Warriors Don't Cry WebQuest

Introduction

We will be reading the memoir Warriors Don't Cry by Melba Patillo Beals, set during the Civil Rights Movement. She is one of nine African American students chosen to attend an all-white high school in 1957. She and the other eight students endured hateful attacks as a result of their decision to be a part of the integration.

For a project grade, you will complete this webquest for Warriors Don't Cry. In order to fully appreciate the events in the story, it is important that we first understand the changes that were happening in our country at the time, especially the laws and attitudes that contributed to those changes.

Each group will be assigned one section of this webquest. Use the links provided to find the answers to the questions for your section. Create a PowerPoint, a video, or a Sway presentation to teach your findings to the rest of the class.

Thanks to Ms. Werner at Hartford Culinary Arts Academy for creating the first part of this webquest.

Task

As part of your pre-reading research for the book, you will be required to do the following research on different aspects of the Civil Rights Movement. This assignment will count as a project grade (test grade). All answers will be presented and discussed in class. Please answer the following questions below using the websites provided for you. You will present your answers to the class in the form of a PowerPoint, a video, or a Sway presentation.

Process

Research Questions

Group 1 – Fourteenth Amendment

1. What was the fourteenth amendment? When was it passed?
2. When was the fourteenth amendment ratified? What changes were made?
3. What was the purpose of the fourteenth amendment?
4. How does the fourteenth amendment factor into the Civil Rights Movement?
5. Who supported the fourteenth amendment? Who opposed it?

Sources:
http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html
http://www.constitution.org/col/intent_14th.htm
http://www.pbs.org/wnet/jimcrow/stories_events_14th.html
http://www.14thamendment.us/index.html

Group 2 – Jim Crow Laws

1) Define the term Jim Crow. What was the purpose of Jim Crow Laws?
2) List 5 examples of Jim Crow Laws and where and when each one was used.
3) How were Jim Crow Laws a factor in the Civil Rights Movement?
4) Who supported Jim Crow Laws? Who opposed Jim Crow Laws? Be specific.
5) What were the consequences for those who broke the Jim Crow Laws?

Sources:
http://www.britannica.com/EBchecked/topic/303897/Jim-Crow-law
http://americanhistory.si.edu/brown/history/1-segregated/jim-crow.html
http://www.pbs.org/wnet/jimcrow/

Group 3 – Brown v. Board of Education

1. What is 'Brown v. Board of Education'? When did it take place?
2. What was the purpose of Brown v. Board of Education? What did it accomplish?
3. How did Brown v. Board of Education factor into the Civil Rights Movement?
4. Who supported Brown v. Board of Education? Who opposed it?
5. What was the final decision in regards to Brown v. Board of Education?

Sources:
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html
http://www.nps.gov/brvb/index.htm
http://americanhistory.si.edu/brown/
http://www.loc.gov/exhibits/brown/brown-brown.html

http://www.pbs.org/jefferson/enlight/brown.htm#discussion

http://brownvboard.org/content/background-overview-summary

Group 4 – Plessy v. Ferguson

1. What is 'Plessy v. Ferguson'? When did it take place?
2. What was the purpose of Plessy v. Ferguson? What did it accomplish?
3. How did Plessy v. Ferguson factor into the Civil Rights Movement?
4. Who supported Plessy v. Ferguson? Who opposed it?
5. What was the final decision in regards to Plessy v. Ferguson?

Sources:
http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html
http://www.law.cornell.edu/supct/html/historics/USSC_CR_0163_0537_ZS.html
http://americanhistory.si.edu/brown/history/1-segregated/separate-but-equal.html
http://www.ourdocuments.gov/doc.php?flash=true&doc=52

Group 5 – The Civil Rights Movement

1. Describe some events that most people associate with the start of the Civil Rights Movement in the United States.

2. What did John Lewis, Martin Luther King, Jr., Rosa Parks, Daisy Bates, and Thurgood Marshall contribute to the Civil Rights Movement?

3. What was the March on Washington and when did it take place?

Sources:

http://www.crmvet.org/images/imghome.htm

http://www.history.com/topics/black-history/civil-rights-movement

https://www.biography.com/people/john-lewis-21305903

http://www.history.com/topics/black-history/martin-luther-king-jr

http://www.history.com/topics/black-history/rosa-parks

https://www.biography.com/people/daisy-bates-206524

http://thurgoodmarshall.com/

Group 6 – The Little Rock Nine

1. What is one thing the Little Rock Nine have in common other than their race, hometown, and their experience at Central High School?

2. What did each of the Little Rock Nine go on to do with their lives?

Sources:

http://www.crmvet.org/images/imghome.htm

https://www.arkansas.com/attractions/central-high/

http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=725

https://www.scholastic.com/teachers/articles/teaching-content/melba-pattillo-beals/

http://www.history.com/topics/black-history/central-high-school-integration

Evaluation

Presentation Rubric

Group Presentations
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Students present information in logical sequence which audience can follow, but it’s a little generic.	Students present information in logical, interesting sequence which audience can follow.
Subject Knowledge	Students do not have grasp of information; students cannot answer questions about subject.	Students are uncomfortable with information and are able to answer only rudimentary questions.	Students are at ease with expected answers to all questions, but fail to elaborate.	Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration.
MLA Citations	There are no citations for information retrieved from outside sources.	There are citations for some, but not all, outside sources.	There are citations for all outside sources, but they are not formatted correctly.	All citations are present and formatted correctly.
Mechanics	Students’ presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact/ Elocution	Students read all of report with no eye contact. Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of class to hear.	Students occasionally use eye contact, but still read most of report. Students’ voices are low. Students incorrectly pronounce terms. Audience members have difficulty hearing presentation.	Students maintain eye contact most of the time but frequently return to notes. Students’ voices are clear. Students pronounce most words correctly. Most audience members can hear presentation.	Students maintain eye contact with audience, seldom returning to notes. Students use clear voices and correct, precise pronunciation of terms so that all audience members can hear presentation.

				Total Points:
				Total Points x 5 for Final Grade: