Directions: As a class we will be exploring the rise of the Civil Rights Movement, the height of the Civil Rights Movement, and the effects after the Civil Rights Movement

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• Deadlines : Biography – November 30 th Written and Typed Script – December 7 th
• Pre- Civil Rights Movement
• Height of the Civil Rights Movement
• Post- Civil Rights Movement
• An essential question or objective (what will we learn) An assessment (how will we know we have learned the information)

African-American Studies – The Civil Rights Movement Directions: As a class we will be exploring the rise of the Civil Rights Movement, the height of the Civil Rights Movement, and the effects after the Civil Rights Movement. In order to explore this time period, we will be creating a documentary of the Civil Rights Movement. This project will include a biography, a written and typed script, your performance in the documentary, and production of the documentary. Each will serve as an individual grade as well as compiled for an overall project grade. Deadlines : Biography – November 30th Written and Typed Script – December 7th Finalized Documentary (Shot and Produced) – December 20th Below is a list of topics related to African American history before, during, and after the Civil Rights Movement. Each student will be assigned a topic from a subgroup, contribute to the writing of the script, perform in the documentary, and produce the documentary. Pre- Civil Rights Movement NAACP Legal Defense and Education Fund Charles Hamilton Houston Thurgood Marshall Brown vs. Board of Education Brown vs. Board of Education II Arkansas 9 Motown Records Sam Cooke Marvin Gaye Albany Movement Nation of Islam Muhammad Ali Height of the Civil Rights Movement Greensboro 4/sit-in movement Robert F. Williams Southern Christian Leadership Conference Student Non-violent Coordinating Committee Fred Shuttlesworth Dr. Martin Luther King, Jr. Coretta Scott King Rosa Parks Malcolm X Medger Evers Ralph Abernathy Dick Gregory Andrew Young Harry Belafonte James Bevel Sam Cooke Marvin Gaye Fannie Lou Hamer Congress on Racial Equality Freedom Rides The Great Society March on Washington (1961) Harry Belafonte Dick Gregory Adam Clayton Powell, Jr. Stokely Carmicheal Post- Civil Rights Movement Black Panther party Huey Newton Malik Seale Gil Scott Heron “War on Drugs”/D.A.R.E. The Moynihan Report Swann v. CMS Wilmington 10 Andrew Young Jesse Jackson Louis Farakkhan John Hope Franklin Harvey Gantt Reaganomics/”trickle down” economics Affirmative Action Curtis Flood PRESENTATION RUBRIC An essential question or objective (what will we learn?) An assessment (how will we know we have learned the information?) A technology product (that will be a part of your presentation) An engaging classroom activity CATEGORY 20 15 10 5 Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements. Creativity Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student uses 1 prop that shows considerable work/creativity and which make the presentation better. Student uses 1 prop which makes the presentation better. The student uses no props OR the props chosen detract from the presentation. Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. Comprehension Shows a full understanding of the topic. Student is able to accurately answer almost all questions posed by classmates about the topic. Shows a good understanding of the topic. Student is able to accurately answer most questions posed by classmates about the topic. Shows a good understanding of parts of the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Does not seem to understand the topic very well. Student is unable to accurately answer questions posed by classmates about the topic. Time-Limit Presentation is 20+ minutes long. Presentation is 15-19 minutes long. Presentation is 10-14 minutes long. Presentation is less than 10 minutes OR more than 55 minutes. Directory: file -> view view -> Stage I established Goals view -> Abolition and Women’s Rights in Antebellum America Abolitionism (pp. 344-354) view -> Questions: Why did they call for ending slavery? view -> Group 3b dbq project: 19 view -> The British West Indies were islands that were colonized by Great Britain, stretching across the Caribbean from Jamaica through the Lesser Antilles to British Guiana view -> Secretary of the Treasury Samuel Chase sought to fund the Union war effort by doing all of the following view -> Abolition: the action or an act of abolishing a system, practice, or institution Download 22.48 Kb. Share with your friends: