Civil Rights Movement Timeline
Background and Causation
civil_rights_movement_makes_gains_notes_handout_2014.pdf | |
File Size: | 251 kb |
File Type: |
Use the Powerpoint above to help you fill out the notes for a background to the Civil Rights Movement
School segregation
Using the following 8 photographs, complete a Venn diagram comparison of the status of black schools vs white schools before integration thanks to Brown vs. Board of Education.
Does segregation still exist?
Use this website to view different cities in the United States. --> Answer the following questions! http://www.fastcodesign.com/1662328/infographics-of-the-day-how-segregated-is-your-city 1. What city did you choose? 2. How many different colors do you see? 3. What do the colors represent? 4. Sketch a rough example of the city you chose. 5. Does segregation still exist? 6. What seems to be keeping the different races apart? 7. Why do you believe this happens? 8. How does this make you feel and why? 9. Is there segregation in Evansville? 10. In your opinion, does segregation happen naturally (and why?) or purposefully (and why?)? |
civil rights activist project
This project will provide you the opportunity to become familiar with one major civil rights activist, learning about the individual’s background, their roles(s) in the modern civil rights movement, and what they did after the heights of the civil rights movement in the 1960’s. You will be working in pairs for the most part, and each pair will be assigned one of the following civil rights activists:
Stokely Carmichael James Meredith
Jesse Jackson John Lewis Bobby Seale
Fannie Lou Hamer Diane Nash
Ella Baker Fred Shuttlesworth
STEP 1: Using resources in the school (or city) library and the Internet, do research on your individual’s background, what they did during the civil rights movement, and what happened to them in later years.
Your research should be broken into three part
1. A paragraph biography of your activist, focusing on relevant experiences (family, area of the country, education, jobs, etc.).
2. A 2-paragraph summary what your activist did during the civil rights movement (what he/she is so well known). This part should
include at least two “quotations” from the individuals themselves.
3. A paragraph that explains what he/she did and what happened to him/her after the height of the civil rights movement. This part
should include your thoughts on what your person should be most remembered for.
STEP 2: Create a visual or oral aid (a poster or a long poem or a brief Power point
presentation or even a video) that will allow you to present your individual to the class.
STEP 3: In a 3-5 minute presentation that should be practiced ahead of time, each
pair will introduce their activist to the class.
STEP 5: Each group member write a one paragraph analysis of the project, including what you learned about the civil rights movement, what you found frustrating in doing this project, and how well you worked with your partner. After you conclude the paragraph, give you and your partner each a grade (one that you honestly think is fair) for the work each of you did. Please also write a brief explanation of how you came up with the grade.
THIS WILL BE USED TO GRADE EACH OTHER'S PROJECT
NAMES ________________________________
*********************************************************************************************
UNITED STATES HISTORY: Civil Rights Project evaluation sheet *********************************************************************************************
1. Thorough biography of your activist (family, education, jobs, etc.)? (15) _______
2. Thorough summary what your activist did during the civil rights movement,
including at least two “quotations” from the individuals themselves? (20) ______
3. Thorough explanation of what your activist did in later years, including your
thoughts on what your person should be most remembered for? (10) _______
4. Quality of ad (poster) or pamphlet for your activist (20) _______
5. Quality of the presentation (15 ) _________
Stokely Carmichael James Meredith
Jesse Jackson John Lewis Bobby Seale
Fannie Lou Hamer Diane Nash
Ella Baker Fred Shuttlesworth
STEP 1: Using resources in the school (or city) library and the Internet, do research on your individual’s background, what they did during the civil rights movement, and what happened to them in later years.
Your research should be broken into three part
1. A paragraph biography of your activist, focusing on relevant experiences (family, area of the country, education, jobs, etc.).
2. A 2-paragraph summary what your activist did during the civil rights movement (what he/she is so well known). This part should
include at least two “quotations” from the individuals themselves.
3. A paragraph that explains what he/she did and what happened to him/her after the height of the civil rights movement. This part
should include your thoughts on what your person should be most remembered for.
STEP 2: Create a visual or oral aid (a poster or a long poem or a brief Power point
presentation or even a video) that will allow you to present your individual to the class.
STEP 3: In a 3-5 minute presentation that should be practiced ahead of time, each
pair will introduce their activist to the class.
STEP 5: Each group member write a one paragraph analysis of the project, including what you learned about the civil rights movement, what you found frustrating in doing this project, and how well you worked with your partner. After you conclude the paragraph, give you and your partner each a grade (one that you honestly think is fair) for the work each of you did. Please also write a brief explanation of how you came up with the grade.
THIS WILL BE USED TO GRADE EACH OTHER'S PROJECT
NAMES ________________________________
*********************************************************************************************
UNITED STATES HISTORY: Civil Rights Project evaluation sheet *********************************************************************************************
1. Thorough biography of your activist (family, education, jobs, etc.)? (15) _______
2. Thorough summary what your activist did during the civil rights movement,
including at least two “quotations” from the individuals themselves? (20) ______
3. Thorough explanation of what your activist did in later years, including your
thoughts on what your person should be most remembered for? (10) _______
4. Quality of ad (poster) or pamphlet for your activist (20) _______
5. Quality of the presentation (15 ) _________
Photo used under Creative Commons from Lost Albatross