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Process |
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Warriors
Don't Cry Web Quest |
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| Day One of Research | Day
Two of Research | Making Your Slides | Presentations
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| Day One: Background Research | ||
| Today, your group needs to complete as much research as possible on your topic(s). You will need to find information to help yourself answer each prompt listed under your topic below. SOME questions ask for information you can find right on a web site. Other questions ask for you to think about the information you find and generate your own answer. | ||
| When you find a web site that has vital information for your research, record the site (page name and address) on your "Record Your Sources" sheet. In the margins, write the number(s) of the question(s) below that can be addressed with the information from that source. | ||
| TAKE NOTES! Since you're working in groups, split up the questions you need to answer. Each person should write the question(s) they're working on down on some paper and record information you find. WRITE EVERYTHING IN YOUR OWN WORDS unless you specifically want to quote someone. If you quote someone, you must use quotation marks and write down who said it. | ||
| DO NOT PRINT ANYTHING IN THE LAB TODAY! | ||
| Jim Crow | ||
| 1. Who or what was "Jim Crow?" Give a brief history about where "Jim Crow" came from. | ||
| 2. How is the original "Jim Crow" significant to the problem of race relations in the United States? | ||
| 3. What were "Jim Crow" laws? Give some examples of real Jim Crow laws and where were they used? | ||
| 4. Discuss the impact of Jim Crow laws on the Black community and on the larger society of the U.S. Particularly address how Jim Crow laws were a factor in the Civil Rights movement. | ||
| Seeds of Integration | ||
| 1. Give a brief history of Berea College. | ||
| 2. Why is Berea College an important site in the Civil Rights movement? | ||
| 3. Give a brief history of how the Moulin Rouge Hotel is a factor in the Civil Rights Movement. | ||
| Emmett Till | ||
| 1. Who was Emmett Till? What happened to Emmett Till and why? Write a summary of what happened in your own words. | ||
| 2. How did Emmett's mother react to what happened and why did she do what she did? | ||
| 3. How did the United States as a whole react to the tragedy of Emmett Till? Write down a short paragraph to explain. | ||
| 4. What was the significance of the Till tragedy in terms of the Civil Rights movement? | ||
| Montgomery Bus Boycott | ||
| 1. How did the boycott begin, for what reasons, and who was involved in what happened? | ||
| 2. What were the goals of the boycott? What was specifically done to achieve these goals? | ||
| 3. How long did the boycott last and were the goals achieved? | ||
| 4. What was the significance of the boycott in regards to the Civil Rights movement? | ||
| Protest Songs | ||
| 1. Find the lyrics of several Civil Rights protest songs. Choose two that you particularly like or that you find are particularly significant to the movement. | ||
| 2. How were protest songs used during the Civil Rights movement? | ||
| Sit-In Protests | ||
| 1. Give a brief history of the Greensboro sit-in at Woolworths that started the sit-in movement. | ||
| 2. Find and briefly summarize two other important sit-ins that happened after Greensboro. Include information about who was involved, why, and what happened. | ||
| 3. Discuss why sit-in protests were an important form of resistance during the Civil Rights era. | ||
| Freedom Rides | ||
| 1. Give a brief history of what freedom rides were, when they started, and their purpose. | ||
| March on Washington | ||
| 1. Who organized the march and for what purpose? | ||
| 2. When did the march take place and who was involved? | ||
| 3. What famous speech was delivered during the march? | ||
| 4. What effect, if any, did the march have for the proponents of the Civil Rights struggle? | ||
| Sixteenth Street Baptist Church | ||
| 1. What was the role of this church during the whole of the Civil Rights movement? | ||
| 2. What tragedy happened at this church and why? | ||
| 3. Summarize the tragedy. | ||
| 4. Discuss the reaction of the Black community, the white community, and the U.S. at large to this tragedy. | ||
| Chaney, Goodman, & Schwermer | ||
| 1. Who were Chaney, Goodman, and Schwermer and how were they important to the Civil Rights movement during their lives? | ||
| 2. What happened to these three young men? Why? | ||
| 3. Summarize the aftermath of the disappearance of the young men. | ||
| 4. What is being done today in response to this tragedy? | ||
| Voting Rights | ||
| 1. Give a brief history of voting rights prior to 1965. | ||
| 2. Why was ensuring voting rights so important, particularly to the Black community during the Civil Rights era? | ||
| 3. What did the Voting Rights Act of 1965 do? | ||
| 4. What were some of the effects of the Voting Rights Act of 1965? | ||
| Day One of Research | Day
Two of Research | Making Your Slides | Presentations
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| Day Two: Finding Artifacts | ||
| Today, your group needs to finish any research left from yesterday and then begin collecting artifacts. Please follow the guidelines below to do your "collecting." | ||
| 1. When you start collecting, ask Ms. Spachman for your group's disk. YOU MAY NOT TAKE THIS DISK HOME. | ||
| 1. You must find several images for your topic(s). These images can be photographs, drawings, clipart, etc. Save the images you find to the disk in your A: drive. | ||
| 2. Find at least one textual artifact. This can be a quote from someone involved in the event you're researching, a newspaper headline, an excerpt from a document (like a law), or lyrics. When you find something like this you want to "collect," open up Microsoft Word and copy and paste the text into the word processing document. MAKE SURE YOU INCLUDE A NOTE ABOUT WHERE THE QUOTE IS FROM (e.g., who said it? what law is it from? song title? etc.) Save this document to the disk in your A: drive. | ||
| DO NOT PRINT ANYTHING IN THE LAB TODAY! | ||
| If you want to continue your "collecting" at home, you will need to send what you find to me so I can put it on your group's disk. You may send me items as attachments via email OR send me an email with the web site address AND a description of what you want "collected" from that web site. Please send the emails to ssspach@earthlink.net. | ||
| Day One of Research | Day
Two of Research | Making Your Slides | Presentations
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| Day Three: Planning Your PowerPoint Slides | ||
| On Monday and Tuesday next week, we’ll be spending two more days in the computer lab. During that time, you will need to finish finding artifacts to use in your PowerPoint presentation AND actually create the 3-5 slides for your group’s part of our class’s Civil Rights Timeline. | ||
| Today we’re going to look at the PowerPoint program, and if you’re not familiar with this program, you will want to take notes about how to use this program and some of the features available. We will also decide what basic format we’ll all use so our timeline looks consistent. You’ll need to record those choices at the bottom of this page. | ||
| We’ll also look at a few examples of some PowerPoint presentations to get some ideas. | ||
| You will also spend time with your partner/group today to talk about what you’re going to put on your slides. Your slides should artfully present the artifacts you've collected and the most concise and important information on your topic that you need to share with your classmates. PLAN YOUR TEXT CAREFULLY. PowerPoint slides aren’t meant to have too much text. Also, you only have 3-5 slides to get across the information you’re presenting to your classmates. Use the diagram sheets provided by Ms. Spachman to start sketching your slides and writing the bits of text you’re going to use. | ||
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