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Student Pages Uncovering the Evolution of the Rights of African Americans Using American Memory A KnowledgeQuest for Hi

Directions for Students. Click once OR press the space key to advance to the next slide Press the backspace key to go back one slideUse the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually.Follow the directions on each slide

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Student Pages Uncovering the Evolution of the Rights of African Americans Using American Memory A KnowledgeQuest for Hi

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    2. Directions for Students Click once OR press the space key to advance to the next slide Press the backspace key to go back one slide Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually. Follow the directions on each slide

    3. Introduction for Students In this lesson, you will be analyzing a variety of primary sources that relate to the evolution of rights for African Americans. Upon completion of the analysis of the various primary source documents, you will complete a culminating project that addresses the essential question of How did the rights of African Americans in the United States evolve from the 1700s through the 1960s?

    4. The Task for Students Upon completion of the primary sources analysis, you will compose an essay, PowerPoint presentation, or childrens book that analyzes the evolution of the rights of African Americans in the United States.

    5. The Process for Students Using a copy of Roots Odyssey (http://memory.loc.gov/ammem/aaohtml/exhibit/rootsod.html), complete a photo analysis worksheet. Once all students have had a chance to complete the worksheet, there will be a class discussion led by the teacher to discuss/analyze the photograph. Following the class discussion, you will be analyzing other primary source documents that relate to the rights of African Americans. In pairs, you will complete the tasks in the primary source folders.

    6. The Process for Students Your folders will be set up as follows: Yellow = Court Cases Blue = Photographs / Pictures Green = Written Documents Red = Video Clips Purple = Sound Recordings For the Red and Purple folders, you will need to access this information from the internet or CD (if available). The links for the internet will be in each folder.

    7. Evaluation for Students You will be evaluated on the completion of your worksheets as well as your culminating project. The worksheets will be graded based on completion. Your culminating project will be graded based on the grading rubric.

    8. Conclusion for Students Upon completion of the project, you will have analyzed primary sources and created a culminating project that illustrates the evolution of rights for African Americans in the United States. Based on what you have learned and from your own background knowledge, have African Americans gained equal rights?

    9. Credits & References American Memory Collection: African American Odyssey: A Quest for Full Citizenship http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html Text, photographs, court cases, and sound recordings can be located in this collection. Black History Clips on HistoryChannel.com Dr. King delivers I Have a Dream speech (Click on Black History Clips. Click on Historic Events. Click on Dr. King delivers I Have a Dream speech under Choose a Clip.) http://www.historychannel.com/blackhistory/?page=videolist Rosa Parks (Click on Black History Clips. Click on Historic Events. Click on Rosa Parks under Choose a Clip.) http://www.historychannel.com/blackhistory/?page=videolist Truman on Civil Rights (Click on Black History Clips. Click on Historic Events. Click on Truman on Civil Rights under Choose a Clip.) http://www.historychannel.com/blackhistory/?page=videolist Brown v. Board of Education of Topeka (1954) at Oyez.org http://www.oyez.org/oyez/resource/case/51/

    10. Credits & References Buchanan v Warley (1917) at Findlaw.com http://laws.findlaw.com/us/245/60.html Guinn v. United States (1915) at Findlaw.com http://laws.findlaw.com/us/238/347.html Mrs. Juliann Jane Tillman, Preacher of the A.M.E. Church. 1844 http://www.loc.gov/exhibits/odyssey/archive/02/0221001r.jpg The Negro Woman's Appeal to Her White Sisters. [1850]. http://www.loc.gov/exhibits/odyssey/archive/03/0312001r.jpg Template created 2005 by An Adventure of the American Mind Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO.

    12. Directions Click once OR press the space key to advance to the next slide Press the backspace key to go back one slide Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually. Follow the directions on each slide

    13. Introduction In this lesson, you will be analyzing a variety of primary sources that relate to the evolution of rights for African Americans. Upon completion of the analysis of the various primary source documents, you will complete a culminating project that addresses the essential question of How did the rights of African Americans in the United States evolve from the 1700s through the 1960s?

    14. About Your Learners This lesson is designed for high school students in United States History. It can be used with students of all levels as they can decide what primary sources to analyze.

    15. Lesson Objectives Students will analyze the significance of primary sources related to the acquisition of rights by African Americans. Students will construct an essay, Power Point presentation, or childrens book that analyzes the evolution of rights for African Americans.

    16. Learning Standards History: 1 Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2 Students know how to use the processes and resources of historical inquiry. 3 Students understand that societies are diverse and have changed over time. 6 Students know that religious and philosophical ideas have been powerful forces throughout history. Reading and Writing: 1 Students read and understand a variety of materials. 2 Students write and speak for a variety of purposes and audiences. 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing.

    17. Learning Standards Information Literacy Standards: The student who is information literate accesses information efficiently and effectively. evaluates information critically and competently. uses information accurately and creatively. The student who is an independent learner is information literate and pursues information related to personal interests. appreciates literature and other creative expressions of information. strives for excellence in information seeking and knowledge generation. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. practices ethical behavior in regard to information and information technology. participates effectively in groups to pursue and generate information. National Education Technology Standards (NETS): 3. Students use technology and productivity tools to enhance learning, increase productivity, promote creativity, construct technology-enhanced models, prepare publications, and produce other creative works. 4. Students use and evaluate technology research tools to locate and collect information from a variety of sources.

    18. The Process Prior to beginning the lesson, teachers will need to: Make copies of: Photo Analysis worksheet for each student Roots Odyssey from http://memory.loc.gov/ammem/aaohtml/exhibit/rootsod.html (format is your choice copies, transparencies, LCD projector) Folder Directions (One page for each folder) 2 copies of Video Directions for video folders Create folders (can be made with construction paper and laminated) with contents (primary source and corresponding questions/worksheets) Reserve at least 4 computers with internet access

    19. The Process Anticipatory set Distribute a copy of the Photo Analysis Form to each student. Display copies of Roots Odyssey (http://memory.loc.gov/ammem/aaohtml/exhibit/rootsod.html) to each student. You can either give students hard copies, display the picture on an overhead or use an LCD projector and computer to display the picture. If you choose one of the first two options, please make sure that they are color, not black and white, copies. Teacher information about the picture: Twentieth-century artist Romare Bearden presents a stylized depiction of the odyssey of captives from Africa to the United States. The ship shows the low decks that were constructed on slaving vessels so that the maximum number of African captives could be transported. A black man's silhouette frames a view of the African continent, a U.S. flag, and seabirds thought to symbolize the souls of Africans returning to their homeland. Give students time to complete the photo analysis form. Discuss the completed form with students before revealing the message portrayed in the painting.

    20. The Process After completing the Photo Analysis Form, tell students that they will be looking at other primary source documents that relate to the rights of African Americans. Students will break into pairs and begin completing the tasks in the primary source folders. Students will need to analyze at least 4 items from each colored folder: 2 from the 1800s 2 from the 1900s Once students have analyzed of all the primary sources, they will choose one of the following activities to complete which can either be completed in class or as homework: Write an essay that addresses the following prompt: Explain the evolution of the rights of African Americans. Essay requirements: Incorporate quotes from the primary sources. Type the essay. Create a Power Point presentation that explains the evolution of the rights of African Americans. Create a childrens book about the evolution of the rights of African Americans.

    21. The Process Variations: Students could analyze the evolution of the rights of African Americans in the 1800s or the 1900s. In this case, they would only analyze the documents from that time period. Students could analyze fewer or more primary sources. Students could find additional primary sources. Students could create their own video.

    22. Resources Needed Copies of: Photo Analysis worksheet for each student Roots Odyssey from http://memory.loc.gov/ammem/aaohtml/exhibit/rootsod.html (format is your choice copies, transparencies, LCD projector) Folder Directions (One page for each folder) Video Directions for video folders Grading Rubrics Essay, PPT, Childrens Book Folders (can be made with construction paper and laminated) with contents (primary source and corresponding worksheet) Computer(s) with internet access LCD projector

    23. Evaluation Students will be evaluated on completion and thoroughness of analysis worksheets. Students will be assessed on their essay, Power Point, or childrens book according to the grading rubric which is provided.

    24. Conclusion Upon completion of the project, students will have analyzed primary sources and created a culminating project that illustrates the evolution of rights for African Americans in the United States.

    25. Credits & References American Memory Collection: African American Odyssey: A Quest for Full Citizenship http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html Text, photographs, court cases, and sound recordings can be located in this collection. Black History Clips on HistoryChannel.com Dr. King delivers I Have a Dream speech (Click on Black History Clips. Click on Historic Events. Click on Dr. King delivers I Have a Dream speech under Choose a Clip.) http://www.historychannel.com/blackhistory/?page=videolist Rosa Parks (Click on Black History Clips. Click on Historic Events. Click on Rosa Parks under Choose a Clip.) http://www.historychannel.com/blackhistory/?page=videolist Truman on Civil Rights (Click on Black History Clips. Click on Historic Events. Click on Truman on Civil Rights under Choose a Clip.) http://www.historychannel.com/blackhistory/?page=videolist Brown v. Board of Education of Topeka (1954) at Oyez.org http://www.oyez.org/oyez/resource/case/51/

    26. Credits & References Buchanan v Warley (1917) at Findlaw.com http://laws.findlaw.com/us/245/60.html Guinn v. United States (1915) at Findlaw.com http://laws.findlaw.com/us/238/347.html Mrs. Juliann Jane Tillman, Preacher of the A.M.E. Church. 1844 http://www.loc.gov/exhibits/odyssey/archive/02/0221001r.jpg The Negro Woman's Appeal to Her White Sisters. [1850]. http://www.loc.gov/exhibits/odyssey/archive/03/0312001r.jpg Template created 2005 by An Adventure of the American Mind Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO.

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