We Were There Civil Rights 2

We Were There…

On the front lines of the Civil Rights Movement.

Introduction The 1960’s Civil Rights Movement was one of the most turbulent times in American history. Millions of individuals participated in demonstrations and all were affected by the changes that this activism brought.

Click on the box to the right of the text to watch a video of Civil Rights images.

Newspapers during the Civil Rights Movement

Newspapers played a vital role in reporting the latest events of Civil Rights. They not only gave the facts and details of the events, but they also gave their personal points of view. Take a look at the following websites, which include articles about Civil Rights events. Take note of the techniques used because you will be writing your own articles for you class newspaper. (Details to follow). Click here for Newspaper Articles

Listen to this song from the Civil Rights Movement written and

performed by Sam Cook

You are to create an article for “The Daily Liberator”. Your article will be from a first person point of view that experienced the events of the Civil Rights movement. Your article will include a visual/auditory compilation that supports your experiences that you write about in your article. (For example: a PowerPoint, a memory book, a CD….)

Your visual compilation must include at least four components of one or more of the different types of visual and auditory aides. (i.e. four pictures, 3 pictures and a song, 3 song lyrics and an interview…)

Task

TaskIn order to complete this task you must read and research about your individual and the events that were occurring in the Civil Rights movement at that time.

You will need to find other materials including but not limited to photographs, videos, music, or drawings that relate to your individual and help support your article.

Finally, you will submit your article to the class Newspaper, “The Daily Liberator” for the 9th edition of the paper. This will allow all students, as well as the school, parents, and community to see and understand ‘your’ experiences in the Civil Rights movement and encourage participation from others.

Process

1)Before you begin writing your experiences you need to understand the format of articles published in newspapers. Here are a few examples of newspaper articles that model what you need to understand. Additionally, a link for an example visual representation has been placed below.

Student-made NewspaperVisual Representation

2)Now that you understand the set up of a newspaper article and have seen an example visual representation, you are ready to begin your own.

Your Task

You have lived through the Civil Rights Movement and want to document your experiences for future generations. You will be assigned a specific viewpoint from which to reflect. Include a photo compilation along with your journal that visually represents your experiences.

Jackie RobinsonRosa ParksDr. Martin Luther King Jr.

After completing your journal, submit your entry into the class newspaper “The Daily Liberator.” This compilation of experiences will provide an in-depth look at individuals who transformed the face of civil rights through their brave sacrifices.

Evaluation

Click HERE to see the evaluation rubric for your article and visual/auditory representation.

Teacher’s Page

This Webquest was created by Rachel Duncan, Elizabeth Fulgim, and Rebecca Howe, Texas A&M University for Mrs. Heldfeldt’s Reading 372

Teacher Introduction

Learners

Resources

Standards

The End

CATEGORY 4 Exemplary 3 Accomplished 2 Developing 1 Beginning

Layout - Headlines & Captions

Article has a headline that captures the reader's attention and accurately describes the content. Article has a byline. All graphics have captions that adequately describe the people and action in the graphic.

Article has headline that accurately describes the content. Article has a byline. Graphics have captions.

Article has headline that accurately describes the content. Most graphics have captions.

Article is missing byline OR the article does not have an adequate headline OR many graphics do not have captions.

Layout - Columns Columns are neatly typed in the "justified" type style. There are adequate and consistent "gutters" between all columns. A glance at the article makes you think "professional."

Columns are neatly typed. There are adequate and consistent "gutters" between all columns. A glance at the article makes you think " fairly professional."

Columns are typed. There are adequate "gutters" between most columns and. It is easy to read, but looks somewhat nonprofessional.

Columns are not neatly typed and/or "gutters" are not adequate, so article is somewhat difficult to read.

Articles - Purpose 90-100% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

85-89% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

75-84% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

Less than 75% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

Rubric

CATEGORY 4 Exemplary 3 Accomplished 2 Developing 1 Beginning

Graphics Graphics are in focus, are well-cropped and are clearly related to the article they accompany.

Graphics are in focus and are clearly related to the article they accompany.

80-100% of the graphics are clearly related to the article they accompany.

More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

Who, What, When, Where & How

Article adequately address the 5 W's (who, what, when, where and how).

90-99% of the article adequately address the 5 W's (who, what, when, where and how).

75-89% of the article adequately address the 5 W's (who, what, when, where and how).

Less than 75% of the article adequately address the 5 W's (who, what, when, where, and how).

Articles - Interest The article contains facts, figures, and/or word choices that make the article exceptionally interesting to readers.

The article contains facts, figures, and/or word choices that make the article interesting to readers.

The article contains some facts or figures but is marginally interesting to read.

The article does not contain facts or figures that might make it interesting to read.

Requirements All of the required content was present.

Almost all the required content was present.

At least 75% of the required content was present.

Less than 75% of the required content was present.

Rubric Continued

Standards§113.32. United States History Studies Since Reconstruction (7)  History. The student understands the impact of the American civil rights movement. The student is expected to:

(B)  identify significant leaders of the civil rights movement, including Martin Luther King, Jr.

(25)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(D)  create written, oral, and visual presentations of social studies information

Resources

All of the following links were utilized in the creation of the web quest or in the student’s page for the assignment.

http://webquest.org/index.php

Newspaper Articles

Visual Representation

http://sportsline.com/mlb/story/10121663

www.biography.com/search/article.do?id=9460813

http://memory.loc.gov/ammem/collections/robinson/

http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

http://youtube.com/watch?v=PAKnMLPus1M

http://www.pbs.org/wgbh/amex/mlk/maps/

http://www.pbs.org/wgbh/amex/eyesontheprize/story/02_bus.html

http://www.montgomeryboycott.com/frontpage.htm

http://www.pbs.org/newshour/bb/remember/parks/biography.html

http://www.montgomeryboycott.com/frontpage.htm

http://www.rosaparks.org/bio.html

http://www.pbs.org/wgbh/amex/eyesontheprize/story/02_bus.html

http://images.google.com/imgres?imgurl=http://www.lagcc.cuny.edu/ctl/mlk/img/i_have_a_dream.jpg&imgrefurl=http://www.lagcc.cuny.edu/ctl/mlk/dream.htm&h=318&w=500&sz=55&hl=en&start=2&sig2=qlV6mBmOvafVfAXe8Qtllw&tbnid=BB3NgYGleQswMM:&tbnh=83&tbnw=130&ei=ETNDR6uuHpzkiQGN_Y3_Bw&prev=/images%3Fq%3DI%2Bhave%2Ba%2Bdream%26gbv%3D2%26svnum%3D10%26hl%3Den

As a reporter for the Daily Liberator, after observing Martin Luther King’s speech on August 28, 1963 report back to your community on what you saw and heard.

Click HERE to begin!

Check out these Websites about Martin Luther King Jr.

http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

http://youtube.com/watch?v=PAKnMLPus1M

http://www.pbs.org/wgbh/amex/mlk/maps/

http://www.pbs.org/wgbh/amex/eyesontheprize/story/02_bus.html

http://

www.montgomeryboycott.com/frontpage.htm

The Faces of Freedom!

Newspaper Articles

http://www.martinlutherkingjrarchive.com/Timeline.aspx

http://www.ardemgaz.com/prev/central/CHSEdit.html

Click on Jackie Robinson’s picture to begin your research as a sport’s writer of a local newspaper. Write an article on Jackie’s sports career and his involvement in the Civil Rights movement.

Check out these Websites about Jackie Robinson!

http://sportsline.com/mlb/story/10121663

www.biography.com/search/article.do?id=9460813

http://memory.loc.gov/ammem/collections/robinson

/

Teacher Introduction

This web quest is designed to further student’s knowledge of the significance

of the Civil Rights Movement by viewing it through the eyes of an individual[s] who experienced the events in their lifetime. This web quest will further develop their computer skills, fluency, and connection to individuals from the past.

Learners

This web quest is created for 9th grade Social Studies class that are preparing to take the Texas TAKS test. It can be modified for students who have a Learning Disability and who struggle with reading comprehension.

As part of your everyday routine, you ride the bus to and from work. However, today the bus trip was quite controversial when an African American woman would not move to the back of the bus and was arrested as a result.

You later learn that her name is Rosa Parks. There are rumors around the community about what really happened, which compels you to write a letter to “The Daily Liberator” explaining your first-hand knowledge.

Click on Rosa Park’s picture to begin your retelling of the events.

Check out these Websites for Rosa Parks!

http://www.pbs.org/newshour/bb/remember/parks/biography.html

http://www.montgomeryboycott.com/frontpage.htm

http://www.rosaparks.org/bio.html

http://www.pbs.org/wgbh/amex/eyesontheprize/story/02_bus.html