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					                                     Take a Stand

   TEKS 7.7(C), 7.21(A), 7.21(B), 7.21(D), 7.21(E), 7.22(A), 7.22(B), 7.22(C),
                                    7.22(D)

                               Take A Stand Procedures


Engaging Activity

      Write the word “segregation” on the chalkboard and ask the students to write
       down a few words that come to mind when they see or hear this term. Discuss
       their responses and clarify the meaning of the term. Explain to the students that
       they will be researching individuals and issues relating to segregation and other
       unfair practices.

Procedure

      Arrange the students into groups of 3-4
      Assign each group 4-5 of the following individuals:
          o Lyndon B. Johnson
          o James Farmer
          o Hector P. Garcia
          o Oveta Culp Hobby
          o Antonio Maceo Smith
          o Lawrence Aaron Nixon
          o Lulu Belle Madison White
          o Juanita Jewel Shanks Craft
          o Ralph Webster Yarborough
          o John J. Herrera
          o Ricardo Rodriquez
          o Cristobal Aldrete
          o Felix Longoria Affair
          o Heman Marion Sweatt
          o Julius White
          o Alonso S. Perales
          o Monroe Alpheus Majors
          o Charles N. Love
          o William Leonard Davis
          o Maria L. De Hernandez
          o Thomas Campbell Clark
          o Richard Allen
          o Christia V. Daniels Adair
        o Ezekiel B. Turner
        o James Webb Throckmorton
        o Jess Sweeten
        o Lester Leo Roloff
        o Louis Joseph Reicher
        o Lawrence Chalmous Pope
        o William Sidney Pittman
        o Albert Richard Parsons
        o William N. Nickerson, Jr.
        o John De Menil
        o Horace Sherman Miller
        o Sutton Elbert Griggs
        o Archer Fullingim
        o Manuel C. Gonzales
        o Jeremiah J. Hamilton
        o Nicasio Idar
        o Minnie A. Flanagan
        o John Henry Faulk
        o Minnie Fisher Cunningham
        o Mary Joe Durning Carroll
        o Henry Allen Bullock
        o Carl Philip Brannin
   The students will complete Planning Sheet 1-Civil Rights/Equal Rights
    Worksheet, while researching their individuals.
    Internet sites:
           http://www.tsha.utexas.edu/handbook/online/
          http://www.lbjlib.utexas.edu/johnson/archives.hom/biographys.hom/lbj_bio.asp
          http://www.factmonster.com/ipka/A0800617.html
          http://www.sitins.com/stories/farmer1.htm
          http://www.justiceformypeople.org/drhector.html
          http://www.pbs.org/kpbs/theborder/history/timeline/19.html
          http://education.yahoo.com/reference/encyclopedia/entry?id=22105
          http://www.famoustexans.com/OvetaCulpHobby.htm
          http://www.famoustexans.com/lbj.htm
          http://tarlton.law.utexas.edu/rare/sweatt.html
        Other resource books and/or websites
   After the students have completed their research, they will re-group and make a
    “Take a Stand” mural/collage. The mural/collage will be divided into 4-5 sections
    and each section will include the following information:
       o Name of their individual
       o Title of organization (s) affiliated with
       o Cause(s) supported by the organization(s)
       o Brief biographical history of the individual
       o The students’ opinions as to whether they agreed with the ideals of the
            individual and/or organization. Why or why not.
       o Did this cause have any impact on their lives today? If so, what effect did
            it have? Would their lives be any different if this individual hadn’t taken a
            stand?
        o Illustrations associated with the cause/organization (students may print
            pictures off of the Internet and/or cut pictures out of magazines)
   To conclude the lesson, the students will display their mural/collage on the
    classroom wall. Allow time for the students to share their individuals with the
    class. Facilitate a class discussion as to which individual they feel contributed
    more to society and which cause they feel was more important. Which cause had
    a greater impact on their lives today? What impact/effect do they feel it had?

                                    Time Frame

2   45-minute periods for introduction and research
1   45-minute period for making the mural/collage
1   45-minute period for presentations and class discussion


                                     Objectives

   Students will identify which civil rights and equal rights issues played a major
    role in Texas history.
   Students will analyze the effects these issues had on life in Texas.
   Students will identify the major players in these movements.
   Students will identify what factors motivated people to become involved in these
    movements.

                                  Materials Needed

   Planning Sheet 1-Civil Rights/Equal Rights Worksheet
   Butcher paper or poster board
   Markers, colored pencils, stencils, magazines
   Civil Rights & Equal Rights Rubric
                                Civil Rights/Equal Rights
                                       Worksheet

Group members’ names: ___________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________

Name of your individual: ___________________________________________________

Biography of your individual (date of birth, date of death, family history, occupations,
education, organizations affiliated with, military record, etc.):
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Cause(s) he/she supported (Name of the organization): __________________________
_________________________________________________________________________
_________________________________________________________________________

What was the purpose of the cause/organization? ______________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What contributions did your individual make to the cause/organization?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Why was this cause or organization necessary? What unfair or unjust situation was
taking place? _____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Civil Rights Movements Mural/Collage

Student Names __________________________________________ ___________________

CATEGORY         4 - 20 Points                 3 - 15 Points                 2 - 10 Points                1 - 5 Points
Required         The mural/collage             All required elements are     All but 1 of the required    Several required
Elements         includes all required         included on the               elements are included on     elements were missing.
                 elements as well as           mural/collage.                the mural/collage.
                 additional information.
Labels           All items of importance       Almost all items of           Many items of                Labels are too small to
                 on the mural/collage are      importance on the             importance on the            view OR no important
                 clearly labeled with labels   mural/collage are clearly     mural/collage are clearly    items were labeled.
                 that can be read from at      labeled with labels that      labeled with labels that
                 least 3 ft. away.             can be read from at least     can be read from at least
                                               3 ft. away.                   3 ft. away.
Graphics -       All graphics are related to   All graphics are related to   All graphics relate to the   Graphics do not relate to
Relevance        the topic and make it         the topic and most make       topic. One or two            the topic OR several
                 easier to understand. All     it easier to understand.      borrowed graphics have       borrowed graphics do not
                 borrowed graphics have        Some borrowed graphics        a source citation.           have a source citation.
                 a source citation.            have a source citation.
Attractiveness   The mural/collage is          The mural/collage is          The mural/collage is         The mural/collage is
                 exceptionally attractive in   attractive in terms of        acceptably attractive        distractingly messy or
                 terms of design, layout,      design, layout and            though it may be a bit       very poorly designed. It is
                 and neatness.                 neatness.                     messy.                       not attractive.
Grammar          There are no                  There are 1-2                 There are 3-4                There are more than 4
                 grammatical/mechanical        grammatical/mechanical        grammatical/mechanical       grammatical/mechanical
                 mistakes on the               mistakes on the               mistakes on the              mistakes on the
                 mural/collage.                mural/collage.                mural/collage.               mural/collage.

				
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posted:10/13/2011
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