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

Task
In 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 9 th 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 Newspaper
Visual 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 Robinson
Rosa Parks
Dr. 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

Rubric Less than 75% 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. 85-89% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. 90-100% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. Articles - Purpose Columns are not neatly typed and/or "gutters" are not adequate, so article is somewhat difficult to read. Columns are typed. There are adequate "gutters" between most columns and. It is easy to read, but looks somewhat nonprofessional. 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 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." Layout - Columns Article is missing byline OR the article does not have an adequate headline OR many graphics do not have captions. Article has headline that accurately describes the content. Most graphics have captions. Article has headline that accurately describes the content. Article has a byline. Graphics have 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. Layout - Headlines & Captions 1 Beginning 2 Developing 3 Accomplished 4 Exemplary CATEGORY

Rubric Continued Less than 75% of the required content was present. At least 75% of the required content was present. Almost all the required content was present. All of the required content was present. Requirements The article does not contain facts or figures that might make it interesting to read. The article contains some facts or figures but is marginally interesting to read. The article contains facts, figures, and/or word choices that make the article interesting to readers. The article contains facts, figures, and/or word choices that make the article exceptionally interesting to readers. Articles - Interest Less than 75% 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). 90-99% of the article adequately address the 5 W's (who, what, when, where and how). Article adequately address the 5 W's (who, what, when, where and how). Who, What, When, Where & How More than 20% of the graphics are not clearly related to the articles OR no graphics were used. 80-100% of the graphics are clearly related to the article they accompany. Graphics are in focus and are clearly related to the article they accompany. Graphics are in focus, are well-cropped and are clearly related to the article they accompany. Graphics 1 Beginning 2 Developing 3 Accomplished 4 Exemplary CATEGORY

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 9 th 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

We Were There Civil Rights 2

by Rmarie86 on Nov 24, 2007

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