Helix Charter High School20002001200220032004captured May 3, 2003 · filled from the nearest capture


To Do:

Activity 1: Background: At the end of the Civil War in 1865 Blacks were no longer slaves in the legal sense.Slavery had been abolished by the 13th amendment. In addition, the 14th amendment gave ex-slaves (malesonly) citizenship. Upon passage of the 15th amendment these new citizens were enfranchised, or given the rightto vote. With the end of Radical or Republican Reconstruction in 1877, these new citizens found their rightsunder attack by southern state governments, white citizenship councils, or leagues, as well as by the court. Additionally, many of these new voters soon found themselves faceing new legal obstacles in the way of (Poll taxes, Literacy tests and Grandfather clauses) which in reality negated the intent of the three civil rights amendments passed as a result of northern victory in the Civil War. These rights were also challenged with birth of the Klan along with the passage the separate but equal doctrine established in Plessy v. Ferguson in 1892.. Blacks were in reality, at least in the South, slaves once again. Not everyone accepted this new/old condition of servitude. Many individuals did not accept this situation. Three individuals in particular were noted for their attempts to address the condition Blacks found themselves in at the start of this century. The three individuals in question were Booker T. Washington, Marcus Garvey and W.E.B. Du Bois. They however, did not aways agree on which should be used to accomplish their goals. As well they did not even always agree on what the goals should be.


Activity 1 Links


Directions: Investigate and complete the chart below in reference to the following three individuals Booker T. Washington, W.E.B. DuBois, and Marcus Garvey. I am looking for very specific answers; organizations and methodologies to complete this chart. Please note you must focus on the reasons that these individuals chose to approach civil rights issues the way they did in order to receive a top grade for this project as well as project 2.
(72 points possible)

 

 Booker T Washington

 W.E.B. Du Bois

 Marcus Garvey

 Born/Died

      

Writings Associated With

      

Organization Associated With

      

Purpose of their Organization

      

Specific Methods they used to get their message across

      

Specific Reasons They chose Their Methodologies

      


Activity 2: With information from Activity 1, you must make a decision, of whose argument, of the three individuals you studied above, you feel would be most likely affect a positive change for Black Americans, given the times they were . In other words, you must take into consideration the times and attitude of the country, as a whole before you attempt to complete this project. (50 points possible) 1 and 1/2 to two pages, typed, double spaced minimum) Note: All essays will be graded according to the Helix Writing and Points Rubrics .


Activity 3: Background: Often a court case has implications far beyond the boundaries of the individual combatants involved. For example, in Miranda v. Arizona, the lack of one individual's rights has impacted each individual who finds themselves today hear the words "You are under arrest." The police now are required to "Mirandize" or "read you your rights," upon arrest. Not only are the accused affected but the courts, the police and our pocketbooks (at times as well.)

Activity 3 Links


Directions: Complete the chart on the following Court Cases (50 Points possible)

(The Dreg Scott; Plessy v. Ferguson; Brown v. Board of Education; Engles v. Vitale; Roe v. Wade; Lau v. Nichols; Giddion v. Wainwright; Bakke v. Board of Regents in California: Korematsu v. U.S and Swann v. Charlotte-Meckenburg Board of Education)

COURT CASES RESEARCH EACH CASE AND BE ABLE TO COMPLETE THE CHART

Date of the Case

The Issues Involved

Court Decision

Reasoning of the Court

Impact of the Case

 The Dreg Scott

          

 Plessy v. Ferguson

          

 Brown v. Board of Education

          

Engles v. Vitale

          

 Roe v. Wade

          

 Lau v. Nichols

          

Giddion v.Wainwright

          

Bakke v. Board of Regents in California

          

Korematsu v. U.S

          

Swann v. Charlotte-Meckenburg Board of Education)

          



Act 4: From the court cases listed in Activity 3, you must pick the court case you feel has had the greatest impact upon Americans during the Twentieth Century. To do so you must complete the following: (100 points possible) 2 and 1/2 to three pages, typed, double spaced. Note: All essays will be graded according to the Helix Writing and Points Rubrics .



Activity 5: Background Civil Rights, as written about in text books, is most often associated with the struggle of Black-Americans towards the full implementation of the Declaration of Independence, the Constitution and the Bill of Rights, not as an ideas only but rather, as a reality. Many have said that this is a process; a continual struggle towards the ideals as delineated in the above mentioned three documents, in particular the Declaration of Independence. As stated in this document, "all men are created equal and endowed by their creator with certain unalienable rights, among them life, liberty and the pursuit of happiness." In short, reality often falls short of the ideals listed. However, other groups were and continue to be involved in the same struggle, namely towards full civil, social and economic equality.

Activity 5 Links

Mexican Americans

Native Americans




Directions for Activity 5: (A Civil Rights Timeline)

Pick one of the following groups and create and timline for civil rights for that group. (Groups you might consider: Women, Mexican-Americans, Asian-Americans Native-Americans, Black-Americans, individuals with either physical or mental impairments, Children's Rights) Other possibilites exist, but they must be approved by me before you attempt them. (75 Points Possible)

Specifics for your Timeline:


I will rate your timeline taking into consideration the following criteria listed below.

Does the timeline . .




Activity 6: Back Ground: Two individuals in particular are noted in most history books which deal with civil rights issues during the the 1960's; Dr Martin Luther King Jr. and Malcolm X. They, much like the individuals discussed in Activity 1, did not always agree on goals and methodologies to be used in the struggle for civil rights. They were not however the only individuals or groups involved. Three additionally groups I want you to investigate are SDS (Students for a Democratic Society), SNCC (Student Non-Violent Coordination Committee) and the Black Panther Party.

Activity 6 Links

SDS

Dr. King and Malcom X


Directions for Activity:

Your job is twofold:

 

 Dr. King

 Malcolm X

 SDS

 SNCC

Black Panther Party

If an individual, group most often affiliated with

          

Specific Goals

          

Methodologies

          

Examples of Successes

          

Examples of Failures

          

Current Leaders and Status

          


After completion of your chart, further demonstrate your understanding of the issues involved by creating recruitment posters that could have been used by each group or individual in a membership drive.

Grading (Points will be awarded according to the following criteria)
1. Accuracy of your demonstation or What did you poster say. Yes words are important here. What type of language would each group or individual haved used?
2. Does each poster?reflect the correct dates make the reader aware of the purpose of the organization or individual