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1 Equal Rights for All Equal Rights for All www.commoncorecurriculum.info www.commoncorecurriculum.info

2 2

3 Equal Rights for all Americans: A Common Core Unit ELA Grade 11 By: Dean Berry, Ed. D. Gregg Berry, B.A. Copyright Protected © 2013 Dean R. Berry All Rights Reserved No part of this document may be reproduced without written permission from the author.

4 This program contains 8 major parts that may be presented over several weeks. Some parts may be considered optional based on the needs of each classroom. Press Pause to stop for discussion Teacher Instructions 4

5 1. View, Read, and Think 1. View, Read, and Think 2. Interact, Brainstorm, and, Share 2. Interact, Brainstorm, and, Share 3. Research Project Number One 3. Research Project Number One 4. Research Project Number Two 4. Research Project Number Two 5. Expand Your Depth of Knowledge 5. Expand Your Depth of Knowledge 6. Prepare to Write an Essay 6. Prepare to Write an Essay 7. Present your Knowledge to Others 7. Present your Knowledge to Others 8. Final Unit Assessment 8. Final Unit Assessment This Unit includes 8 Major Learning Steps 5

6 Table of Contents Part One …..Slide presentation.....................Video 1 Part One …..Slide presentation.....................Video 1 Part Two ……Collaboration Groups…………….. Video 2 Part Two ……Collaboration Groups…………….. Video 2 Part Three …Research Project One……………. Video 2 Part Three …Research Project One……………. Video 2 Part Four….Research Project Two………………. Video 3 Part Four….Research Project Two………………. Video 3 Graph Analysis Activity……………………………….Video 3 Graph Analysis Activity……………………………….Video 3 Part Five Depth of Knowledge Project Three…Video 4 Part Five Depth of Knowledge Project Three…Video 4 Part Six Write Your essay………………………….Video 5 Part Six Write Your essay………………………….Video 5 Part Seven Present Your Knowledge ……………Video 6 Part Seven Present Your Knowledge ……………Video 6 Part Eight Unit Assessment………………………….Video 7 Part Eight Unit Assessment………………………….Video 7 Common Core Standards Taught………………….Video 7 Common Core Standards Taught………………….Video 7 6

7 Introduction This unit of study will help you learn the following important common core curriculum standards. 7

8 Common Core Writing Standard Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

9 Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

10 Speaking and Listening Engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly

11 Production and Distribution of Writing Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others. Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

12 Research Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation Gather relevant information from multiple print and digital sources, using advanced searches effectively; assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism Gather relevant information from multiple print and digital sources, using advanced searches effectively; assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

13 Take Notes As we proceed through this unit of study, you will need to take careful notes. The information you gather will be useful in completing research projects. 13

14 Part One View, Read, and Think View, Read, and Think

15 Class Discussion What is meant by the term racial segregation? What is meant by the term racial segregation? Did the United States ever segregate racial groups? Did the United States ever segregate racial groups?

16 Let’s Take a Look at the History of Civil Rights

17

18 Court Decision Over 118 years ago, the Supreme Court made a critical decision regarding racial segregation.

19 Segregation

20

21 Class Discussion Do you think having separate but equal schools for boys and girls is fair? Do you think having separate but equal schools for boys and girls is fair? Would it be fair to require Hispanic students to go to a separate school from other students as long as the schools were equal in quality? Would it be fair to require Hispanic students to go to a separate school from other students as long as the schools were equal in quality? Is separation of people based on race legal under our Constitution? Is separation of people based on race legal under our Constitution?

22 Court strikes down segregation 58 years later

23

24 The U.S. Supreme Court Acts

25 Brown v. Board of Education became a landmark Supreme Court decision in which the Court declared state laws that created separate public schools for black and white students to be unconstitutional. The Court ruled that this was a violation of the Equal Protection Clause of the Fourteenth Amendment of the U.S. Constitution. Brown v. Board of Education became a landmark Supreme Court decision in which the Court declared state laws that created separate public schools for black and white students to be unconstitutional. The Court ruled that this was a violation of the Equal Protection Clause of the Fourteenth Amendment of the U.S. Constitution.

26

27 The decision provided an opportunity for children of all races to attend school together.

28 Class Discussion If you had to argue in front of the Supreme Court and defend having children of all races attend school together, what arguments would you make? Can you support your point of view with logical arguments?

29 1955

30

31 Class Discussion Do you think that Rosa Parks should have broken state law and refused to give up her seat? Do you think that Rosa Parks should have broken state law and refused to give up her seat? What would you have done in that situation? What would you have done in that situation? Did Rosa Parks accomplish anything with her actions? Did Rosa Parks accomplish anything with her actions?

32 Federal laws and Supreme Court decisions sometimes come into conflict with state and local laws. When that happens, federal law must be followed. However, if a state refuses to obey the federal law, the federal government can choose to send in federal troops to enforced the implementation of the law. This was the case in Arkansas in 1957. Federal laws and Supreme Court decisions sometimes come into conflict with state and local laws. When that happens, federal law must be followed. However, if a state refuses to obey the federal law, the federal government can choose to send in federal troops to enforced the implementation of the law. This was the case in Arkansas in 1957.

33 1957 Little Rock, Arkansas High School Refuses to admit 9 African American students

34 Arkansas 1957

35 Federal Troops enforced the integration of Arkansas high schools and protected the rights of African American students to attend class.

36 With federal government support, schools in the South finally allowed white and black students to attend classes together.

37

38

39

40 In 1963, several hundred thousand people marched to Washington, D.C. to demonstrate for civil and economic rights for African Americans.

41 The march on Washington put pressure on Congress to pass new legislation in support of civil rights.

42 Class Discussion Why would legislation be necessary for civil rights? Why would legislation be necessary for civil rights? How does legislation get passed? How does legislation get passed?

43 During the march on Washington, Martin Luther King, Jr. delivered one of the most memorable speeches in U.S. history.

44 1963 “I have a Dream” Speech by Martin Luther King Jr.

45 The “I Have a Dream” speech rallied widespread support for civil rights legislation.The “I Have a Dream” speech rallied widespread support for civil rights legislation.

46 Class Discussion Most people consider Martin Luther King, Jr. a very important and influential leader. What qualities and characteristics do you think are important for great leaders?

47 Martin Luther King Jr.’s dream for justice began to be realized in 1964 and is still a work in progress.

48 The momentum for action resulted in the landmark “Civil Rights Act” of 1964.

49 Discrimination based on race became illegal.

50 Justice for African Americans came ten years after Justice for African Americans came ten years after Brown v. Board of Education and Rosa Parks with the passage of the Brown v. Board of Education and Rosa Parks with the passage of the Civil Rights Act of 196 4 Civil Rights Act of 196 4

51 Class Discussi on Class Discussi on Which laws have priority, state laws or federal laws? Why? Which laws have priority, state laws or federal laws? Why? Which laws do you think should “ rule the day”, federal or state? Which laws do you think should “ rule the day”, federal or state? Are there any laws that states get to determine for themselves? Are there any laws that states get to determine for themselves?

52 More Discussion More Discussion How should unfair laws be changed?

53 During the twentieth century civil disobedience has been used to help change laws that were perceived by some as unjust. Civil disobedience is defined as the act of disobeying a law on grounds of moral or political principle. It is sometimes one of the methods used to influence society and change points of view about a law. When civil disobedience is nonviolent, it can be an effective tool for change. Illegal street demonstrations and peaceful occupations of buildings are examples of civil disobedience. During the twentieth century civil disobedience has been used to help change laws that were perceived by some as unjust. Civil disobedience is defined as the act of disobeying a law on grounds of moral or political principle. It is sometimes one of the methods used to influence society and change points of view about a law. When civil disobedience is nonviolent, it can be an effective tool for change. Illegal street demonstrations and peaceful occupations of buildings are examples of civil disobedience.

54 Civil Disobedience to protest Racial Inequality

55

56 Class Discussion What is a boycott? What is a boycott? Is it fair to boycott a business because you don’t like their practices? Is it fair to boycott a business because you don’t like their practices? In what kind of situations do you think a boycott might be effective? In what kind of situations do you think a boycott might be effective?

57 The Road to Civil Rights Brown v. Board of Education Brown v. Board of Education Separate but equal struck down 1954 Separate but equal struck down 1954 Rosa Parks bus boycott 1955 Rosa Parks bus boycott 1955 Lunch counter sit-ins 1960’s Lunch counter sit-ins 1960’s Civil Rights freedom riders 1960’s Civil Rights freedom riders 1960’s Martin Luther King Jr. March on Washington, D.C. “I have a Dream” speech 1963 Martin Luther King Jr. March on Washington, D.C. “I have a Dream” speech 1963 Civil Rights Act 1964-Outlawed discrimination Civil Rights Act 1964-Outlawed discrimination

58 Class Discussion Do minority groups still face challenges today? Give some examples

59 Class Check-up and Review Raise your green card if you believe the statement is true or your red card if you think it is false.

60 True or False 1 Segregation of the races enables everyone to be more effective and successful. Segregation of the races enables everyone to be more effective and successful.

61 False-1

62 True or False 2 Our current Supreme Court decided a few years ago that separate but equal schools for different races would be Constitutional. Our current Supreme Court decided a few years ago that separate but equal schools for different races would be Constitutional.

63 False-2

64 True or False 3 In 1955 Rosa Parks was sent to jail for not giving up her bus seat to a white man. In 1955 Rosa Parks was sent to jail for not giving up her bus seat to a white man.

65 True-3

66 True or False 4 In 1957 the President of the U.S. used federal troops in Arkansas to force the governor and state national guard to step aside and obey federal law. In 1957 the President of the U.S. used federal troops in Arkansas to force the governor and state national guard to step aside and obey federal law.

67 True-4

68 True or False 5 The Civil Rights Act of 1964 outlawed discrimination. The Civil Rights Act of 1964 outlawed discrimination.

69 True-5

70 True or False 6 Martin Luther King, Jr. was a dreamer with good ideas but lacked the ability to put ideas into action.

71 False-6

72 True or False 7 Brown verses the Board of Education Brown verses the Board of Education was a Supreme Court Decision that guaranteed minorities the right to a free four year college education. was a Supreme Court Decision that guaranteed minorities the right to a free four year college education.

73 False 7

74 True or False 8 The use of federal troops in Arkansas in 1957 to force the governor to obey the law to integrate the schools is a good example of how federal law supercedes state law when the two are in conflict. The use of federal troops in Arkansas in 1957 to force the governor to obey the law to integrate the schools is a good example of how federal law supercedes state law when the two are in conflict.

75 True 8 Contact www.commoncorecurriculum.info Contact www.commoncorecurriculum.infowww.commoncorecurriculum.info for access to more units for access to more units

76 76

77 Part Two Collaboration Interact, Brainstorm, and Share

78 Common Core Curriculum Standards Initiate and participate effectively in a range of collaborative discussions with diverse partners on texts and issues, building on each others’ ideas and expressing their own clearly and persuasively. 78

79 Collaboration Meet in pairs or small groups and brainstorm ideas for this topic 79

80 Brainstorming Brainstorming Solving problems can begin with a wide open process where imagination and unusual ideas are brainstormed without any evaluation as to whether the ideas might work. The goal is to consider all “far out” and “unorthodox” possible solutions to the problem. Brainstorming encourages “ out of the box ” thinking that borders on sounding somewhat wild and crazy. During BRAINSTORMING, ideas are tossed into the ring and added to the list of potential solutions Without being evaluated. During BRAINSTORMING, ideas are tossed into the ring and added to the list of potential solutions Without being evaluated. Participants are asked to withhold judgment on ideas until the brainstorming phase is over. Participants are asked to withhold judgment on ideas until the brainstorming phase is over.

81 Brainstorming uses Divergent Thinking Ideas are explored from every Ideas are explored from every possible direction. possible direction. Ideas are not judged. Ideas outside of the box Ideas outside of the box are considered. considered. considered. No rock is left unturned!

82 Brainstorm and Discuss Meet in pairs or small groups and discuss ideas for this topic 82

83 Brainstorm and Discuss 1. What do we mean by the term civil rights? 2. Generate a list of civil rights that you consider important. 83

84 Report Back Share Your Ideas. 1. Let’s summarize possible answers to our question about civil rights. Which rights were the most important to your group? 2. Include these ideas in your notes. 3. You may choose to use a graphic organizer. 84

85 Big Idea One Individual rights for all americans 85

86 Common Core Curriculum Standards Research Plan/Research : Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives. Plan/Research : Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives. 86

87 Common Core Curriculum Standard Reading-Informational Reasoning and Evaluation : Apply reasoning and a range of textual presentation of information(author’s line of reasoning, point of view; relevance of evidence or elaboration to support claims; development or connections among complex concepts/ideas ) Reasoning and Evaluation : Apply reasoning and a range of textual presentation of information(author’s line of reasoning, point of view; relevance of evidence or elaboration to support claims; development or connections among complex concepts/ideas ) 87

88 Common Core Curriculum Standards Writing Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 88

89 Convergent Thinking Convergent Thinking Once many ideas have been generated, the evaluation phase begins. During this phase, convergent thinking is used to analyze arguments, examine evidence, and make judgments about the quality of each idea.

90 Conduct Research on the Issues Use technology and text sources to gather information about the civil rights that you believe are very important. Civil rights include a wide array of issues such as minority rights, women’s rights, and various individual freedoms. Select the topic that interests you. Identify specific rights for the topic you have chosen, and develop clear arguments with evidence and examples that support your point of view. Use technology and text sources to gather information about the civil rights that you believe are very important. Civil rights include a wide array of issues such as minority rights, women’s rights, and various individual freedoms. Select the topic that interests you. Identify specific rights for the topic you have chosen, and develop clear arguments with evidence and examples that support your point of view. This will be a short research assignment and should generate two or three pages of notes. The notes will used during the next class discussion to review ideas and solutions and to write a proposal. This will be a short research assignment and should generate two or three pages of notes. The notes will used during the next class discussion to review ideas and solutions and to write a proposal. 90

91 Essential Questions to Guide Research Do women, minorities, or gays have less opportunity in the work place? Do women, minorities, or gays have less opportunity in the work place? Do all Americans have access to education of equal quality k-12 as well as college level? Do all Americans have access to education of equal quality k-12 as well as college level? Are there situations where my civil rights may violate your civil rights? Are there situations where my civil rights may violate your civil rights? Who should have the final determination regarding the civil rights of Americans and whether or not they are protected by the government? Who should have the final determination regarding the civil rights of Americans and whether or not they are protected by the government?

92 The following slides provide sources for the research project. The following slides provide sources for the research project. PowerPoint version available PowerPoint version available For quick linking For quick linking

93 Info Please Gay Rights Progress http://www.infoplease.com/ipa /A0761909.html http://www.infoplease.com/ipa /A0761909.html http://www.infoplease.com/ipa /A0761909.html http://www.infoplease.com/ipa /A0761909.html

94 Progress for African Americans? http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html

95 CBS News Gay Rights Progress http://www.cbsnews.com/news/employme nt-non-discrimination-act-enda-makes- progress-in-the-senate/ http://www.cbsnews.com/news/employme nt-non-discrimination-act-enda-makes- progress-in-the-senate/ http://www.cbsnews.com/news/employme nt-non-discrimination-act-enda-makes- progress-in-the-senate/ http://www.cbsnews.com/news/employme nt-non-discrimination-act-enda-makes- progress-in-the-senate/

96 Progress of Women’s Rights http://www.americanprogress.org/issues/ women/report/2013/09/25/74836/the- state-of-women-in-america/ http://www.americanprogress.org/issues/ women/report/2013/09/25/74836/the- state-of-women-in-america/ http://www.americanprogress.org/issues/ women/report/2013/09/25/74836/the- state-of-women-in-america/ http://www.americanprogress.org/issues/ women/report/2013/09/25/74836/the- state-of-women-in-america/

97 Civil Rights for African Americans http://en.wikipedia.org/wiki/African- American_Civil_Rights_Movement_(1955 %E2%80%9368) http://en.wikipedia.org/wiki/African- American_Civil_Rights_Movement_(1955 %E2%80%9368) http://en.wikipedia.org/wiki/African- American_Civil_Rights_Movement_(1955 %E2%80%9368) http://en.wikipedia.org/wiki/African- American_Civil_Rights_Movement_(1955 %E2%80%9368)

98 PBS Civil Rights for African Americans http://www.pbs.org/wnet/aaworld/timelin e/civil_01.html http://www.pbs.org/wnet/aaworld/timelin e/civil_01.html http://www.pbs.org/wnet/aaworld/timelin e/civil_01.html http://www.pbs.org/wnet/aaworld/timelin e/civil_01.html

99 Latino Rights https://www.boundless.com/u-s- history/the-sixties-1960-1969/the- expansion-of-the-civil-rights- movement/latino-rights/ https://www.boundless.com/u-s- history/the-sixties-1960-1969/the- expansion-of-the-civil-rights- movement/latino-rights/ https://www.boundless.com/u-s- history/the-sixties-1960-1969/the- expansion-of-the-civil-rights- movement/latino-rights/ https://www.boundless.com/u-s- history/the-sixties-1960-1969/the- expansion-of-the-civil-rights- movement/latino-rights/

100 History of the Chicano Civil Rights Movement http://en.wikipedia.org/wiki/Chicano_Mov ement http://en.wikipedia.org/wiki/Chicano_Mov ement http://en.wikipedia.org/wiki/Chicano_Mov ement http://en.wikipedia.org/wiki/Chicano_Mov ement

101 Info Please Women’s Rights http://www.infoplease.com/spot/womensti meline1.html http://www.infoplease.com/spot/womensti meline1.html http://www.infoplease.com/spot/womensti meline1.html http://www.infoplease.com/spot/womensti meline1.html

102 Women’s Rights Progress http://progresspolitics.com/tag/womens- rights-2/ http://progresspolitics.com/tag/womens- rights-2/ http://progresspolitics.com/tag/womens- rights-2/ http://progresspolitics.com/tag/womens- rights-2/

103 Affirmative Action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action

104 More Needs to Be Done for Civil Rights http://www.livescience.com/39291- america-still-needs-civil-rights.html http://www.livescience.com/39291- america-still-needs-civil-rights.html http://www.livescience.com/39291- america-still-needs-civil-rights.html http://www.livescience.com/39291- america-still-needs-civil-rights.html

105 Equality Still Elusive for Many http://www.usatoday.com/story/news/nati on/2014/01/19/civil-rights-act- progress/4641967/ http://www.usatoday.com/story/news/nati on/2014/01/19/civil-rights-act- progress/4641967/ http://www.usatoday.com/story/news/nati on/2014/01/19/civil-rights-act- progress/4641967/ http://www.usatoday.com/story/news/nati on/2014/01/19/civil-rights-act- progress/4641967/

106 Write a Proposal Use your notes to write a one or two page proposal to recommend which civil rights you believe are most important. Provide specific information to support your proposed ideas with clearly articulated arguments and sufficient evidence. 106

107 Your Proposal Define the issue/problem Define the issue/problem Outline the details of your argument Outline the details of your argument Cite supporting research Cite supporting research Project possible roadblocks Project possible roadblocks Specify contingency or back up plans Specify contingency or back up plans 107

108 Develop a Writing Plan Determine what your main point will be, and write a topic sentence that provides focus for your essay. Determine what your main point will be, and write a topic sentence that provides focus for your essay. Choose several main ideas that support your topic sentence. Choose several main ideas that support your topic sentence. Sort your information into supporting details with facts and examples. Sort your information into supporting details with facts and examples. 108

109 Use the five paragraph essay to write your paper. 109

110 110 Five Paragraph Essay Outline Introduction What is my topic sentence? Body-Main Ideas With supporting details Conclusion How can I summarize my paragraph? How can I rephrase my topic sentence?

111 Details Must Support the Main Ideas Provide specific facts, examples, and reasons for each main idea in the body of your essay

112 Create an Outline Topic Sentence___________________________________ _______________________________________________ A. Main Idea_____________________________________ _______________________________________________Details/Evidence_________________________________________________________________________________Details/Evidence_________________________________________________________________________________ B. Main Idea_____________________________________ _______________________________________________Details/Evidence__________________________________________________________________________________ 112

113 Prepare to Write Use your outline and write a five paragraph essay on your topic. Use your outline and write a five paragraph essay on your topic. As you write your rough draft, it will be very important to use special words that enable you to transition smoothly from one idea to the next. As you write your rough draft, it will be very important to use special words that enable you to transition smoothly from one idea to the next. 113

114 Transition Words As you view these words, select the words that help you make transitions smoothly from one idea to the next. as a result such as for example nevertheless for that reason finally at this time therefore furthermore in addition in conclusion as well as 114

115 Review, Edit, and Rewrite 1. Re-read your essay several times. 2. How can you improve your sentences to communicate more clearly? 3. Are your main ideas supported by examples and details? 4. Exchange papers with another student and read each other’s essay out loud. 5. Make final corrections and write the final draft of your polished essay. 115

116 Share Your Ideas with the Group During this evaluation phase, class members will share ideas, analyze arguments, and select the civil rights that are the most important for Americans.. Be prepared to participate by contributing your ideas and supporting evidence. 116

117 Solution Evaluation Stage Which civil rights are the most important? Positive facts and data Strengths such as low cost or easy to implement Supportive research informationWeaknesses such as unintended consequences Solution number one Solution number two Solution number four Solution number three

118 Common Core Curriculum Standards Speaking and Listening Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 118

119 Bring your notes and proposal to the next class session. The next step will be to present your proposed ideas to your small group for review and analysis. 119

120 Meet in small groups to cross examine potential solutions. Meet in small groups to cross examine potential solutions. Analyze solutions and evidence presented by group members. Analyze solutions and evidence presented by group members. Ask challenging questions when group members present their positions. Look for evidence that is sufficient to support clear, logical arguments. Ask challenging questions when group members present their positions. Look for evidence that is sufficient to support clear, logical arguments. Ask group members to defend the credibility and reliability of their sources. Ask group members to defend the credibility and reliability of their sources.

121 Group Decision Time Group Decision Time Compile your group’s ideas and create a column for each major civil right and the evidence and arguments that support the importance of the right for Americans. Compile your group’s ideas and create a column for each major civil right and the evidence and arguments that support the importance of the right for Americans. Evaluate all of the evidence and take a group position on the top FOUR CIVIL RIGHTS that should be protected in our society.. Explicitly delineate the group’s rationale for the decision. Evaluate all of the evidence and take a group position on the top FOUR CIVIL RIGHTS that should be protected in our society.. Explicitly delineate the group’s rationale for the decision.

122 Present Your Group’s Position Meet as a whole class to review and evaluate each small group’s decision about the four most important civil rights for Americans. Survey the entire class to decide which four civil rights should be considered the most important for Americans. 122

123 Common Core Curriculum Solutions Common Core Curriculum Solutions Teaching Units Available At AtCommoncorecurriculum.info 123

124 Big Idea Two Improving Equal Rights for All Americans 124

125 Common Core Curriculum Standards Research Plan/Research : Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives. Plan/Research : Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives. 125

126 Common Core Curriculum Standard Reading-Informational Reasoning and Evaluation : Apply reasoning and a range of textual presentation of information(author’s line of reasoning, point of view; relevance of evidence or elaboration to support claims; development or connections among complex concepts/ideas) Reasoning and Evaluation : Apply reasoning and a range of textual presentation of information(author’s line of reasoning, point of view; relevance of evidence or elaboration to support claims; development or connections among complex concepts/ideas) 126

127 Common Core Curriculum Standard Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 127

128 Explore the Issue Have all minorities in America achieved equal opportunity? Is there more to be done to ensure equal rights and opportunities? What steps or changes would you recommend? Why? 128

129 Take a Pro or Con Position In order to make a convincing argument for or against an idea or event, it is very important to evaluate the facts and see if they support your position. In order to make a convincing argument for or against an idea or event, it is very important to evaluate the facts and see if they support your position. The first step is to ask relevant questions that will guide your investigation of the evidence. The first step is to ask relevant questions that will guide your investigation of the evidence. 129

130 Inquiring Minds want to Know Essential Questions Are the same educational opportunities available for minority groups? Are minorities succeeding in the work place as well as others? Does employment discrimination still exist in some industries or work sites? What evidence can you cite to substantiate your claims? 130

131 Conduct the Research Identify specific questions about the issue to guide your i nvestigation of the facts. Identify specific questions about the issue to guide your i nvestigation of the facts. Determine if the evidence is credible and supports your main arguments. Will you be able to make valid arguments substantiated by sufficient evidence? Determine if the evidence is credible and supports your main arguments. Will you be able to make valid arguments substantiated by sufficient evidence? Use internet and book sources to gather credible information. Use internet and book sources to gather credible information. 131

132 The Proof is in the Pudding The Issue: Do minorities in America have equal rights and opportunities? What steps, if any, should be taken to improve rights and opportunities? The Issue: Do minorities in America have equal rights and opportunities? What steps, if any, should be taken to improve rights and opportunities? Your assignment is to research this issue, take a position, support your arguments with sufficient evidence, and write a report to convince others of your point of view. Your assignment is to research this issue, take a position, support your arguments with sufficient evidence, and write a report to convince others of your point of view. 132

133 The Following slides provide sources for the research project The Following slides provide sources for the research project See the powerpoint version for easy linking See the powerpoint version for easy linking

134 Have African Americans Made Progress? http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php

135 Decade of Progress Gay Rights http://www.sfgate.com/politics/article/Cha rting-a-decade-of-progress-in-gay-rights- 3278321.php http://www.sfgate.com/politics/article/Cha rting-a-decade-of-progress-in-gay-rights- 3278321.php http://www.sfgate.com/politics/article/Cha rting-a-decade-of-progress-in-gay-rights- 3278321.php http://www.sfgate.com/politics/article/Cha rting-a-decade-of-progress-in-gay-rights- 3278321.php

136 Harvard: Minority Graduation Rates Too Low http://www.urban.org/UploadedPDF/4109 36_LosingOurFuture.pdf http://www.urban.org/UploadedPDF/4109 36_LosingOurFuture.pdf http://www.urban.org/UploadedPDF/4109 36_LosingOurFuture.pdf http://www.urban.org/UploadedPDF/4109 36_LosingOurFuture.pdf

137 The Voting Rights Act ? http://www.slate.com/articles/news_and_ politics/jurisprudence/2013/10/section_2_ of_the_voting_rights_act_is_more_effectiv e_than_expected_new_research.html http://www.slate.com/articles/news_and_ politics/jurisprudence/2013/10/section_2_ of_the_voting_rights_act_is_more_effectiv e_than_expected_new_research.html http://www.slate.com/articles/news_and_ politics/jurisprudence/2013/10/section_2_ of_the_voting_rights_act_is_more_effectiv e_than_expected_new_research.html http://www.slate.com/articles/news_and_ politics/jurisprudence/2013/10/section_2_ of_the_voting_rights_act_is_more_effectiv e_than_expected_new_research.html

138 Protecting Minority Rights http://www.ait.org.tw/infousa/zhtw/docs/ demopaper/dmpaper11.html http://www.ait.org.tw/infousa/zhtw/docs/ demopaper/dmpaper11.html http://www.ait.org.tw/infousa/zhtw/docs/ demopaper/dmpaper11.html http://www.ait.org.tw/infousa/zhtw/docs/ demopaper/dmpaper11.html

139 Affirmative Action Reviewed https://www.scu.edu/ethics/publications/ii e/v5n2/affirmative.html https://www.scu.edu/ethics/publications/ii e/v5n2/affirmative.html https://www.scu.edu/ethics/publications/ii e/v5n2/affirmative.html https://www.scu.edu/ethics/publications/ii e/v5n2/affirmative.html

140 Improving Educational Access for Latinos http://futureofchildren.org/publications/jo urnals/article/index.xml?journalid=39&arti cleid=128§ionid=844 http://futureofchildren.org/publications/jo urnals/article/index.xml?journalid=39&arti cleid=128§ionid=844 http://futureofchildren.org/publications/jo urnals/article/index.xml?journalid=39&arti cleid=128§ionid=844 http://futureofchildren.org/publications/jo urnals/article/index.xml?journalid=39&arti cleid=128§ionid=844

141 How Can We Increase Opportunity For All People? http://futureofchildren.org/futureofchildre n/publications/docs/16_02_ExecSummary. pdf http://futureofchildren.org/futureofchildre n/publications/docs/16_02_ExecSummary. pdf http://futureofchildren.org/futureofchildre n/publications/docs/16_02_ExecSummary. pdf http://futureofchildren.org/futureofchildre n/publications/docs/16_02_ExecSummary. pdf

142 Why Women Need More Equality http://www.aauw.org/files/2013/02/positio n-on-STEM-education-111.pdf http://www.aauw.org/files/2013/02/positio n-on-STEM-education-111.pdf http://www.aauw.org/files/2013/02/positio n-on-STEM-education-111.pdf http://www.aauw.org/files/2013/02/positio n-on-STEM-education-111.pdf

143 We Must Improve Educational Opportunity for All Children http://kirwaninstitute.osu.edu/who-you- calling-minority-the-imperative-to- improve-educational-opportunity-for-the- nations-emerging-majority/ http://kirwaninstitute.osu.edu/who-you- calling-minority-the-imperative-to- improve-educational-opportunity-for-the- nations-emerging-majority/ http://kirwaninstitute.osu.edu/who-you- calling-minority-the-imperative-to- improve-educational-opportunity-for-the- nations-emerging-majority/ http://kirwaninstitute.osu.edu/who-you- calling-minority-the-imperative-to- improve-educational-opportunity-for-the- nations-emerging-majority/

144 Develop a Writing Plan Determine what your main point will be, and write a topic sentence that provides focus for your essay. Determine what your main point will be, and write a topic sentence that provides focus for your essay. Choose several main ideas that support your topic sentence. Choose several main ideas that support your topic sentence. Sort your information into supporting details with facts and examples. Sort your information into supporting details with facts and examples. 144

145 Use the five paragraph essay format to write your paper. 145

146 146 Five Paragraph Essay Outline Introduction What is my topic sentence? Body-Main Ideas With supporting details Conclusion How can I summarize my paragraph? How can I rephrase my topic sentence?

147 Details Must Support the Main Ideas Provide specific facts, examples, and reasons for each main idea in the body of your essay

148 Create an Outline Topic Sentence___________________________________ _______________________________________________ A. Main Idea_____________________________________ _______________________________________________Details/Evidence_________________________________________________________________________________Details/Evidence_________________________________________________________________________________ B. Main Idea_____________________________________ _______________________________________________Details/Evidence__________________________________ _______________________________________________ _ 148

149 Prepare to Write Use your outline and write a five paragraph essay on your topic. Use your outline and write a five paragraph essay on your topic. As you write your rough draft, it will be very important to use special words that enable you to transition smoothly from one idea to the next. As you write your rough draft, it will be very important to use special words that enable you to transition smoothly from one idea to the next. 149

150 Transition Words As you view these words, select the words that help you make transitions smoothly from one idea to the next. As you view these words, select the words that help you make transitions smoothly from one idea to the next. as a result such as for example nevertheless for that reason finally at this time therefore furthermore in addition in conclusion as well as 150

151 Relevance to the Real World The final conclusion of your paper should explain why your point of view on the issue is important for the future. Answer these questions as you write your conclusion. The final conclusion of your paper should explain why your point of view on the issue is important for the future. Answer these questions as you write your conclusion. 1. Why is your issue important to our world? 1. Why is your issue important to our world? 2. Why should anyone care about it? 2. Why should anyone care about it? 3. What would be the negative results if your recommendations are not followed? 3. What would be the negative results if your recommendations are not followed?

152 Review, Edit, and Rewrite 1. Re-read your essay several times. 2. How can you improve your sentences to communicate more clearly? 3. Are your main ideas supported by examples and details? 4. Exchange papers with another student and read each other’s essay out loud. 5. Make final corrections and write the final draft of your polished essay. 152

153 Defend Your Position Present your paper to your class. Clearly state your position on the issue and review the main points of your argument. Be sure to cite specific facts and examples that support each point you are making. 153

154 Group Presentations Meet in groups and present your paper. Analyze, Evaluate Analyze, Evaluate and Defend and Defend

155 Meet in Small Groups and Present Your Position Paper Do minorities in America have equal rights and opportunities? What steps should be taken to ensure equality for all? Do minorities in America have equal rights and opportunities? What steps should be taken to ensure equality for all? State your position explicitly to your group members. State your position explicitly to your group members. What evidence can you cite to support your position? What evidence can you cite to support your position? Can you make valid arguments that are substantiated with credible evidence? Can you make valid arguments that are substantiated with credible evidence?

156 Defend Your Position Defend Your Position As you present your paper to your group, clearly state your position on the issue and review the main points of your argument. Be sure to cite specific facts and examples that support each point you are making. Include evidence that substantiates all claims 156

157 Common Core Curriculum Standards Speaking and Listening Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source of emphasis, and tone used. 157

158 Remain in Your Group and Cross Examine Each Presenter Remain in Your Group and Cross Examine Each Presenter Analyze the evidence presented by group members. Analyze the evidence presented by group members. Ask challenging questions when group members present their positions. Look for evidence that is sufficient to support clear, logical arguments. Ask challenging questions when group members present their positions. Look for evidence that is sufficient to support clear, logical arguments. Ask group members to defend the credibility and reliability of their sources. Ask group members to defend the credibility and reliability of their sources.

159 Peer Review and Practice Listening and Speaking Skills Today, some of you will be assigned a group practice partner. As your partner presents ideas and participates in group discussions, your role will be to evaluate the listening and speaking skills that your partner is able to demonstrate. You will be sitting in the outer circle with several other student evaluators. Today, some of you will be assigned a group practice partner. As your partner presents ideas and participates in group discussions, your role will be to evaluate the listening and speaking skills that your partner is able to demonstrate. You will be sitting in the outer circle with several other student evaluators.

160 Peer Review and Practice Listening and Speaking Skills ________________ ________________ ________________ ________________ Evaluator Student Under Review Evaluator Student Under Review 1= not demonstrated 2= partially demonstrated 1= not demonstrated 2= partially demonstrated 3= demonstrated 3= demonstrated

161 Listening and Speaking Skills Grades 11-12 ___1. Come to discussions prepared to draw on evidence from texts and other research on the topic to stimulate a thoughtful exchange of ideas. ___1. Come to discussions prepared to draw on evidence from texts and other research on the topic to stimulate a thoughtful exchange of ideas. ___2. Propel conversations by posing and responding to questions that verify or challenge ideas and conclusions and promote divergent and creative thinking. ___2. Propel conversations by posing and responding to questions that verify or challenge ideas and conclusions and promote divergent and creative thinking. ___3. Synthesize presented comments, claims, and evidence made on all sides of an issue and determine what additional research is necessary. ___3. Synthesize presented comments, claims, and evidence made on all sides of an issue and determine what additional research is necessary. ___4. Integrate multiple sources of information in order to make informed decisions and solve problems based on credible and accurate sources. ___4. Integrate multiple sources of information in order to make informed decisions and solve problems based on credible and accurate sources.

162 Speaking and Listening Grades 11-12 ___5. Evaluate a speaker’s point of view, reasoning, and use of evidence and assess the premise, word choice, and tone used. ___5. Evaluate a speaker’s point of view, reasoning, and use of evidence and assess the premise, word choice, and tone used. ___6. Present an argument that supports a precise claim with a logical sequence of evidence and analysis of counterclaims while using reasoning, appeal to emotion and concluding statement that supports the argument presented. ___6. Present an argument that supports a precise claim with a logical sequence of evidence and analysis of counterclaims while using reasoning, appeal to emotion and concluding statement that supports the argument presented. ___7. Use digital media in presentations to support the understanding of findings and evidence to add interest to the topic. ___7. Use digital media in presentations to support the understanding of findings and evidence to add interest to the topic.

163 Group Decision Time Group Decision Time Compile your group’s evidence and create two columns; one with the pro position arguments and one with the con position arguments. Compile your group’s evidence and create two columns; one with the pro position arguments and one with the con position arguments. Evaluate all of the evidence and take a group position on the issue. Explicitly delineate the rationale for your decision. Evaluate all of the evidence and take a group position on the issue. Explicitly delineate the rationale for your decision.

164 Present Your Group’s Position Meet as a whole class to review and evaluate each small group’s position on equal rights and opportunities for minorities.. 164

165 Report Back to Class and share your group’s position on the issue Report Back to Class and share your group’s position on the issue Let’s scrutinize each group’s position and Let’s scrutinize each group’s position and supporting evidence. supporting evidence. Can the group substantiate their claims? Can the group substantiate their claims? Do their arguments meet the test for cause and effect relationships? Do their arguments meet the test for cause and effect relationships? Have they made assumptions that are not supported by reliable facts? Have they made assumptions that are not supported by reliable facts?

166 Class Action Now that all small groups have presented their positions on the issue, the entire class will engage in a final discussion and determination of action to be taken. Now that all small groups have presented their positions on the issue, the entire class will engage in a final discussion and determination of action to be taken. A class survey on the issue and possible recommendations will now be held. A class survey on the issue and possible recommendations will now be held.

167 Skill Development Activity Graphs Graphs 167

168 Evaluating Information Analysis of Graphs Analyze the following graphs. What conclusions can you draw from the data presented? 168

169 Analyze the following graphs and determine if they provide clear and meaningful information that could be cited to substantiate your position on the issue. Analyze the following graphs and determine if they provide clear and meaningful information that could be cited to substantiate your position on the issue.

170 Has “stop and frisk” reduced violent crime in NYC?

171 In which year was there a decrease in “stop and frisk”? What can you conclude about the ten year trend?

172 How much change occurred in the unemployment rate for African Americans from 1960 to 2000? What was the difference in the unemployment rate for African Americans and whites in 1990?

173 Analyze this graph and determine if the prison population is different in racial or ethnic makeup from the general population. What conclusions can you draw from this data?

174 Common Core Curriculum Solutions Common Core Curriculum Solutions Teaching Units Available At AtCommoncorecurriculum.info 174

175 Part Five Equal Rights for All Equal Rights for All

176 Common Core Curriculum Solutions Common Core Curriculum Solutions Teaching Units Available At AtCommoncorecurriculum.info 176

177 Big Idea Three The History of Civil Rights for African Americans 177

178 Common Core Curriculum Standards Research Plan/Research : Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives. Plan/Research : Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives. 178

179 Next Step Now that you have reviewed some basic information and shared ideas with peers, it is time to explore the advancement of civil rights for African Americans in more depth. 179

180 Your Research Topic Gather information tracing the improvement in civil rights for African Americans. Examine the significant events, decisions, and people that influenced the progression of civil rights in America.

181 Essential Questions to Guide Research 1. How did the Supreme Court decision that created the idea of “ separate but equal” affect African Americans? 1. How did the Supreme Court decision that created the idea of “ separate but equal” affect African Americans? 2. How did things change for African Americans after Brown Verses the Board of Education”? 2. How did things change for African Americans after Brown Verses the Board of Education”? 3. Why was Martin Luther King Jr. important to the civil rights movement? 3. Why was Martin Luther King Jr. important to the civil rights movement? 4. What were the key elements of the “Civil Rights Act of 1964”? 4. What were the key elements of the “Civil Rights Act of 1964”? 5. How does U.S. civil rights legislation affect the lives of women, gays, Hispanics, and African Americans? 5. How does U.S. civil rights legislation affect the lives of women, gays, Hispanics, and African Americans?

182 Select a Topic Discuss your topic with your teacher before beginning your research project.

183 Extend Your Knowledge of the Topic Participate in an in-depth investigation of the topic. Identify 4-6 internet or print resources that provide useful information regarding your topic. Review your notes and develop several questions that you would like to explore about your topic. 183

184 Extra Resources Extra Resources Short video clips can be a great source of information on your topic. Short video clips can be a great source of information on your topic. The next slide provides a link to a very good video on this topic. The next slide provides a link to a very good video on this topic.

185 All of the following hyperlinks are available on powerpoint.

186 Civil Rights March of 1965+King’s Speech http://www.youtube.com/watch?v=CBm48 Scju9E http://www.youtube.com/watch?v=CBm48 Scju9E http://www.youtube.com/watch?v=CBm48 Scju9E http://www.youtube.com/watch?v=CBm48 Scju9E

187 History of Civil Rights with Music 3 minutes http://www.youtube.com/watch?v=lL- 4I18JFFU http://www.youtube.com/watch?v=lL- 4I18JFFU http://www.youtube.com/watch?v=lL- 4I18JFFU http://www.youtube.com/watch?v=lL- 4I18JFFU

188 Rosa Parks-December 1,1955 http://www.youtube.com/watch?v=15p5H B-FpjI http://www.youtube.com/watch?v=15p5H B-FpjI http://www.youtube.com/watch?v=15p5H B-FpjI http://www.youtube.com/watch?v=15p5H B-FpjI

189 The Little Rock Nine (excellent) http://www.youtube.com/watch?v=oodolE mUg2g http://www.youtube.com/watch?v=oodolE mUg2g http://www.youtube.com/watch?v=oodolE mUg2g http://www.youtube.com/watch?v=oodolE mUg2g

190 Primary Source Documents Primary Source Documents In depth knowledge may require reviewing original sources for accurate information. Use the internet link on the next slide to participate in a very cool primary documents activity.

191 Directions for Links to Internet Docs Directions for Links to Internet Docs The following slides may be used to link the class to primary document activities. The documents are part of a National Archives Collection located at www.docsteach.org. It is helpful to know that left clicking of the mouse will enlarge documents and that left clicking and dragging over a document will scroll the page for easy viewing. The following slides may be used to link the class to primary document activities. The documents are part of a National Archives Collection located at www.docsteach.org. It is helpful to know that left clicking of the mouse will enlarge documents and that left clicking and dragging over a document will scroll the page for easy viewing.www.docsteach.org

192 Document Analysis Document Analysis What is the subject of the document? Date or time period_______ What is the subject of the document? Date or time period_______ What issue or event does the document support? What issue or event does the document support? What is the source of the document? Is the source reliable? How do you know? What is the source of the document? Is the source reliable? How do you know? List the key information presented in the document. List the key information presented in the document. Who is the author of the document? What role or special expertise does the author have? Who is the author of the document? What role or special expertise does the author have? Explain the point of view of the document. Describe the particular slant or bias that may be present in the document. Explain the point of view of the document. Describe the particular slant or bias that may be present in the document. Explain how the document either answers important questions or raises important questions. Explain how the document either answers important questions or raises important questions. Give the historical context of this document. How does the time period of this document affect its contents? Give the historical context of this document. How does the time period of this document affect its contents?

193 Integration of the Army: Making Connections http://docsteach.org/activities/372/detail? mode=browse&menu=closed&type%5B% 5D=making-connections&sortBy=title http://docsteach.org/activities/372/detail? mode=browse&menu=closed&type%5B% 5D=making-connections&sortBy=title http://docsteach.org/activities/372/detail? mode=browse&menu=closed&type%5B% 5D=making-connections&sortBy=title http://docsteach.org/activities/372/detail? mode=browse&menu=closed&type%5B% 5D=making-connections&sortBy=title

194 Did Rosa Parks Break the Law?:Weigh the Evidence http://docsteach.org/activities/15800/detai l?mode=browse&menu=closed&type%5B %5D=weighing-the- evidence&sortBy=title&page=5 http://docsteach.org/activities/15800/detai l?mode=browse&menu=closed&type%5B %5D=weighing-the- evidence&sortBy=title&page=5 http://docsteach.org/activities/15800/detai l?mode=browse&menu=closed&type%5B %5D=weighing-the- evidence&sortBy=title&page=5 http://docsteach.org/activities/15800/detai l?mode=browse&menu=closed&type%5B %5D=weighing-the- evidence&sortBy=title&page=5

195 Internet Reading Assignment Internet Reading Assignment As you work on your assigned research project, you will need to select several of the following hyperlinked sources related to your topic. Use those hyperlinked articles and answer the following questions.

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202 The following slides provide sources for the research project The following slides provide sources for the research project See thepowerpoint version for easy linking See thepowerpoint version for easy linking

203 Progress for African Americans? http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html http://www.huffingtonpost.com/2013/07/2 8/black-america_n_3664133.html

204 Have African Americans Made Progress? http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php http://www.sfgate.com/politics/joegarofoli /article/Progress-mixed-since-March-on- Washington-blacks-4766585.php

205 BBC Progress for African Americans http://www.bbc.co.uk/schools/gcsebitesize /history/tch_wjec/usa19292000/2progress 1.shtml http://www.bbc.co.uk/schools/gcsebitesize /history/tch_wjec/usa19292000/2progress 1.shtml http://www.bbc.co.uk/schools/gcsebitesize /history/tch_wjec/usa19292000/2progress 1.shtml http://www.bbc.co.uk/schools/gcsebitesize /history/tch_wjec/usa19292000/2progress 1.shtml

206 Affirmative Action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action http://www.britannica.com/EBchecked/top ic/7740/affirmative-action

207 History of Civil Rights in America http://www.historylearningsite.co.uk/civil1.htm http://www.historylearningsite.co.uk/civil1.htm http://www.historylearningsite.co.uk/civil1.htm http://www.historylearningsite.co.uk/civil1.htm

208 Civil Rights Movement http://americanhistory.about.com/od/civilri ghts/ http://americanhistory.about.com/od/civilri ghts/ http://americanhistory.about.com/od/civilri ghts/ http://americanhistory.about.com/od/civilri ghts/

209 Freedom’s Story: Civil Rights http://nationalhumanitiescenter.org/tserve /freedom/1917beyond/essays/crm.htm http://nationalhumanitiescenter.org/tserve /freedom/1917beyond/essays/crm.htm http://nationalhumanitiescenter.org/tserve /freedom/1917beyond/essays/crm.htm http://nationalhumanitiescenter.org/tserve /freedom/1917beyond/essays/crm.htm

210 History Channel: Civil Rights http://www.history.com/topics/black- history/civil-rights-movement http://www.history.com/topics/black- history/civil-rights-movement http://www.history.com/topics/black- history/civil-rights-movement http://www.history.com/topics/black- history/civil-rights-movement

211 Assessing Progress for African Americans http://www.alternet.org/speakeasy/terran cedc/state-black-america-progress-made- far-go http://www.alternet.org/speakeasy/terran cedc/state-black-america-progress-made- far-go http://www.alternet.org/speakeasy/terran cedc/state-black-america-progress-made- far-go http://www.alternet.org/speakeasy/terran cedc/state-black-america-progress-made- far-go

212 Equality is a Work in Progress http://www.nytimes.com/2013/08/23/us/a mericans-see-racial-equality-as-a-work-in- progress-pew-poll-finds.html?_r=0 http://www.nytimes.com/2013/08/23/us/a mericans-see-racial-equality-as-a-work-in- progress-pew-poll-finds.html?_r=0 http://www.nytimes.com/2013/08/23/us/a mericans-see-racial-equality-as-a-work-in- progress-pew-poll-finds.html?_r=0 http://www.nytimes.com/2013/08/23/us/a mericans-see-racial-equality-as-a-work-in- progress-pew-poll-finds.html?_r=0

213 Economics: The Key to Future Progress http://www.finalcall.com/artman/publish/N ational_News_2/article_100933.shtml http://www.finalcall.com/artman/publish/N ational_News_2/article_100933.shtml http://www.finalcall.com/artman/publish/N ational_News_2/article_100933.shtml http://www.finalcall.com/artman/publish/N ational_News_2/article_100933.shtml

214 Unemployment is Still a Major Problem http://thinkprogress.org/economy/2012/1 1/03/1129721/african-american- unemployment-crisis/ http://thinkprogress.org/economy/2012/1 1/03/1129721/african-american- unemployment-crisis/ http://thinkprogress.org/economy/2012/1 1/03/1129721/african-american- unemployment-crisis/ http://thinkprogress.org/economy/2012/1 1/03/1129721/african-american- unemployment-crisis/

215 Show Me the Evidence! As you gather information from your sources, create several main points to provide focus and collect supporting evidence. 215

216 Create an Evidence Sheet A. Idea/Theory Supporting Evidence Supporting Evidence1. 2.3. 4. 4. 216

217 Create an Evidence Sheet B. Idea/Theory Supporting Evidence Supporting Evidence1. 2.3. 4. 4. 217

218 Preponderance of Evidence How do you know whether or not an idea or theory should be believed? Science tells us that ideas that are supported by overwhelming evidence, may be treated as facts. Science tells us that ideas that are supported by overwhelming evidence, may be treated as facts. Ideas or Theories that have mixed evidence(some pro and some con) should not be treated as facts Ideas or Theories that have mixed evidence(some pro and some con) should not be treated as facts 218

219 Finding the Best Sources How do we know that we have the best and most accurate information on our topic? 219

220 Evaluate and Verify Research Sources Internet sources will vary greatly in accuracy and reliability Internet sources will vary greatly in accuracy and reliability Consider the expertise and reputation of each website Consider the expertise and reputation of each website Compare facts and information of different internet sources Compare facts and information of different internet sources Select information that is supported on several reliable websites Select information that is supported on several reliable websites Question or refute information that la cks consistent support Question or refute information that la cks consistent support

221 Fact checking can be a useful way of verifying information that may be unreliable. The following websites may help. Fact checking can be a useful way of verifying information that may be unreliable. The following websites may help. http://www.snopes.com/ http://www.factcheck.org/ http://www.washingtonpost.com/blogs/fac t-checker/ http://www.washingtonpost.com/blogs/fac t-checker/

222 If you want to become an expert at determining reliable sources of information on the internet, this tutorial will teach advanced “internet nonsense detecting”. http://www.vtstutorials.ac.uk/detect.ive/ index.html http://www.vtstutorials.ac.uk/detect.ive/ index.html http://www.vtstutorials.ac.uk/detect.ive/ index.html http://www.vtstutorials.ac.uk/detect.ive/ index.html

223 Research Websites for History/Government Research Websites for History/Government 1. britannica.com 1. britannica.com 2. theusaonline.com 2. theusaonline.com 3. americanhistory.about.com 3. americanhistory.about.com 4. infoplease.com 4. infoplease.com 5. enwikipedia.org 5. enwikipedia.org

224 Research Websites for History/Government P2 Research Websites for History/Government P2 6. history.com 7.Pbs.org/wgbh/americanexperience/ 7.Pbs.org/wgbh/americanexperience/ features features 8. sitins.com 8. sitins.com 9. usdoj.gov/kidspage/crt/crtmenu 9. usdoj.gov/kidspage/crt/crtmenu 10. bbc.co.uk/history

225 http://www.buzzle.com/topics/ http://www.buzzle.com/topics/ http://www.buzzle.com/topics/

226 America’s Library of History Resources http://www.americaslibrary.gov/jb/index.p hp http://www.americaslibrary.gov/jb/index.p hp http://www.americaslibrary.gov/jb/index.p hp http://www.americaslibrary.gov/jb/index.p hp

227 Research Hyperlinks Research Hyperlinks 1. http://britannica.com 1. http://britannica.comhttp://britannica.com 2. http://theusaonline.com 2. http://theusaonline.comhttp://theusaonline.com 3. http://americanhistory.about.com 3. http://americanhistory.about.comhttp://americanhistory.about.com 4. http://infoplease.com 4. http://infoplease.comhttp://infoplease.com 5. http://enwikipedia.org 5. http://enwikipedia.orghttp://enwikipedia.org

228 Research Hyperlinks Research Hyperlinks 6. http://history.com http://history.com 7.http://Pbs.org/wgbh/americanexpe rience 7.http://Pbs.org/wgbh/americanexpe riencehttp://Pbs.org/wgbh/americanexpe riencehttp://Pbs.org/wgbh/americanexpe rience 8. http://sitins.com 8. http://sitins.comhttp://sitins.com 9. http://usdoj.gov/kidspage/crt/crtmen u 9. http://usdoj.gov/kidspage/crt/crtmen u http://usdoj.gov/kidspage/crt/crtmen u http://usdoj.gov/kidspage/crt/crtmen u 10. http://bbc.co.uk/history http://bbc.co.uk/history

229 Collect Your Information Your research must include a minimum of three pages of notes about your topic. 229

230 Common Core Curriculum Solutions Common Core Curriculum Solutions Teaching Units Available At AtCommoncorecurriculum.info 230


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