CIVIL RIGHTS WEBQUEST
||Introduction || Tasks || Standards || Process || Resources || Evaluation || Conclusion ||
CIVIL RIGHTS WEBQUEST
||Introduction || Tasks || Standards || Process || Resources || Evaluation || Conclusion ||
This WebQuest was designed as part of a Milton Town School District Technology Challenge Grant. The Civil Rights movement is an important part of the study of United States History. With the advent of the Internet and World Wide Web a whole new avenue of learning has become available to students. The Civil Rights movement is a particularly rich area for resources on the Internet. This WebQuest was designed to take advantage of Internet resources and allow students to explore the Civil Rights movement independently.
The name of Martin Luther King Jr. is synonymous with the Civil Rights movement. However, the movement involved many events, people, and locations and the fight for Civil Rights took place over more than 100 years. The sacrifices of many people in the movement may be largely unnoticed and to a certain extent the movement continues today. The goal of the WebQuest is to assist students in gaining a better understanding of the breadth and depth of the Civil Rights movement.
A number of assignments are part of this project and students will be completing one of the projects. The first project is an actual WebQuest. Requirements for the other projects are also given as an aid to students. Links to research sites on the Internet are only included for Project 1.
PROJECT 1 - THE CIVIL RIGHTS TOUR ( a WebQuest project)
Your task is for your group to create a travel brochure for places that were important to the Civil Rights movement. You will need to create a large map on poster board to accompany your brochure. Research will be conducted using Internet sites.
PROJECT 2 - THE CIVIL RIGHTS MURAL
Your group will create a mural of important events and people of the Civil Rights movement. The mural ill be developed from a list of events and people. A summary of each event on the mural will be written so people who view the mural may have an understanding of the significance of the event or person depicted to the Civil Rights movement.
PROJECT 3 - THE AFRICAN-AMERICAN EQUALITY/GENDER EQUALITY INTERVIEWS
In this activity two people will act as interviewers and 2 people as interviewees. One interviewee will play the role of an African-American from a list of prominent African-Americans. The other interviewee will play the role of a woman active in the Women's Rights movement. The interview will either take place "live" or may be videotaped.
PROJECT 4 - THE CIVIL RIGHTS NEWSPAPER
This activity requires the writing and publishing of newspaper articles dealing with the Civil Rights movement. Articles will include news stories, personality profiles, and editorials.
PROJECT 5 - THE CIVIL RIGHTS HALL OF FAME
Your task is create profiles of inductees into a National Civil Rights Hall of Fame. You will develop profiles from a list of possible inductees. Profiles should include a picture of the inductee.
PROJECT 6 - AFRICAN-AMERICAN CULTURE
This activity will require you to research African-American culture in the 20th Century. Topics will include poetry, jazz and blues music, and art.
These Civil Rights projects will address a number of the Vermont Standards for learning.
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Project 1 - WebQuest Standard 1.18 - Information Technology - students use tools of technology to research and present information. Standard 1.10 - Written procedures - students organize a series of events. Standard 3.10 - Teamwork - students perform effectively on teams Standard 6.10 - Meaning of Citizenship - students examine the gap between the ideal concept of civil rights and the struggle to reach the ideal.. |
Project 2 - Mural Standard 1.16 - Artistic Dimensions - students use visual arts to create a project. Standard 3.10 - Teamwork - students perform effectively on teams Standard 5.28 - Artistic Proficiency - students use art forms to communicate. Standard 6.10 - Meaning of Citizenship - students examine the gap between the ideal concept of civil rights and the struggle to reach the ideal..
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Project 3 - The Equality Interviews Standard 1.9 - Narratives - students will create a narrative using a question and answer format. Standard 1.15 Speaking - students use verbal skills to express themselves effectively. Standard 3.10 - Teamwork - students perform effectively on teams Standard 6.10 - Meaning of Citizenship - students examine the gap between the ideal concept of civil rights and the struggle to reach the ideal.
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Project 4 - The Newspaper Standard 1.9 - Narratives - students will create a narrative using a question and answer format. Standard 3.10 - Teamwork - students perform effectively on teams. Standard 6.10 - Meaning of Citizenship - students examine the gap between the ideal concept of civil rights and the struggle to reach the ideal.
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Project 5 - Hall of Fame Standard 1.8 - Reports - Students organize and convey information. Standard 6.10 - Meaning of Citizenship - students examine the gap between the ideal concept of civil rights and the struggle to reach the ideal.
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Project 6 - African-American Culture Standard 1.8 - Reports - Students organize and convey information. Standard 1.15 Speaking - students use verbal skills to express themselves effectively. Standard 6.10 - Meaning of Citizenship - students examine the gap between the ideal concept of civil rights and the struggle to reach the ideal. Standard 6.14 - Concepts of Culture - students compare a range of cultural expressions of African-Americans in the 20th century. |
Project 1 - The WebQuest
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I. You group will research places that were significant to the Civil Rights Movement using the following list:
A. Alabama
Anniston - Freedom Rides
Birmingham - Letter from a Birmingham Jail
Birmingham - Bombing of the 16th Street Baptist Church
Montgomery - Bus Boycott
Selma to Montgomery National Historic Trail
B. Arkansas
Little Rock - Central High School
C. Georgia
Atlanta - Martin Luther King Jr. Birthplace
D. Illinois
Chicago - Ida Wells Homesite
E. Kansas
Topeka - Monroe Elementary School (Brown vs. Board of Education Historic Site)
F. Massachusetts
Great Barrington - W.E.B. DuBois Homesite
G. Mississippi
Oxford - James Meredith enrolls at the University of Mississippi
Jackson - Medgar Evers House
Philadelphia - Disappearance of James Chaney, Mickey Schwerner, Andrew Goodman
H. Nebraska
Omaha - Malcolm X House
I. North Carolina
Greensboro - Woolworth's Five and Dime
J. Washington D.C.
Lincoln Memorial - site of "I Have A Dream" speech
In the next section (Resources) you will find links to Internet sites which will provide information on the events and people mentioned above.
II. After researching the people and events you will produce a travel brochure which would recommend places for a foreign visitor to visit to learn about the Civil Rights movement. You must decide which events to include in your brochure. The brochure must include a brief description of the importance of the event or person to the Civil Rights movement. The brochure should reflect the diversity of the Civil Rights movement.
III. The brochure should be produced using Word, MS Works, or Print Master Platinum. Pictures should be included.
IV. Your group should also produce a map on posterboard showing the places indicated in your brochure.
Project II - The Civil Rights Mural
Your group will produce a mural depicting important people and events from the Civil Rights movement. The mural should be developed from the following list:
14th amendment, Plessy vs. Ferguson, W.E.B. DuBois and Booker T. Washington, Brown vs. Board of Education, Tuskegee Airmen, Jackie Robinson, Medgar Evers, Malcolm X, Martin Luther King Jr., Fannie Lou Hamer, Black Panthers, Little Rock Central High School, Freedom Rides, Civil Rights Act of 1964, Civil Rights Act of 1965.
Your group should also prepare 1-2 page descriptions of each event or person depicted in your mural. Viewers of the mural will use these descriptions to help them understand the mural and the significance of events shown.
Project III - The Equality Interviews
This project require 2 students to serve as interviewers and 2 students who will role-play a person from the Civil Rights movement and an advocate for the Women's Rights movement. A written transcript of the interview must be prepared and turned in. The interview may be performed live, recorded on videotape, or recoreded on audio tape.
Interviewees from the Civil Rights movement may include any of the following: Martin Luther King Jr., Malcolm X. Medgar Evers, James Meredith, Ida Wells, Fannie Lou Hamer, W.E.B. DuBois, Booker T. Washington.
Interviewees from the Women's Rights movement may include: Gloria Steinem, Patricia Neal, Betty Frieden, Carrie Chapman Catt.
The interviews should focus on the struggle for rights - achievements, disappointments, significance of events, refllection on the past and future. The interviews should each be a minimum of 3 - 5 minutes in length.
Project IV - The Civil Rights Newspaper
Each person in the group should write a newspaper article describing one of the events listed below. The 5 elements of a news story - who, what, when, where, why should be addressed in each story. The newspaper may be produced using Word or MS Works.
Events: Plessy vs. Ferguson, Brown vs. Board of Education, Freedom Rides, Jackie Robinson integrates baseball, Tuskegee Airmen, Selma to Montgomery march, Disappearance of 3 Civil Rights workers in Mississippi, Little Rock Central High School, Civil Rights Act of 1964, Voting Rights Act of 1965, Montgomery Bus Boycott, I Have A Dream speech, Assassination of Martin Luther King, Jr.
Project V - The Civil Rights Hall of Fame Profiles
Assume that you are on the staff of a new museum devoted to the Civil Rights movement. Your task is to write a description of a person's contribution to the Civil Rights movement which would earn them a place in the new Hall of Fame. Your description should be 1 - 2 pages in length. A bibliography of sources used in your research should be included.
People - Medgar Evers, James Meredith, James Chaney, Ida Wells, Jackie Robinson, Jesse Owens, Thurgood Marshall, The Little Rock Nine.
Project VI - African - American Culture
This project requires researching an aspect of African -American culture in the 20th century, writing an essay on the aspect researched and making an oral presentation. Possible topics to explore include Blues music, the Harlem renaissance, poetry of Langston Hughes, songs of the Civil Rights movement. If students explore the poetry of African-Americans they will write their own poem about the movement.
To research a particular person or event simply click on the location and event in the list below.
A. Alabama
Birmingham - Letter from a Birmingham Jail
Birmingham - Bombing of the 16th Street Baptist Church
Selma to Montgomery National Historic Trail
B. Arkansas
Little
Rock - Central High
School
C. Georgia
Atlanta
- Martin Luther King Jr. Birthplace
D. Illinois
E. Kansas
Topeka - Monroe Elementary School (Brown vs. Board of Education Historic Site)
F. Massachusetts
Great Barrington - W.E.B. DuBois Homesite
G. Mississippi
Oxford - James Meredith enrolls at the University of Mississippi
Philadelphia - Disappearance of James Chaney, Mickey Schwerner, Andrew Goodman
H. Nebraska
I. North Carolina
Greensboro
- Woolworth's Five and Dime
J. Washington D.C.
Lincoln Memorial - site of "I Have A Dream" speech
Project 1 - The WebQuest project will be evaluated using the following rubric. Rubrics for other projects will be distributed to students in class.
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STANDARD |
NOT THERE YET |
ALMOST THERE |
MEETS THE STANDARD |
EXCELLENT ñ ABOVE THE STANDARD |
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1.18 Information Technology |
Less than 50% of Web sites researched. URLís not recorded. Brochure published but includes no pictures or graphics. |
50% of Web sites researched. URLís recorded for each site. Brochure published with at least 1 picture. |
75 % of Web sites researched. URLís for each site recorded. Brochure successfully published with at least 1 picture. |
All Web sites researched and URLís for each site are recorded. Ability to copy pictures is demonstrated and 3 or more pictures are included in the brochure. |
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1.10 ñ Written procedures |
Travel brochure is completed with at least 3 events. Brochure foes not demonstrate scope of movement. More explanation needed. |
Travel brochure is completed with at least 4 events. At least 1 picture is used. Brochure lacks complete explanations of importance of each place to movement. |
Travel brochure is completed and includes at least 5 locations. Events in Civil Rights movement at each location are mentioned. At least 2 pictures are used. Color is used. |
Travel brochure of at least 6 places in the Civil Rights movement completed. Brochure outlines importance of each place in the Civil Rights movement in an interesting manner. At least 3 pictures are included. Color is used. |
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6.10 ñ Meaning of Citizenship |
Brochure focused on limited geographic area. Events included do not include explanations of significance. |
Geographic extent of movement is missing from map and brochure. Events listed but need explanation of significance of events. |
Brochure and map demonstrate geographic extent of movement. Brochure includes a variety of events but significance of some events is missing. |
Brochure and map demonstrates geographic extent of movement. Brochure demonstrates understanding of scope and significance of events involved in Civil Rights movement and addresses success and failures.
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STANDARD |
NOT THERE YET |
ALMOST THERE |
MEETS THE STANDARD |
EXCEEDS THE STANDARD |
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3.10 ñ Teamwork |
Students need much help in organizing and assigning tasks. Ability to work independently is lacking and interferes with successful completion of project. |
Students need some help organizing and assigning tasks. Daily task sheet does not reflect ability to work independently on a regular basis. |
Students organize but need assistance assigning tasks. Daily task sheet reflects ability to work independently. |
Students organize and assign tasks without help from teacher. Daily task sheet completed which reflects ability to work with team independently. |
The Civil Rights movement was recorded in writing, pictures and video. Much of this history is being distributed on Web sites. This topic in U.S. History provides an excellent opportunity for students to use the resources of the Internet to develop a better understanding of the people, events, and issues associated with the struggle for Civil Rights. Other sites which a student might find useful included the National Civil Rights Museum and the Library of Congress American Memory page. Teachers and students accessing this WebQuest should feel free to use all or part of the WebQuest to enhance their understanding of Civil Rights.
