This document provides materials for an educational lesson on segregation in the United States for 8th and 9th grade students. It includes a student assignment sheet that directs students to research topics related to segregation like Rosa Parks, Martin Luther King Jr., and Brown vs. Board of Education. Students are asked to answer questions about these topics and write a report summarizing their findings. The document also includes templates for teachers that provide objectives, standards, resources, and evaluations for the lesson.

1. Special Assignment: Segregation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8 th and 9th Grade English Students Designed by Aubrey Johnson [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Attention Detective: This is a briefing on your next assignment for the task force. You’ve already been informed of the story of Barbara Johns and now it’s time to gather information for the department on segregation, Brown vs. the Board of Education, Martin Luther King Jr, and Rosa Parks. Your mission is to perform the tasks listed under PROCESS in order to gain information for your report back to me. Yes Detective, your ultimate assignment ( TASK ) is to report back to me your findings and opinions on the facts and situation during the time when segregation was prominent. Under PROCESS , I’ve listed a few sources that might be of use to you, as well as some options for your report. I expect your report to be on my desk by Thursday, April 10 th at the beginning of the class period. Use your time wisely, Detective. I’m counting on you for this information. Now, get to work! – Chief Inspector Johnson

5. Evaluation Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 5 4 3 2 Questions from WebQuest All 10 questions have been answered. 7-9 questions have been answered. 5-6 questions have been answered. 2-4 questions have been answered. Question Quality and Thought All questions are answered thoughtfully and fully with prior knowledge and/or opinion. More than half but not all of the questions are answered thoughtfully and some may contain prior knowledge and/or opinion. Around half of the questions are answered thoughtfully and some may contain prior knowledge and/or opinion. A few of the questions are answered thoughtfully and few contain prior knowledge and/or opinion. Participation in the Discussion 3 or more new ideas are contributed to the conversation and appropriate comments are given to other classmates. 2 new ideas are contributed to the conversation and some appropriate comments are given to other classmates. 1 new idea is contributed to the conversation and a few appropriate comments are given to other classmates. A few ideas are contributed, but they are not new to the conversation and few, if any, comments are given to other classmates. Project: Special Report for the Chief Inspector 25 or more sentences have been completed. 18-24 sentences have been completed. 10-17 sentences have been completed. 9-5 sentences have been completed. Quality and Thought in the Project The project is creative, thoughtful, and well researched. The project is mostly creative, thoughtful, and well researched. The project is creative, thoughtful, and well researched but halfway through loses the above qualities. The project is only somewhat creative, thoughtful, and the researched information is lacking.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have learned all about the Civil Rights movement and some of the key figures in it, take a look at the diversity in our own school. The thoughts and opinions on segregation should apply today with people of other nations, race, and gender. Think of how the African Americans were treated back then when you deal with people who are different then you in your own lives.

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Pre-reading for the Read 180 program: Olsen, Tod. The Good Fight: Stories About Real Heroes . New York: Scholastic, 1999. The lesson was designed to coincide with the Remedial Read 180 program . To acquire the latest version of this template and training materials visit The WebQuest Page and The WebQuest Slideshare Group .

8. Special Assignment: Segregation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th and 9 th Grade English Students Designed by Aubrey Johnson [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed for Cache La Poudre Junior High School for a teacher in training to use. It coincides with the Read 180 program (remedial reading) novel level 4 entitled The Good Fight: Stories about Real Heroes by Tod Olson. The purpose of this lesson is to take a story/biography from a novel that the students have read and connect it with both history and a higher level of digesting the material and information presented. The questions for web based research are designed to lay the groundwork for their creative writing piece. This is obviously a tangent from the true Read 180 program, but the students will appreciate the use of technology as well as the difference in format of assignment. No one learns with the boring same old same old all the time. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed for a Read 180 or remedial reading classroom with mixed 8 th and 9 th grade students. This lesson can be slightly changed to incorporate other civil rights leaders and is a good way to integrate history into an English lesson. The students need to have read the story about Barbara Johns in the Tod Olsen novel. For this particular story, I suggest popcorn reading aloud with the students and completing a quick 5 W’s to get the kids thinking about the content and information before they head into this higher thinking project. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Because of the nature of this project, the curriculum standards that it covers are very broad and across the spectrum. The following is based on the Colorado Standards for Reading and Writing in both the 8 th and 9 th grade categories. I will list the Standard number followed by the grade level and bullet points which correspond with standards met by this lesson plan. Standard 1: 2 & 5; 8 th : All listed ; 9 th : 1 st listed Standard 2: 1, 2, 6; 8 th : 1, 4, 6; 9 th : 1, 2, 3, 6, 7 Standard 3: All listed; 8 th : 4, 7, 8, 9; 9 th : 5 Standard 4: All listed; 8 th : 2, 3, 4; 9 th : 1, 2 Standard 5: All listed; 8 th : 2, 3, 4, 5; 9 th : 2, 3, 4, 5 Standard 6: 2, 3, 4, 6; 8 th : 1, 2, 4; 9 th : 1, 3, 6, 7 Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The product of this lesson will be looked at for the quantity of work that the students do, since it is an individual activity. Also, the quality of the ending project and the thought they use in order to complete the questions will also be evaluated. The specifics of these Evaluation s can be found on the student’s rubric. Evaluation Teacher Script Conclusion

15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The script for this lesson is very self explanatory. Simply read the assignment to the students and ask for questions. By this age, the students already know how to access the internet to search for information. However, if they do need a lesson, it is best to ask a librarian to present this to the students as they are probably far more knowledgeable then you are. Since this is an individual assignment, the responsibility of instruction then falls on the students. Your job is to facilitate and answer questions for them. When the discussion portion comes around, ask the students questions about the information they did find. See the Process segment for more information on step to step instructions on giving the lesson. Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is a wonderful opportunity for students to really engross themselves in the reality of segregation and to share their opinion and thoughts about it after having done more in depth research. It also gives the student the opportunity to deeply research a certain aspect that is more interesting to them than another and focus their project on that aspect. The structure of this lesson allows for a good deal of Colorado standards to be met and also integrates what the students are reading and connecting it to history and to the real life facts that surround what was written in their novel. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Pre-reading for the Read 180 program: Olsen, Tod. The Good Fight: Stories About Real Heroes . New York: Scholastic, 1999. The lesson was designed to coincide with the Remedial Read 180 program . To acquire the latest version of this template and training materials visit The WebQuest Page and The WebQuest Slideshare Group . Evaluation Teacher Script Conclusion