Semantic Map Activity

GRADE LEVEL: 11

ASSIGNED READING MATERIALS:

Boyer, P. (2003) American nation in a modern era. Dumfries, NC: Holt, Rinehart & Winston.

OBJECTIVES:

Students will be able to identify how specific people and events in history impacted the country with their actions during the civil rights movement. They will be able to identify MLK, Rosa Parks, Caesar Chavez, student sit-ins, bus boycott, and etc.

 

TEKS:

State Standards

9(b) Describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women’s and other civil movements rights.

9(c) Identify the roles of significant leaders who supported various rights movements, including Martin Luther King, Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan.

9(d) – compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the non-violent approach of Martin Luther King, Jr.

9(e) – discuss the impact of the writing of Martin Luther Kings, Jr.’s, such as his “I Have a Dream” speech and “Letter from Birmingham Jail” on the civil rights movement

TEKS Objectives in Textbook

Content                     

7(c) – (History) Evaluate government efforts including the Civil Rights Act of 1964, to achieve equality in the United States

21(a) – (Culture) Explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society

Social Studies Skills

24(a) – locate and use primary and secondary sources such as computer software, data-bases, media and news services, biographies, interviews, and artifacts to acquire information about the United States

25(d) – create written, oral, and visual presentations of social studies information

 

Task Description

Students will create a semantic map of important concepts from the text regarding protests/events that took place during the civil rights movement. They will use this map as a guide for future assignments.

The semantic map will be created using the website bubbl.us . I have included in this post a tutorial on how to use the website for students to view before completing the task.

Aside

Civil Rights Movement Podcast

This post is a different from the other posts in this blog. This post is an example of a performance assessment that will be completed by students at the end of the civil rights movement unit that is being covered in class. This assessment incorporates the use of technology while assessing for deep understanding.

Unit: The Civil Rights Movement

 

Objective

Students will be able to identify how specific people and events in history impacted the country with their actions during the civil rights movement. They will be able to identify MLK, Rosa Parks, Caesar Chavez, student sit-ins, bus boycott, and etc.

Task Objective

Explain how the media was a contributing factor to the results of the civil rights movement

Task Description

Students will have to create a skit as if they were reporters covering a story during the civil rights movement. Some students can and will play the parts of people being interviewed. Once they have put together a script for the skit, presentations will begin. Students will be creating this segment as a podcast using Audacity or Garage band. The podcast should be a minimum of two minutes in length and no longer than four minutes.

Description of student activities

Students will be divided into groups of 4-5 depending on the class size for an activity. In these groups they will create a news segment over an event, person or organization from the era of the civil rights movement. They are allowed to use outside resources to help them with their activity.

Value/Rationale of the Lesson for the Student

Media plays a big role in our day to day lives and history. It persuades us to think one way instead of another by the way they present information to us. Thanks to media some of us are apple users while others are droid users. The information was present to us and we made the choice to be either team apple or team droid. Media during the civil rights movement played a big role in its success. Students need to be able to make the connection of how media can and has contributed to our history.

Scoring Rubric:

Criteria 3Excellent 2Needs Improvement 1Unacceptable Weight
Factual Information Accuracy

Provides a variety of detailed and accurate facts in news segment.

Provides accurate facts with little detail.

Provides minimal or inaccurate facts with little or no detail.

40 points

Creativity/Interpretation

The podcast was creative and authentic. The podcast could have used more creativity and authenticity.

The podcast was not creative or authentic.

30 points
Time Management

Students were able to provide adequate information in an organized manner within the time allotment.

Students’ podcast length fell within the time allotment.

Students failed to meet time allotment requirements.

10 points
Presentation

Students demonstrate complete understanding of the subject. The audience is completely engaged during the presentation.

Students demonstrate some understanding of the subject. The audience is slightly engaged during the presentation.

Students fail to demonstrate understanding of the subject. The audience is disengaged during the presentation.

20 points
Total Points 100

 

Student Podcast Example:

Script Example: Student Sit-ins/1960

Student 1: Now it is time for our monthly current event broadcast, to keep our listeners updated with todays’ events. For those first time listeners, we broadcast every first Thursday of the month. And for those faithful listeners thank you for keeping us on the radio. We take pride in bringing the latest news to you.

Student 2: Hello Everyone, I am your host _________, todays biggest story is occurring as we speak in Greensboro, North Carolina at Woolworth. For the past 4 days protesters have been gathering to demonstrate against segregation. On February 1st  four African American students from the A& T college sat down at the white only counter refusing to move until the received service at the counter top.  What started with 4 students has accumulated to hundreds of protesters.

One of our very own reporters is on the scene, so let’s go to her now.

Student 3: Thank you ______. It has been a crazy 4 days. I have been here since day one. The number of protesters are growing by the day. The scene inside Woolworth is not pretty. The students have taken over the whites only countertop and onlookers are starting to riot. These students have had all sorts of slanderous remarks yelled at them and it does not stop there. The students have been showered in all types of condiments. It’s the most violent food fight I have ever been a part of. Let’s see if I can find two people to interview, for safety concerns we will not be using their names.

Student 3: Sir, are you a student at A&T

Student 1: Yes I am

Student 3: Do you mind if I asked you a few questions?

Student 1: Not at all

Student 3: How long have you been protesting here at Woolworth?

Student 1: Well ma’am, I was here on day one so I guess it has been four days.

Student 3: What was the reason behind the initial protest?

Student 1: We wanted to bring attention to segregation.

Student 3: What do you think will come of this?

Student 1: well it is hard to tell but hopefully someday segregation will be illegal and African Americans will have the same rights as whites.

Student 3: Thank you, sir. We now have with us a dishwasher from Woolworth who was present on the first day of demonstrations.

Student 3: Hello Ma’am. I would like to ask you a few questions if that is alright.

Student 4: That’s fine just don’t go telling people my name.

Student 3: Not a problem, what was your reaction to the students who refused to move from the whites’ only counter?

Student 4: I found them to be foolish.

Student 3: Why is that?

Student 4: These children are just stirring up trouble.  What’s going to happen to us after the protesters are gone? Living here is hard enough, I don’t need these youngsters making it harder.

Student 3: Thank you for your cooperation ma’am.

Student 3: Alright, that is all I have for you from the scene of the protests back to you __________

Student 2: Thank you ______. We have had reports of the student sit-ins expanding to other locations. These protests are being orchestrated by the CORE also known as the Congress of Racial Equality.  We will be taking a short break but when we return we will have more news for you.

ent 3: Why is that?

Student 4: These children are just stirring up trouble.  What’s going to happen to us after the protesters are gone? Living here is hard enough, I don’t need these youngsters making it harder.

Student 3: Thank you for your cooperation ma’am.

Student 3: Alright, that is all I have for you from the scene of the protests back to you __________

Student 2: Thank you ______. We have had reports of the student sit-ins expanding to other locations. These protests are being orchestrated by the CORE also known as the Congress of Racial Equality.  We will be taking a short break but when we return we will have more news for you.

Montgomery Bus Boycott

On December 1, 1955, Rosa Parks refused to give up her seat on the bus in Montgomery. She was arrested and convicted of violating the segregation laws known as Jim Crow laws. On December 5th local activists initiated a boycott of the Montgomery bus system after the arrest of Rosa Parks. Since African Americans made up about 75 percent of the riders in Montgomery, the boycott posed a serious economic threat to the company and a social threat to white rule in the city.

The bus boycott lasted about 13 months and ended in December 1956 when the US Supreme Court ruled that the segregation law was unconstitutional and the Montgomery buses were integrated. The Montgomery Bus Boycott was the beginning of a revolutionary era of non-violent mass protests in support of civil rights in the United States.

Selfie of Rosa Parks

Parks being arrested for Civil Disobedience

 

Landmark Cases

Plessy v. Ferguson

When Louisiana passed the Separate Car Act, legally segregating common carriers in 1892, a black civil rights organization decided to challenge the law in the courts. Homer Plessy deliberately sat in the white section and identified himself as black and was arrested.

Plessy’s case made its way to the Supreme Court in 1896. His attorney argue that the Separate Car Act violated his 13th and 14th amendment. The ruling for Plessy v. Ferguson instituted the separated but equal doctrine which meant separate facilities for blacks and whites were constitutional as long as they were equal.

Brown v. Board of Education

The case known as Brown v. Board of Education was actually the name given to five separate cases that were heard by the U.S. Supreme Court concerning the issue of segregation in public schools. The plaintiffs in this case argued that segregation was inherently unequal and challenged the Separate but Equal Doctrine. NAACP’s chief counsel Thurgood Marshall represented the plaintiffs before the Supreme Court. He argued separate school systems for blacks and whites were inherently unequal, and thus violate the “equal protection clause” of the Fourteenth Amendment to the U.S. Constitution.

In 1954 the Supreme Court stated that “separate educational facilities are inherently unequal” overturning the Separate but Equal Doctrine established in the case of Plessy v. Ferguson. As a result, the process for desegregation began.

separate

Video

Jim Crow

The term Jim Crow was started in 1828 when an entertainer named Thomas Dartmouth Rice performed a song and dance act modeled after slavery. He named his character Jim Crow.  The term came to be a derogatory nickname for blacks and a designation for their segregated life. From the late 1870s, Southern state legislatures passed laws requiring the separation of whites from “persons of colour” in public transportation and schools. During the Jim Crow period, a black person might begin a bus or train ride near the front, but each time a white passenger boarded the African American passenger had to move back a row.  Segregated water fountains were common during the Jim Crow period. To add to the long list there were also separate hospitals, separate prisons, separate public and private schools, separate churches, separate cemeteries, separate public restrooms, and separate public accommodations. In most instances, the black facilities were unacceptably inferior-older, smaller, less-well-kept, and less conveniently located. In other cases, there were no black facilities. The Jim Crow laws were in effort to prevent any contact between blacks and whites as equals.