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With the Civil War almost 100 years in the past, and Jim Crow being almost as old, African-Americans will decide to take a stand….

The 1960s were a turbulent time for America, but even more so for black Americans. The first stages of the Civil Rights movement were underway, with sit-ins, marches, and non-violent action. When you step into this world, you will be an active player and take a stance in one of the most successful non-violent revolutions in history.

Main Menu Task Process Evaluation Conclusion

You are a participant in the 1960s Civil Rights battle: Civil Rights Leader, grassroots activist, or

Segregationist: Write a letter to an acquaintance defending or

confronting a stance on a certain issue addressed during the period and present it to the class, or…

Make a presentation to a politically/socially connected organization from which you would like support to fund or enrich your cause, or…

Lead a class, stating the stance of your character extensively, and defending before the class, as they ask questions and make counterpoints

Main Menu EvaluationProcess ConclusionIntroduction

Research the historical context as far back as the Civil War and Jim Crow to

understand the events leading up to the 1960s Civil Rights movement.

Understand the Jim Crow South, and its influence upon you task

Research the philosophy of Martin Luther King Jr. and non-violent resistance.

Recognize how this differs from the more militant second stage of the Civil Rights

movement

Search for the effect that these events and philosophies have had on the country and

understanding that those of the time thought they may have.

Based upon the role you chose, understand your stance on some of the key issues.

Utilize all of this research and understanding to create your own primary document or

era debate.

Be creative in coming up with props and documents to represent your stance

Remember, the future of the country is in your hands…

Process (cont.)

Main Menu Task Evaluation ConclusionIntroduction

Resources

http://www.commondreams.org/headlines05/0116-05.htm

http://www.historyorb.com/america/civilrights.shtml

http://www.jimcrowhistory.org/history/overview.htm

http://video.google.com/videoplay?docid=1732754907698549493

http://www.archives.state.al.us/teacher/rights/lesson1/doc3.html

http://www.teachersdomain.org/resources/iml04/soc/ush/civil/bhamseg/index.html

Civil Rights Leader/Activist

http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html

http://www.usm.edu/crdp/html/transcripts.shtml

http://www.archives.state.al.us/teacher/rights/lesson1/doc4.html

Segregationist

http://www.archives.state.al.us/teacher/rights/lesson5/doc1.html

http://www.archives.state.al.us/teacher/rights/lesson2/doc3.html

http://www.archives.state.al.us/govs_list/inauguralspeech.html

Main Menu Task Evaluation ConclusionIntroduction

Process (Back)

You will be evaluated by your fellow activists and citizens on these basis…

CATEGORY 20 15 10 5

Role Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Historical Context Information

All historical information appeared to be accurate and in chronological order. Well used to substantiate point and create project.

Almost all historical information appeared to be accurate and in chronological order. Relatively impotrtant to point of view and project.

Most of the historical information was accurate and in chronological order. Context information haelped a little.

Very little of the historical information was accurate and/or in chronological order. Information shown was not relevant.

Required Elements Student included more information than was required.

Student included all information that was required.

Student included most information that was required.

Student included less information than was required.

Creativity/Props Student uses several props/documents/graphics that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props/documents/graphics that accurately fit the period, and make the presentation better.

Student uses 1-2 props/documents/graphics which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.

Can clearly explain several ways in which his character "saw" things differently than other characters.

Can clearly explain one way in which his character "saw" things differently than other characters.

Cannot explain one way in which his character "saw" things differently than other characters.

Main Menu Task Process ConclusionIntroduction

You have now participated in one of the greatest non-violent revolution in history. Even if you were on the losing side, you have a greater understanding of the battle and the issues over which it was fought.

How would your life be different had the first stage of the civil rights movement never happened? Ended differently?

How is America different? What do you see in the future?

IntroductionMain Menu Task EvaluationProcess

Introduction

Learners

Standards

Process

Resources

Evaluation

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Student Page

Credits

Designed by C. M. Reynolds

reynoldscm63@gmail.com

For 11th Grade US History

This project was developed for an educational technology and assessment class at Colorado State University. Feel free to use and alter it for your purposes. You’ll notice that it has a creative commons license:

I developed this WebQuest in order for students to gain greater understanding of the first, non-violent stage of the civil rights movement, and allow students to understand what it means to take civic action. Also, student will understand the context of Jim Crow and segregation.

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Learners This project is designed for a

11th grade standard or AP US History Course. It would fit nicely into chronological curriculum of US History, as well as a unit on non-violent resistance.

One additional application that I considered was a unit in a Black History Month curriculum, but would require much more front loading.

Standards*2.2- Students know how to interpret and evaluate

primary and secondary sources of historical information.

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• explaining how historical descriptions, arguments, and judgments can reflect the bias of the author and/or the prevailing ideas of the culture and time period;

• interpreting oral traditions and legends as“histories”;

• evaluating data within the social, political, and economic context in which it was created, testing its credibility, and evaluating its bias; and

• comparing and contrasting the reliability of information received from multiple sources.

3.1-Students know how various societies were affected by contacts and exchanges among diverse peoples.

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• describing the interactions and contributions of the various peoples and cultures that have lived in or migrated, immigrated, or were brought to the area that is now the United States, including African, Asian, European, Latino, and Native American;

• describing and explaining the circumstances under which past and current societies have interacted and changed, resulting in cultural diffusion* (for example, trade, war, exploration, imperialism, social disruptions, improvements in communication, and transportation)

* These are Colorado Department of Education Standards

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ProcessStudents will:

Research the historical context as far back as the

Civil War and Jim Crow to understand the events

leading up to the 1960s Civil Rights movement.

Understand the Jim Crow South, and its

influence upon you task

Research the philosophy of Martin Luther King Jr. and

non-violent resistance.

Recognize how this differs from the more

militant second stage of the Civil Rights

movement

Search for the effect that these events and

philosophies have had on the country and

understanding that those of the time thought they

may have.

Based upon the role you chose, understand your

stance on some of the key issues.

Utilize all of this research and understanding to

create your own primary document or era debate.

Be creative in coming up with props and

documents to represent your stance

Remember, the future of the country is in your

hands…

Teachers: This could be a mix of in-class lab work,

and homework research. The process to the student is pretty self-

explanitory, and can be altered to fit your needs.

The one danger in this assignment, and an overall caveat, is appropriateness in the role of the segregationist. You will want to make it clear that language they come across in the reading is not necessarily appropriate in the classroom. And, even though they are playing that role, they should be respectful toward others in their portrayal of the character and the ideology.

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Resources The online recourses are all

listed on the resources page for the student.

However, there is a vast amount of other sources and media for this assignment. Your could add them directly to the resources page, or have hard copies of books or articles to hand out.

On this subject the sky is the limit, as far as research goes. But, because of the issues that may come up, you may want to give them resources rather than have them randomly search online.

Evaluation There is a rubric provided on

the student pages. However, there may be more

ideas that students have for there task that are not what has been specifically mentioned. The final products could look like anything, really.

The main concern is that they show understanding of both the subject and the process that was used for gaining Civil Rights.

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ConclusionThis should be a fun

project that brings about lively debate in class.

Students should be encouraged to know the power of grassroots movements for changing society and policy.

Have fun with it and see where it takes your class…

CreditsPictures

Title slide:

“Whites Only”- flickr:arimoore

“Colored Waiting Room” - http://images.google.com/imgres?imgurl=http://americanhistory.si.edu/Brown/history/1-segregated/images/colored-waiting-room-l.jpg&imgrefurl=http:// americanhistory. si.edu/Brown/history/1-segregated/detail/colored-waiting-room.html&h=510&w=481&sz=27&hl=en&start=3&um=1&tbnid=SyjoBQnYbELHtM:&tbnh=131&tbnw=124&prev=/images%3Fq%3Dcolored%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft

“Men at Lunch Counter” - http://chronicle.augusta.com/images/headlines/020605/43636_512.jpg

Task Slide:

“Wallace for Pres” - Flickr:woody1778a

Process 2 Slide:

“Rosa Parks” – Flickr:Shavar

Conclusion Slide:

“Civil Rights Memorial” – Flickr:friendb

Teacher Title Slide:

“Marchers” – Flickr:markponte

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