Petal High School
US History Portfolio – Fall Semester 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 - August 31
Obj 2 & 3 - Sept 20
Obj 4 & 5 - Oct 11
Obj 6, 7, 8 - Nov 1
Final Copy - Nov 30
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
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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.
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

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 AfricanAmericans. 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.
• Under the excerpt, explain the events of his confinement. EXPLAIN WHY
he is addressing this group.
D. Why did civil rights organizers ask their supporters to march on Washington in
the summer of 1963?

Read or listen the text of Martin Luther’s King’s speech, “I Have a Dream.”
Finally, pretend you attended the March on Washington in 1963 and write a
diary entry describing the important imagery used by Dr. King in his speech
in front of the Lincoln Memorial in Washington in the summer of 1963 AND
the key points made by him during the speech. (must be handwritten and
must contain one to two pages - you can include two small drawings). (State
4a, 4b, 4c, 7c) (Core 6)
Objective 6: A “war of poverty” and a “Great Society”
President John Kennedy called for federal support for Civil Rights legislation in his
New Frontier domestic programs. An assassin’s bullet delivered by Lee Harvey
Oswald in Dallas Texas killed Kennedy just two months after Dr. King voiced his
dream. Vice-President Lyndon Baines Johnson, a New Dealer from Texas, became
President. In 1964, President Johnson began to address economic problems that
developed by the failure of addressing the problems of the elderly, the poor and
those affected by a century of racial discrimination.
A. In a series of speeches, he declared an “unconditional ___?___ _?_ ____?___”
and the nation will set its course toward a “_____?_____ _____?______.”
B. The centerpiece of the “War on Poverty” was the passage of the Economic
Opportunity Act of 1964. It included several community-based antipoverty
programs including Head Start and Jobs Corps. In small 2-3 inch squares, define
and illustrate each according to the below format.
Head Start: Defined XXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXX
C. The centerpiece of LBJ’s Great Society was Medicare and Medicaid. Following
the above format, define and illustrate Medicare and Medicaid. (State 1a, 4c)
D. To further advance civil rights in the United States, Congress passed the Civil
Rights Act of 1964 and the Voting Rights Act of 1965. Following the above format,
define and illustrate each. (State 4c)
E. Finally in 1964, the Twenty Fourth Amendment was added to the Constitution.
Using the above format, define and illustrate the Amendment. (State 4c)
F. In 1965, LBJ issued Executive Order 11246 dealing with “Affirmative Action.”
Using the above format, define and ILLUSTRATE the concept. Note: This is the
most difficult of the civil rights concepts to comprehend. Understand it! (State 4d)
Objective 7: The Call for Black Power, Nationalism, and Separatism
In the words of Mississippi Freedom Democratic Party leader, Fanny Lou Hamer,
“I am sick and tired of being sick and tired …we are threatened daily because we
want to live like decent human beings.” Frustrated with the limits of nonviolent
protest and electoral party politics, younger activist were also “sick and tired” and
found themselves increasingly drawn to militant rhetoric.
A. A black Islamic nationalist group, founded
during the Depression by Elijah Muhammad. In
1952, Malcolm X was appointed as a minister and
national spokesman for the Nation of Islam.
Create a double-bubble thinking-map to compare
and contrast Nation of Islam Movement to that of
the earlier Marcus Garvey’s Separatist Back-to-Africa Movement.
 Below the map - Explain how his Malcolm X’s views shifted in 1964 and
Describe happened as a result. (State 4b)
B. During the 1960s, the Civil Rights Movement became more volatile. The Los
Angeles Watts Riots, the Selma March in Alabama, and the assassination of
Malcolm X (by a rival Black Muslim group) contributed to the volatility. The
Vietnam War also served as a catalyst to turn away from Dr. King’s philosophy of
peaceful civil disobedience.
 In 1967, Johnson established the Kerner Commission. Why was the Report
issued by the Kerner Commission so controversial? Do this in bulleted
statements. (1) Why was the Kerner Commission formed? (2) A main
recommendation of the report. (3) A main reason why the report was
rejected.
 Explain how the Vietnam War contributed to Black militancy in America.
C. In 1966, Stokely Carmichael coined the phrase “Black
Power!” The Black Power Movement seemingly replaced the
philosophy of Dr. King; much like the W.E.B
Dubois’
movement replaced the gradualism of Booker T. Washington at
the turn of the 20th century. Using a Venn Diagram compare and contrast Dr.
King’s Philosophy with that of Stokely Carmichael’s. (Include creation of Black
Panthers.)
D. The African-American Civil Rights Movement endowed others to challenge
the status quo of their economic and social circumstances. Create a ten-question
matching test on the below movements. For your test, include only mainstream
people, publications, events, organizations, etc. The purpose of the test is to
introduce you to movements that will be taught after the initial Civil Rights
Movement. All students should be able to pass your test if it is appropriately
prepared.
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6 questions - Women’s Liberation Movement
2 questions - American Indian Movement
2 questions - Cesar Chavez’s United Farm Worker’s Movement
Objective 8 : Mapping the Movement.
Several locations relate to the modern civil rights movement and the struggle for civil
rights during the post-World War II era.
On a map of the United States label the following: Unless directed otherwise use a black
star. MAKE SURE YOU LABEL EVERYTHING!!!
Map must include neat and accurate Legend. (Don’t forget to title your map including
dates).
1. Mark the following with a yellow × : Money, Mississippi; Birmingham,
Alabama; Montgomery, Alabama; Jackson, Mississippi; Memphis, Tennessee;
Watts, California; Philadelphia, Mississippi; Greensboro, North Carolina;
2. Use a school house to label - Topeka, Kansas; Little Rock, Arkansas; Ole’ Miss
in Oxford, MS
3. Draw a Blue line symbolizing the March from Selma to Montgomery, Alabama
4. Label Washington, D.C.; Atlantic City, New Jersey; Atlanta, Georgia
5. Label Wounded Knee, SD; Sacramento, CA
6. Use a red colored pencil to trace and LABEL the COURSES of the Freedom
Riders.
7. Draw a bundle of grapes on Delano, California
Make a map legend. Include the following on your legend.
For each place you labeled- bullet the importance of the location as it pertains to the fight
for Civil Rights.