Terms of Use: Civil Rights DBQ • These products are for personal classroom use by a single classroom teacher. Additional licenses are available at 50% off the selling rate. Images are courtesy of Wikimedia. • These products are not for commercial use! • These products should not be posted online unless under password protection for your students only. Curriculum development is my passion and a belief that we are always learning & we should value those "Learned Lessons". Make sure you follow so you know when new resources are added if you have purchased a BUNDLE! FOLLOW ME @ LEARNED LESSONS: https://www.teacherspayteachers.com/Store/Learned-Lessons FOLLOW My blog @: http://learnedlessonstpt.blogspot.com/ Other Activities You Might Like: ü Anchor Charts ü Game Cards ü Choice Boards (Paper and Google Versions) ü Word Walls ü Sequencing Activities (Paper and Google Versions) ü Puzzles ü Vocabulary Matching ü Guided Notes ü I Can Assessment of Mastery ü Task Cards ü & MUCH MORE! ©LearnedLessonsTeachingMate ria ls Civil Rights Document Based Questions Read and study the sources provided about the various actions of Civil Rights leaders and Jim Crow laws. You will use your knowledge of history and the sources provided to answer questions 1–5. Source 1 Excerpt from “I Have a Dream…” by Dr. Martin Luther King, Jr. At the March on Washington in August 28, 1963 “And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, ‘When will you be satisfied?’ We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating ‘for whites only.’ We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident; that all men are created equal.’ I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, that one day right down in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.” ©LearnedLessonsTeachingMate ria ls Civil Rights Document Based Questions Source 2 Sit-In and Protest Rally during Civil Rights movement. ©LearnedLessonsTeachi ng Material s Source 3 Jim Crow Laws "Any person who shall rent any part of any such building to a Negro person or a Negro family when such building is already in whole or in part in occupancy by a white person or white family, or vice versa when the building is in occupancy by a Negro person or Negro family, shall be guilty of a misdemeanor.” –Louisiana Law before Civil Rights Act Source 4 Excerpt from Civil Rights Act of 1964 “To enforce the constitutional right to vote, to confer jurisdiction upon the district courts of the United States to provide injunctive relief against discrimination in public accommodations, to authorize the Attorney General to institute suits to protect constitutional rights in public facilities and public education, to extend the Commission on Civil Rights, to prevent discrimination in federally assisted programs, to establish a Commission on Equal Employment Opportunity, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That this Act may be cited as the “Civil Rights Act of 1964”.” ©LearnedLessonsTeachi ng Material s Name: __________________ Civil Rights Document-Based Questions Answer each question in complete sentences and cite evidence from sources. # 1: According to Source 1 and your knowledge of history, what is Dr. King calling on African Americans to do? # 2: According to Source 2 and your knowledge of history, how did African Americans in the 1960s collaboratively work together to achieve civil rights? # 3: Based on Source 3 and your knowledge of history, how do you think the main stream public responded to laws like this one or similar laws across the nation? # 4: Based on Source 4 and your knowledge of history, what was the purpose of the Civil Rights Act of 1964? ©LearnedLessonsTeachingMate ria ls Name: __________________ Civil Rights Document-Based Questions # 5: Extended Response Based on the sources provided and your knowledge of history, explain the role and the need for Civil Rights leaders during the 1960s. Include challenges and struggles they faced along the way to equal rights and passage of the Civil Rights Act of 1964. As you write, ensure: •You answered all parts of the prompt. •You have included information that you have learned about this topic with examples. •You have cited evidence from the sources provided in your response. •You have followed the rubric checklist. Graphic Organizer Brainstorming Space: ©LearnedLessonsTeachi ng Material s Name: __________________ Civil Rights Document-Based Questions # 5: Extended Response Based on the sources provided and your knowledge of history, explain the role and the need for Civil Rights leaders during the 1960s. Include challenges and struggles they faced along the way to equal rights and passage of the Civil Rights Act in 1964. As you write, ensure: •You answered all parts of the prompt. •You have included information that you have learned about this topic with examples. •You have cited evidence from the sources provided in your response. •You have followed the rubric checklist. ©LearnedLessonsTeachi ng Material s Name: __________________ Checklist and Grading Rubric Description of Criteria Points Points Received Possible #1 is correct and cites evidence from the text. 5 #2 is correct and cites evidence from the source. 5 #3 is correct and cites evidence from the source. 5 #4 is correct and cites evidence from source. 5 #5 reflects accurate knowledge of historical facts. 5 #5 explains the role and need for Civil Rights leaders. 5 #5 gives examples of struggles faced along the way. 5 #5 cites evidence from the sources correctly 5 Total Pointsà Comments: ©LearnedLessonsTeachi ng Material s _____ 40 Answer Options: 1. To not be satisfied with the current injustices, but to work to fulfill his dream of equality. 2. Participated in sit-ins, protest marches, protest rallies, etc. 3. People were used to this type of law because it was part of the society and carry over social mistreatment of African Americans 4. To prevent discrimination in public places, public education, use of federal funds, and to create equal opportunities. 5. Roles and need for: leaders, motivators, inspiration for others, take on hardships of being singled out, work as figure heads, willingness to go to prison, willingness to be persecuted, and organize systematic protest movements and marches This product is also available in digital version. Click Here for Digital Version for Google Classroom, 1:1, or Paperless. 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