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Stephanie
Turner
09
Project
Summary
Bath Central
School
1. General Overview of the Proposed
Project:
2. Clear Purpose and Objective:
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I hope that by creating an interactive
PowerPoint students can examine the significant events of the
Civil Rights Movement. Students will begin by learning about
the major events and as they move through the “self tutorial”
they will be able to identify, describe, analyze, compare and
contrast each of the events that played a pivotal role in the
struggle for equality.
3. Stakeholders: grade level, who will
benefit, who will participate in this project.
4. U.S. History Content Area
5. Outline Describing Content
6. Software to be used, internet
materials, contacts, etc.
7. Level of Student Involvement
8. Evaluation process (include students
when possible)
9. Timeline: how you envision the
project being carried out between start up and conclusion
10. Comments or Questions:
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This is just a tentative plan and I am
open to suggestions—I hope that what I plan to do is not more
than I can accomplish in one year. Any suggestions to improve
this project, make it more functional, etc., would be welcomed.
Thank you.
Directions
Instead of a
formal test for this unit you will be completing a project. You
will need to follow the directions very carefully to make sure that
you complete all parts of the task. This is a TEST GRADE
so you need to do a good job. If you fail to hand in a project you
will receive a 0 and it will have a significant impact upon your
final marking period grade. This is your opportunity to be creative
and earn a grade to help boost your average for the last marking
period.
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Jackie Robinson’s break through in baseball
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Lunch counter sit-in at the Woolworth in Greensboro, NC
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Martin Luther King’s I have a Dream speech
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Brown vs. the Board of Education Supreme Court case
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Thurgood Marshall’s appointment to the Supreme Court
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Montgomery Bus Boycotts
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The
Little Rock Nine
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The
Freedom Rides
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Birmingham Protest
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Selma March
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University of Alabama & the School House Door speech
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March on Washington
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Enrollment of James Meredith at the University of
Mississippi
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Truman’s Executive Orders, 1948
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Kennedy’s Executive Orders, 1962
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24th
Amendment
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Civil Rights Act of 1964
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Voting Rights Act of 1965
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Freedom Summer
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Riot in Watts, CA
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Assassinations of Martin Luther King and Malcolm X
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Bakke v. California Supreme Court case
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Indian Civil Rights Act
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Title IX act
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Americans with Disabilities Act, 1990
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Along with
your timeline you need to include a summary statement.
Explain why you chose these events—why do you think the 10 you
chose were most important to the whole movement. In this
statement I also want you to describe for me what you think you
learned the most from this unit. I also want you to rate, on a
scale of 0-5 (0 being the lowest, 5 being the highest), what you
thought of this unit—what I mean is how we covered the material
in class and then the final project. This section should be
several paragraphs long and should be very specific.
NAME:
_______________________________________
DATE DUE: Friday June 5th
SUBMITTED: __________ BLOCK: ________
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Objectives |
Point Value |
Description |
Earned Points
|
|
Followed Directions |
5 Points |
Paid attention to instructions and
completed all parts of the assigned task.
|
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|
Content |
30 Points |
Included all required information and
did a through job of including accurate information and
details.
|
|
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Creativity/Effort |
35 Points |
Shows creativity and a significant
amount of effort--is obvious that the student put time,
effort, and thought into the project.
|
|
|
Summary Statement |
30 Points |
Summary statement was completed and
handed in with project.
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TOTAL
POINTS:
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Late? ____
(-10/day)
Will not be accepted after 2 days
late. |
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FINAL SCORE:
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Stephanie Turner
Bath CSD
US History & Government
This year I decided to create an interactive
PowerPoint Lesson on the Civil Rights Era. I wanted to create
something that would prompt students to think about and evaluate the
information we are covering. I also wanted this to be interactive
for the students and tailored to meet their learning needs.
I started by identifying the essential
information that needed to be covered on the Civil Rights Movement.
From there I began looking for web sites, video clips, audio clips,
and primary source material that I could include in the PowerPoint.
One of the first things I realized is the amount of information
available on the web. I went topic by topic and sifted through the
information until I found what was best suited for my project.
As I was creating the PowerPoint I also began
creating an accompanying packet that would guide students through
this activity. Students worked in the computer lab individually on
this PowerPoint and the packet helped to focus on essential material
and also asked a number of though provoking questions. I wanted
students to go beyond copying notes but rather process and analyze
the information. I wanted them to make connections to the real
world and their society as it exists today. By working individually
students could work at their own pace but I did put them on a three
day time limit so they wouldn’t get off track. However, this did
allow students to look into the topics they found of interest and
learn more. At the end of three days we went back and discussed the
questions that were asked and I was amazed at the level of
participation.
The final assessment for the activity was the
creation of a project. Students needed to identify 10 of the most
important events from the Civil Rights movement and then create a
non-traditional timeline. I did allow students to work in pairs or
individually. We generated some ideas together and I then let
students begin working.
Some of the projects that were turned in blew
me away. I have many students that are technologically savvy and
they created some absolutely fantastic digital movies. These movies
included pictures, quotes, animation, and great music from the era.
I also had student’s complete summary statements explaining why they
chose these events and they also had an opportunity to review the
project and the unit as a whole. The majority of students stated
that they enjoyed this project/unit.
I really enjoyed working on the project and
having students so interested in the activity was great. The one
down side is the time factor—it took a lot of time to view videos,
read through web sites, and so on. There are some things I would
like to go back and redo but overall I think it went very well. I
did also have students complete a quick assessment using the Smart
Technology Senteo system. This was a great way to wrap everything
up and to check the level of understanding of the information that
was covered.
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