonian: Separate is Not Equal- www.americanhistory.si.edu/brown/history/1-segregated/segregated-americ…
The Civil Rights Movement (1955-1965)-www.watson.org/~lisa/blackhistory/civilrights-55-65/index.html
The Civil Rights Movement
www.ed527.webs.com
Teacher Page
Introduction:
The African American Civil Rights Movement spanned the period of 1955-1968 and was a period of struggle while attempting to make social reforms to restore suffrage to African Americans and end racial discrimination. This period was an important part of American history that changed the course of history in our country.
Description of the learner: 6th grade students
Students should already know from prior grades about the Civil Right Movements but no proir knowledge is needed. Students may also use encyclopedia to help them with their research.
Standard:
Civil Rights/Human Rights
6. Understand the influences of historical documents (e.g., Magna Carta, MayflowerCompact, Declaration of Independence, Constitution, the Bill of Rights, theEmancipation Proclamation, etc.), events, and social movements on the rights of American citizens.
c. Analyze political and social impacts of civil rights movements throughout the history of the United States (e.g., demonstrations, individual and group resistance, organizing efforts, and collective action/unity). (DOK 3)
Writing:
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis
of relevant content.
Language Arts:
Knowledge of Language
L.6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Objectives:
Students will understand the following:
The famous leaders of the Civil Rights Movement, important events, court decisions, legislation, statistics that shape our nation today.
How to examine and gather information to be included in their written reflection of the assignment
How to used correct conventions when writing.
Teacher Background Information:
Discuss with your students where they can find biographical information about their subjects: textbooks, nonfiction books of various kinds, already published encyclopedias, videos, Web sites. Indicate that wherever possible students should check more than one source for each person they are researching.
Recommendation for how the WebQuest is to be organized and manage:
This webquest is for students to work in cooperative groups while coming up with information for this task. This assignment could be a week assignment that will take about an hour of in-class time. The students can be guided through this task with the help of the teacher and also parents. If computers are not available during the class period students may work on task after class or after school at home or library.
Materials:
For this lesson, you will need:
• Multiple reference sources that treat the Civil Rights Movement of the 1950s and 1960s
Methods of evaluating the students' work:
You can evaluate each students' work by using the three-point rubric:
Three points: comprehensive content (based on available sources); coherent and unified paragraphs; error-free grammar, usage, and mechanics.
Two points: adequate content; paragraphs occasionally lacking coherence and unity; some errors in grammar, usage, and mechanics.
One point: insufficient content; weak paragraphs; many errors in grammar, usage, and mechanics.
Concluding statements about the importance of the WebQuest to meet students objective.
In order for students to know the importance of this task, The students will include their reflections as a part of reporting the group's experience completing this project.