Introduction
The 1960s was a decade marked by a fight for civil rights across the American nation. A fight for equality broke out across our country; it was a time of hostility and utter distaste in the mouths of all citizens.
Tennessee, just as almost every other state -- especially here in the south -- was heavily effected by this tension.
Bill Cosby once said, "By the 1960s, many of us believed that the Civil Rights Movement could eliminate racism in America during our lifetime. But despite significant progress, racism remains."
The Civil Rights movement was the greatest movement for social justice that our country has ever known. This was a movement that was irrevocably rooted in an ethic focused on love and passion for people, regardless of diversities.
Throughout this unit thus far, we have focused on the influence of the arts on Tennessee. We have discussed major cities in the music scene as well as the genres of music that are heavily present throughout our state.
Lesson 3 of this unit is rather different yet still ties the arts to Tennessee. We will be exploring the reality of how art throughout the entirety of the United States was effected by the Civil Rights Movement, and how Tennessee played a great role in this movement as well.
To get started, watch the video linked below to get an idea of how Tennessee was internally effected by the Civil Rights Movement. After completing the video, write a one paragraph reflection (4-5 sentence minimum) of the video in your interactive notebook. This reflection should identify the parts of the video that took you by surprise and your overall opinion of the information presented through the video.
After completing this reflection, please move on to the task section of the WebQuest.
Task
TASK 1: Identify some of the Civil Rights leaders who changed history, learning who they are, what they stood for, and what they achieved through their efforts.
TASK 2: Research Tennessee's role in the Civil Rights Movement.
TASK 3: Research art that is reflective of the Civil Rights Movement.
TASK 4: Put together some form of a presentation (poster, PowerPoint, video, etc.) to show how Tasks 1, 2, and 3 can be connected to one another.
Additional Side Task: Keep a running list of vocabulary words you learn throughout your research.
Process
TASK 1: Identify some of the Civil Rights leaders who changed history, learning who they are, what they stood for, and what they achieved through their efforts.
Use the links provided below to research these leaders. Be certain that you are either taking notes or simultaneously working on your presentation as you do your research. (Notes will be turned in at the end of the lesson).*
*This applies to all 4 tasks.
https://www.theroot.com/civil-rights-leaders-who-changed-history-1790874649
https://www.shmoop.com/civil-rights-black-power/people.html
https://www.biography.com/people/groups/civil-rights
https://www.biography.com/people/groups/activists-civil-rights-activists
http://www.civilrightsmovement.co.uk/key-figures-civil-rights-movement.html
TASK 2: Research Tennessee's role in the Civil Rights Movement.
http://www.tn4me.org/major_cat.cfm/major_id/11/era_id/8
http://tennesseeencyclopedia.net/entry.php?rec=264
http://orig.jacksonsun.com/civilrights/sec2_tn_timeline.shtml
TASK 3: Research art that is reflective of the Civil Rights Movement.
https://www.huffingtonpost.com/2014/02/12/civil-rights-art_n_4769268.html
http://africanamericanart.si.edu/art
https://www.thoughtco.com/art-of-the-civil-rights-movement-2578424
https://www.colorlines.com/articles/inside-art-civil-rights-movement
TASK 4: Put together some form of a presentation (poster, PowerPoint, video, etc.) to show how Tasks 1, 2, and 3 can be connected to one another.
Evaluation
This evaluation is one that is rather laid back. Each student will present their presentations that they have created throughout this WebQuest. These presentations should not last more than 5 minutes each, just being certain to hit the high points of the lesson (leaders of the movement, Tennessee's role in the movement, art during the movement, and how all of these pieces come together).
The rubric is listed on the link below:
https://www.pinterest.com/pin/463941199090086858/
Conclusion
In conclusion to this WebQuest, we will have an interactive lesson in the classroom. When you seen this page are are certain that you have completed everything within the WebQuest to your best ability, close your laptop, replace it where it belongs, and come to the teacher's desk to receive your materials for the conclusion activity. This activity will be independent work and a way of expression your opinions on what you learned today. The teacher will explain in detail within the classroom.
Get your gears in your brains turning as to what Miss Amron might have up her sleeve this time!!
Credits
N/A
Teacher Page
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
The student will be able to
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6.1.1 Explain connections between visual arts and other standards-based arts disciplines as modeled by the teacher.
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6.1.2 Explain connections between visual arts and other standards-based arts disciplines as facilitated by the teacher.
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6.1.3 Explain connections between visual arts and other standards-based arts disciplines as guided by the teacher.
5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (C, TN)
Central Focus: Musical aspects of Tennessee, focusing on the genres of music that are found heavily throughout the state of Tennessee.
The central focus of this particular lesson is the connection between the art of this era and the Civil RIghts Movement.
Content Objectives: After the completion of the lesson regarding connecting the art of this era to the Civil Rights Movement, the learner will be capable of making accurate connections between the two with a 100% accuracy.
Language Objectives: Students will be expected to use the vocabulary associated with the lesson to show that they are comprehending what is being taught. Students will have the opportunity to show this at the end of the lesson on genres when they are asked to create their own piece of art that will connect back to the Civil Rights Movement as discussed in class.
Vocabulary: Each student is responsible for creating their own vocabulary list, which will be the subject of discussion later on in class. These words will be discussed and a majority of them will be added to a word wall for this Unit.