1. Civil Rights WebQuest Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Jenna Wisely Jenna Wisely [email_address] Based on a template from The WebQuest Page A webQuest for 11 th grade U.S. History Photo by flickr: waynetaylor

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Civil Rights Movement was a complex period in our history. It started before the 1960’s, a period we associate with Martin Luther King Jr. The Civil Rights Movement went beyond the Rosa Parks and the Montgomery Bus Boycott. It began in the days of reconstruction and involved a number of important figures. The goal of this webquest is to explore the variety of people and events which contributed to the fight for equality in the United States. Photo by flickr: mark ponte

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1.) You will take on the role of tour guide, you will choose 3 people and 4 places/events from a list and explore each of these. As a tour guide you will create a travel brochure explaining all 7 items. The brochure must include key information (may be in list format), as well as a visual to represent each (pictures, maps, etc.). 2.) Your second task is to take on the role of tourist. Once you have made your brochure you will write a one page journal entry for each of the 7 people/events you explored. Each entry should include a summary of the info, your reactions and the significance it has on your life today. Title Photo by flickr: J.A.L.E.X.

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Choose 3 people and 4 place from the list: -Mississippi Freedom Summer -Robert Moses -Martin Luther King Jr. -Selma to Montgomery March -Montgomery Bus Boycott -Rosa Parks -Bombing of the 16 th Street Baptist Church -Freedom Rides -Desegregation of Little Rock High School -Diane Nash -Student Non-violent Coordinating Committee -Medgar Evers -Brown VS. Board of Education (Topeka, Kansas) -Greensboro, NC sit-ins -James Lawson -Reverend Shuttlesworth -Eugene “Bull” Connor -“I have a Dream Speech” -Mississippi Freedom Democratic Party -March on Washington -Black Power/Black Panther Movement Process Continued Resources You must first choose which characters, places or events you would like to cover. Once you have done this, you can begin by exploring the websites provided on the page continued. The links open to web pages that provide names/events/places from your list, go to the pages that give you info on your choices. Once you have your info you can begin your brochure. Expectations of the brochure can be found on the rubric on the “evaluation page.” They should include information as well as pictures. Once your brochure is complete, reflect on your “trip” in your journal. Respond to the places, events and people that you experienced on your tour. Take Luck and Have A Fun!!

5. The Process Continued…Resources: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://www.pbs.org/wgbh/amex/eyesontheprize/story/index.html http://www.crmvet.org/info/infohome.htm http://www.crmvet.org/crmlinks.htm#lnkcrmshuttlesworth http://www.crmvet.org/crmlinks.htm#lnkcrmselma http://www.centralhigh57.org/1957-58.htm http://www.crmvet.org/crmlinks.htm http://www.nps.gov/history/nr/travel/civilrights/sitelist.htm http://www.watson.org/~lisa/blackhistory/civilrights-55-65/index.html http://www.pbs.org/wnet/aaworld/timeline/civil_01.html http://www.voicesofcivilrights.org/timeline/aarpTimeline.html

6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Making A Brochure : WebQuest Teacher Name: Ms. Wisely Student Name: ________________________________________ CATEGORY 4 3 2 1 Writing - Grammar There are no grammatical mistakes in the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. There are several grammatical mistakes in the brochure even after feedback from an adult. Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations, you have successfully completed your task as tour guide, and tourist. My challenge to you is to share this information with your family and friends by taking an actual trip to all of your destinations….and play a real live tour guide-yeah!! Photo by flickr: venusnaturalis

8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to all who contributed to the creation of the Civil Rights WebQuest!! Pictures from Flickr civil rights mural protest photo flags demonstration photo The WebQuest Page The WebQuest Slideshare Group

9. Civil Rights WebQuest…(Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Jenna Wisely [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion A webquest for 11 th grade U.S. History

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This WebQuest was designed by a university student for an Education 381 class at Colorado State University. This lesson is about the Civil Rights Movement. The object of the lesson is to take a further look at this movement, one that goes beyond Martin Luther King Jr. and Rosa Parks. Although these figures were very influential in the movement, there was so many other important figures, places and events that contributed to its significance.

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The audience in mind when this lesson was created was 11 th grade U.S. History students. But by modifying the brochure and journal expectations, this webquest could also work for junior high U.S. History students. The only pre-requisite for this lesson would be a brief understanding of the history of slavery and racism in America. Previous knowledge about the Movement would be helpful but not critical.

12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Social Studies Standards addressed: 1.1 Students know the general chronological order of events and people in history. In addition, students will understand the relationship between the key events and people which contributed to the success of the Civil Rights Movement. And be able to place the events/people on a map of where they occurred.

13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Choose 3 people and 4 place from the list: -Mississippi Freedom Summer -Robert Moses -Martin Luther King Jr. -Selma to Montgomery March -Montgomery Bus Boycott -Rosa Parks -Bombing of the 16 th Street Baptist Church -Freedom Rides -Desegregation of Little Rock High School -Diane Nash -Student Non-violent Coordinating Committee -Medgar Evers -Brown VS. Board of Education (Topeka, Kansas) -Greensboro, NC sit-ins -James Lawson -Reverend Shuttlesworth -Eugene “Bull” Connor -“I have a Dream Speech” -Mississippi Freedom Democratic Party -March on Washington -Black Power/Black Panther Movement You must first choose which characters, places or events you would like to cover. Once you have done this, you can begin by exploring the websites provided on the page continued. The links open to web pages that provide names/events/places from your list, go to the pages that give you info on your choices. Once you have your info you can begin your brochure. Expectations of the brochure can be found on the rubric on the “evaluation page.” They should include information as well as pictures. Once your brochure is complete, reflect on your “trip” in your journal. Respond to the places, events and people that you experienced on your tour. Take Luck and Have A Fun!! This lesson doesn’t need much other direction, the expectations are given to the students. Access to computers are needed and it will probably need at least one or two class periods to complete. To save class time, the journal part could be done at home.

14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The only outside resource needed is access to computers, the internet and a printer (for the brochure). The links given to websites open to websites which provide names, places and events for the students. One teacher is enough to implement this lesson.

15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The evaluation for the webquest is provided, a rubric was created through rubistar but could be modified and changed to better fit your expectations. Making A Brochure : WebQuest Teacher Name: Ms. Wisely Student Name: ________________________________________ CATEGORY 4 3 2 1 Writing - Grammar There are no grammatical mistakes in the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. There are several grammatical mistakes in the brochure even after feedback from an adult. Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.

16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The introduction gives a brief background of the Civil Rights Movement, but giving the students a personal connection (how it has affected them) would make the process even more effective. Plan on spending about 5 minutes introducing this. The task should be clearly explained to the students, but make sure to emphasize both tasks (brochure and journal). The journal offers them a way to make a personal connection to this information, so specify your expectations. The process given to the students, but make sure they understand that the websites provided open up to pages with more links. They need to navigate those and find the names/events that apply to their choices of people/events. The resources are found on the process continued page, to get to that page they need to click on the link at the bottom of the process page.

17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson allows students to gain a better understanding of the complexity of the Civil Rights Movement. Too often it gets summed up as Martin Luther King Jr. and the Montgomery Bus Boycott, this allows to further explore this important movement. Evaluation Teacher Script Conclusion

18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Thanks to all who contributed to the creation of the Civil Rights WebQuest!! Pictures from Flickr civil rights mural protest photo flags demonstration photo The WebQuest Page The WebQuest Slideshare Group