INTRODUCTION TASK PROCESS RESOURCES RUBRIC TEACHER PAGE
 

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Photo by Charles Moore
    INTRODUCTION
    This webquest is designed for 11th grade high school students studying American History. The students will role play as curators for a timeline exhibition. The timeline can be produced as an electronic document using Timeliner software, or it can be made in a larger format public display.
    The duration of the project is estimated at 11 days.
    OBJECTIVES
  • The students will analyze and examine prominent events, personalities, speeches and court rulings that played a part in the evolution of civil and voting rights in the United States.
  • The students will organize and present the information they analyze in an illustrated chronology.
  • The students will cognitively and visually synthesize the information and determine trends in cause and effect of the events, personalities and speeches.
    GOALS
  • The students will learn and remember the significance of events from their research, and timeline production.
  • The students will learn to collaborate and synchronize information presented to be viewed as an exhibit for the public.
PROCEDURE
Microsoft Excel has published an easily editable timeline and is the most accessible piece of software in which to work the project. Timeliner software, which is recommended for this program, is available at Tom Snyder Productions. You can download a trial copy for use in this project, or perhaps your school already has a site license. In either case, give it a trial run if you are not familiar with it.
CALIFORNIA SOCIAL STUDIES STANDARDS AND BENCHMARKS -
The standards addressed by this curruculum:
    11.10 Students analyze the development of federal civil rights and voting rights.
    2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
    4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.
    6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
    7. Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.