Petal High School
US History Portfolio – All Year 2012
Civil Rights Portfolio Guidelines and Due Dates
Supplies Required
1. **Clear Cover Three Pong Portfolio**
2. Copy Paper
3. Colored Pencils only – no crayons markers
Read Carefully and Follow Instructions
General Objectives Overview:
Each Objective turned in prior to the final due date must be handwritten.
Each Objective must your own work. Plagiarism will result in a zero grade.
Each Objective is Due on the following Dates – I WILL NOT ACCEPT LATE WORK.
Obj 1 - Sept 21
Obj 2 & 3 - Nov 2
Obj 4 & 5 - Jan 18
Obj 6, 7, 8 - Mar 1
Final Copy - Apr 19
General Portfolio Overview:
1. Cover Page- You must include YOUR hand drawn original artwork. The entire work must be dedicated to the subject matter studied. It must include the Portfolio Title, Student Name, and Teacher’s name.
2. You must include a Table of Contents with page numbers - (I suggest this is very last thing you do).
3. Objective Pages – Assignments for each objective must be arranged in numerical order and placed behind the corresponding Title Page. Title Pages can either be artistically or computer and relate to the given Objective.
4. **REMEMBER - Respond to all parts of the prompt in the questions. Everything is to be answered to the fullest of your capability and all assignments are to be done as neatly as possible – remember – assume nothing, EXPLAIN everything.
5. The rough drafts (graded Objectives) for all objectives must be handwritten. The final product must be typed, but the original, graded rough drafts, must be place at the end of the portfolio. Final work should vary only slightly from the rough drafts and not appear to be entirely new.
Civil Rights Portfolio Rationale
In 2006 the Mississippi Legislature passed Senate Bill 2718
SENATE BILL NO.2718
· AN ACT TO DIRECT THE STATE BOARD OF EDUCATION TO MAKE CIVIL
RIGHTS EDUCATION A MANDATORY PART OF THE K-12 CURRICULUM
INSTRUCTION IN THE STATE OF MISSISSIPPI;
· The Senate Bill became law under the MS Code 37-13-193
· The Mississippi Department of Education responded to the MS Code 37-13-193
by adding a framework strand of Civil Rights / Human Rights to the new 2011 Curriculum.
“The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights / Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course.’
-From the 2011 Social Studies Curriculum
The 2010-2011 Mississippi Subject Area Test for U.S. History will be aligned to the above strands. (See the entire Social Studies at the Mississippi Department of Education website)
Students’ performance concerning their historical knowledge of all the Framework strands, competencies, objectives, and concepts associated with United States from the Post-Reconstruction Period to the Present accumulate on the Eleventh Grade MSAT. Unlike other subject areas (i.e.; Math, English and Science), Mississippi only tests social studies in the Eleventh Grade.
The Civil Rights Portfolio Project is a significant work to meet the mandatory standards set by the State Curriculum. According to the Standards, students are required to utilize their historical knowledge to:
4a. Analyze the issues that gave rise to the Civil Rights Movement from post-reconstruction to the modern movement. (DOK 3)
4b. Trace the major events of the modern movement and compare and contrast the strategies and tactics for social change used by leading individuals/groups. (DOK 2)
4c. Analyze the response of federal and state governments to the goals (including but not limited to ending de jure and de facto segregation and economic inequality) of the Civil Rights Movement. (DOK 3)
4d. Evaluate the impact of the Civil Rights Movement in expanding democracy in the United States. (DOK 3)
4e. Compare and contrast the goals and objectives of other minority and immigrant groups to those of the Civil Rights Movement led predominantly by African-Americans.
(DOK 2)
4f. Cite and analyze evidence of the political, economic, and social changes in the United States that expanded democracy for other minority and immigrant groups. (DOK 3)
7a Examine cultural artifacts (including but not limited to visual art, literature, music, theatre, sports) to contextualize historical developments. (DOK 2)
Objective 1: The Long March Forward (Standards: MS Framework Civil Rights-41,b,c,d,e, / Common Core Standards-11th 2,3,9,/IHL 1.1, 2.2, 4.2, 5.1, 5.2, 5.3)
Emancipation Proclamation
Civil War Amendments
Reconstruction
Freedmen’s Bureau
“40 Acres and a Mule”
Solid South
Redeemers
Sharecropping
Exodusters/Kansas
Ku Klux Klan
Lynching
Ida B. Wells/Memphis Free Press
13th Amendment – ‘Freedom’
14th Amendment – ‘Citizenship’
14th Amendment – ‘Equal Protection’ and ‘Due Process’
Slaughterhouse Cases
15th Amendment – ‘Right to Vote’
Poll Tax
Literacy Test
Grandfather Clause
Plessey vs. Ferguson (1896)
‘Separate but equal’
Jim Crow Law
DeJure Segregation
Booker T. Washington
Tuskegee Institute
Atlanta Compromise
Gradualism/Assimilation
Vocational Training
W.E.B. Dubois
Souls of the Black Folk (1903)
The Talented Tenth
Niagara Movement (1905)
Creation of the NAACP
Historical Background: Between 1865 and 1910, African Americans transformed from an enslaved people in search of identify to a nationalistic movement seeking the rights and liberties that were so eloquently stated in the Declaration of Independence that “all men are created equal.”
Your Task: Write an organized factual essay with a developed thesis that answers the following question. The essay should include the above information.
Trace the African American transformational experience from 1865 to 1910. Address legalisms (court cases, laws, etc.), economic conditions, philosophies, leaders, movement of people, and other factors that contributed or obstructed the rise of African American nationalism during the given time period.
Important Bullets
· The essay will be graded and returned. It will count as a 100 point test grade.
· Upon its return, revised it as needed, type it and place it in your portfolio as Objective Number 1.
· You must have the hand-written graded-draft and the reworked final copy to get full credit for Objective Number 1 in your portfolio.
· If you have any questions concerning this assignment, DO NOT wait until you time runs out to prepare.
Objective 2: Harlem Renaissance
The Great Migration led many African-Americans to Harlem in New York City. Their “changed situation” blossomed into a movement of cultural celebration in literature, music and artistic expression and enhanced the “Roaring Twenties” decade. The Harlem Renaissance had a significant impact on black culture and consciousness world-wide.
A. Map the Great Migration. Map must include neat and accurate Legend. Include the following. (Don’t forget to title your map including dates).
1. Draw a saxophone on - Harlem, NYC
2. Draw a trumpet on – New Orleans, LA
3. Draw a piano on – Memphis, TN
4. Draw a factory on the following places - Chicago, Detroit, Pittsburg, Cleveland, St. Louis, Buffalo, Boston, Minneapolis, Milwaukee, Kansas City, Cincinnati, and Indianapolis
5. Include Historically accurate arrows diagramming the movement.
(State -2a, 4a, 5c)
B. (1) Print an illustration of Song of the Towers, and under write a qualifying description reflecting the importance of Aaron Douglas to African-American culture. (State -7a) (Core -6)
(2) Bullet the chorological story-line of the Great Migration as seen in the painting by Aaron Douglas. (A good description of the painting will have several bulleted descriptors. It is possibility to list twenty.) (State 7.a)
C. The “poet laureate” of the Harlem Renaissance was Langston Hughes.
(1) Under a picture of Hughes, write a qualifying statement justifying his importance –justify his title ‘poet laureate.
(2) Under the poem I Too Sing America, write a qualifying statement agreeing or
disagreeing with the poem’s expression of Black Nationalism.
D. Duke Ellington, Louis Armstrong, Josephine Baker, and many others embraced the new sound of jazz that arrived in the northern industrial centers by way of the Great Migration. What impact did such performers and jazz clubs (ex: Cotton Club / Apollo Theater) have on race relations. (REMEMBER - answers that are shorter than questions are suspect and probably not worthy of consideration.)
Cite source on this one. (State-7.d, 7.e)
Objective 3: The Great Depression and World War II
In 1929, the American Stock Market crashed and triggered the Great Depression. A ten year period of unparallel economic despair swept the nation. The Great Depression ended due to the industrial economic output that was required to fight against Hitler and his allies.
· During the Depression, African-Americans were championed by the President’s wife, Eleanor Roosevelt, who was instrumental in organizing the “Black Cabinet” that served as informal advisors to the president.
A. (Information only)- During the Depression, a new labor union organized called the Congress of Industrial Organizations (CIO). It was organized under the leadership of John L. Lewis. The union differed from the traditional AFL because it would accept women, African-Americans, skilled and unskilled workers. Under the CIO, an African-American labor union also organized called the Brotherhood of Sleeping Car Porters, under the leadership of A. Philip Randolph. After the war, jobs increased in defense related industries. (State 5b)
· Beginning with the above information, create a fictional chronological in-depth dialogue between FDR and Randolph that led to the Executive Order 8802. (Include information about the canceled march for jobs). (State 4b)
B. The issuance of Executive Order 8802 was a “win” in what became known as the "Pittsburgh Courier's" Double V Campaign in 1942. Print out the Double “V” emblem. Describe its two goals. (State 4d) (Core 3, 6)
C. After the war and the death of FDR, President Truman made the quest for African-American civil rights a cornerstone of his Fair Deal domestic policy. He also issued Executive Order 9981.
· Under an original document (headline, political cartoon) explain the order.
· When was the order first implemented? (State 1b, 4c) (Core 1, 2)
D. Individual African-Americans also began to challenge the race barrier. One of the best examples was Jackie Robinson. Under a copy of one of his “cards,” explain and his contribution to Americana and describe his accomplishments. (State 4b, 7a, 7e) Core 5)
Objective 4: With all Deliberate Speed!
The 1950s proved to be a pivotal decade in African-American history. Reacting to Black Nationalism, outstanding war records, organizational leadership from unions and the NAACP, and the influence of black churches and colleges positioned the African-American community to claim their future. (State 4a)
1. A. As we know, the Supreme Court case Plessy vs. Ferguson 1896 established the concept that “separate but equal” facilities were legal. Facilities such as schools, restrooms, movie houses, water fountains, and many other de jure segregated public places are constitutionally separated by race.
∙ Write a case brief of the case Plessy v. Ferguson. (Use a Supreme Court Case Study sheet as a guide). Include the following: Facts of the case, Constitutional Question, Conclusion and Legal impact on Dejure segregation. (State 4a, 4b, 4c) (Core 9)
B. In 1954, the NAACP argued it’s most important case before the Supreme Court, Brown vs. the Board of Education of Topeka Kansas. Under a 1954 picture of Linda Brown, brief the Brown case.
· Write a case brief of the case Brown v. Board of Education II. Include the following: Facts of the case, Constitutional Question, Conclusion, and Legal impact on Dejure segregation
C. The Brown Case introduced Thurgood Marshall to mainstream America.
· Who was he?
· What was his winning strategy in the case? (hint: the Dr. and his dolls)
· How was his future position of status propelled by the case?
D. (Information only) The Warren Court could only interpret the Constitution (specifically the 14th Amendment in this case). The branch of government that was ultimately responsible for implementing the Brown Case was the executive branch, occupied by President Dwight D. Eisenhower. His “inaction” in Brown and the Emmett Till murder in Mississippi reflected his belief in states’ rights and his preference for limited intervention in state’s affairs by the federal government.
∙Describe what happened to Emmitt Till. Why? What was the outcome of the case? (State 4a)
E. The “game changer” came in 1957 at Central High School in Little Rock, Arkansas. Write a one page “first person” account of the Central High School Crisis. Portray yourself as one of the following: (State 1c)
· One of the Little Rock Nine
· Governor Faubus
· A member of the National Guard
· President Dwight D. Eisenhower
· A member of the 101st Air Borne Division
Refer to all other bullets in your one-page first-person account of the Crisis.
Reference to the other people / groups will determine your understanding of the objective.
Objective 5: From Montgomery to Washington
The defining individual action in the developing Civil Rights Movement was set in motion by Rosa Parks in Montgomery, Alabama in 1955. She challenged a Jim Crow city ordinance for not standing and letting a white bus rider take her seat. She was promptly arrested for her action.
A. The arrest of Rosa Parks triggered immediate action on the part of African-Americans. Newcomer Martin Luther King, Jr. was elected as leader of what was developing into a prolonged boycott of the Montgomery, Alabama transit system. His approach against discrimination proved to be tremendously effective in the long march toward racial equality.
• Provide a photo of Dr. King and add a dialogue box of him describing his protest belief. Include the following . . . What type of resistance did he use?, How long did the boycott last?, Was it a success or not? (State 4a, 4b) (Core 3, 8)
B. Along with the already established NAACP and CORE, the Montgomery Bus Boycott gave rise to other organizations seeking African American civil rights including the SCLC (Southern Christian Leadership Conference) and later SNCC (Student Nonviolent Coordinating Committee.)
Under a photo illustrating each of the following:
· Greensboro Sit-in
· Freedom Rides
· Freedom Summer
· Selma March
Detail the reasons behind EACH photo.
Explain the protest strategies the organizations (SCLC, SNCC) used in each circumstance. (State 4a, 4b, 7c) (Core 1)
C. The eloquence of Dr. King’s message transcended the level of understanding of most Americans in the early 1960s. “Injustice anywhere is a threat to justice everywhere” is a sample of his unique ability to explain the uncomplicated. The quote is from the Letter from Birmingham Jail written in April, 1963. Read the entire letter. Find an excerpt that describes to whom is addressing his letter.