Mississippi Public Broadcasting
Education Services Department
A Tribute to Medgar Evers: Teacher’s Curriculum Guide
Tribute to Medgar Evers is a concert program performed by the Mississippi
Symphony Orchestra and features the Mississippi Mass Choir. In addition, the
program features contemporary works by nationally recognized composers and
soloists, and a narrative based on the life and work of Medgar Evers, an icon of the
Civil Rights Movement in Mississippi and the United States.
On March 20, 2006, Governor Haley Barbour signed a bill that authorized
Mississippi’s public school districts to make civil rights and human rights a part of
the curriculum in all grades. This bill became law on July 1, 2006.
This Tribute includes an educational outreach component, including a website
(www.everstribute.org), which will serve as a valuable tool during instruction on the
life and history of Medgar Evers. MPB believes that this teacher’s guide will provide
an invaluable supplemental curriculum resource for teaching civil rights and human
rights in the state of Mississippi.
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ACKNOWLEDGMENTS
THE CORPORATION FOR PUBLIC BROADCASTING
LINDA KAY WILLIAMS, SOUTH PIKE SCHOOL DISTRICT, EDUCATION CONSULTANT
BOB MARTIN, SOUTH PIKE SCHOOL DISTRICT, EDUCATION CONSULTANT
MAGGIE STEVENSON, UNIVERSITY OF SOUTH ALABAMA, MPB INTERN
MINNIE WATSON, MEDGAR EVERS HOME CURATOR, TOUGALOO COLLEGE
ANTHONY DIFATTA, MISSISSIPPI ARTIST, TEACHER’S GUIDE COVER
COMMUNICATION ARTS, EVERS WEBSITE DEVELOPERS
THE MISSISSIPPI SYMPHONY ORCHESTRA
THE MISSISSIPPI MASS CHOIR
THE MISSISSIPPI GIRLS CHOIR
RANDALL PINKSTON, CBS NEWS CORRESPONDENT
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Table of Contents
Virtual Tour of the Evers Home
1
Medgar Evers Weblog
2
Evers News Conference
4
Expressions of Feelings from Photos
6
How Medgar Evers Was Effective Even After Death
7
Learn More about Medgar Evers
9
Letter to Myrlie Evers-Williams
10
Map of Mississippi Influence of Medgar Evers
11
Medgar Evers Brochure
13
Medgar Evers Monument or Memorial
15
Medgar Evers Poster
16
PowerPoint Presentation Depicting the Life and
History of Medgar Evers
18
Medgar Evers Storyboard
20
Medgar Evers News Article
22
Medgar Evers Political Cartoons
25
Sharing Medgar Evers – Story or Song
27
Voting Timeline
29
Voting – Now it is Your Choice
31
Evers Compare/Contrast Essay
32
Medgar Evers Webquest
33
Evers Concept Map
35
Medgar Evers Teaching Guide Technology Connections
37
Medgar Evers Teaching Guide Literature Connections
38
Glossary
40
Sample 5-Day Lesson Plan
42
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VIRTUAL TOUR OF THE EVERS HOME
PURPOSE
As an introductory lesson, this activity will allow students to view the virtual tour of the Evers
Home in an effort to become more familiar with the items in the museum.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competency 1e
United States History 1877 to the Present Framework: Competency 5a
Problems in American Democracy Framework: Competency 2b
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Visualize the home in which the Evers Family lived
Examine information about Medgar Evers
Discuss/describe specifics regarding the setting of the home, for example:
o No front entrance in home
o High windows in home
MATERIALS
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Medgar Evers Website pictures (www.everstribute.org)
PROCEDURE
1. Assess students’ prior knowledge of Medgar Evers by asking oral questions to the class.
2. Listen to the narrator’s introduction of the “Medgar Evers Concert Tribute,”from the CD
provided, as an overview of the life and legacy of Medgar Evers.
3. Show video from United Streaming website (MS School Codes may be obtained by
contacting MPB, Education Services Department at 1-800-922-9698).
4. Using the Medgar Evers website (www.everstribute.org), students will take the “Evers
Home Virtual Tour.”
5. After taking the virtual tour, students will meet in collaborative groups to discuss what was
seen during the tour.
6. Groups will have the opportunity to make oral presentations to other classmates regarding
their tour experiences.
ASSESSING STUDENT LEARNING
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Teacher observation
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MEDGAR EVERS WEBLOG
PURPOSE
The student will write informal reactions to the events about Medgar Evers and stimulate continued
out-of-class discussions with other students.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Western Hemisphere Framework: Competency 2h
United States History to 1877 Framework: Competency 4f
United States History 1877 to the Present Framework: Competencies 4b, 5a, 5d
United States Government Framework: Competency 5b
Introduction to World Geography Framework: Competency 7b
Advanced World Geography Framework: Competency 7b
Problems in American Democracy Framework: Competencies 2b, 2d, 5b
Global Studies Framework: Competency 5b
Minority Studies Framework: Competencies 2a, 2c, 4b
Local Resource Studies Framework: Competencies 3c, 5b
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Reflect on the events about Medgar Evers and write reactions to those events
Analyze the historical significance of the events
Relate the events about Medgar Evers to their personal lives.
MATERIALS
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Computer
Internet access
PROCEDURE
1. Students will create a personal weblog using Blogger (www.blogger.com).
2. Students will provide the teacher and other students with the full link (URL) for their
weblogs.
3. Students will record (on a daily basis) their reactions to events about Medgar Evers and
stimulate continued out-of-class discussions with other students.
4. Students will post responses to other students’ weblogs.
5. Students will provide a link to the Evers’ website (www.everstribute.org) on their weblogs.
6. Students may also download the musical selection of their choice to add to their weblogs
using the “Medgar Evers Tribute Concert” CD.
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ASSESSING STUDENT LEARNING
Weblog Rubri
CATEGORY
4
3
2
1
Content/
Facts
Facts were
accurate for all
events reported.
Facts were
accurate for
almost all events
reported.
Facts were
accurate for most
(75%) of the
events reported.
Facts were often
inaccurate for the
events that were
reported.
Timeliness of
Entries
Student posted
more than the
minimum
number of
entries and
posted each day.
Student posted
positive peer
feedback that
demonstrated an
understanding of
the peer’s
comments and
posted more than
the minimum
number of
entries each day.
Student posted the
minimum number
of entries and
posted each day.
Student posted the
minimum number
of entries but did
not post each day.
Student posted less
than the minimum
number of entries
and did not post
each day.
Student posted
positive peer
feedback and
posted the
minimum number
of entries each
day.
Student posted
irrelevant peer
feedback but
posted the
minimum number
of entries each day.
Student did not post
peer feedback and
did not post the
minimum number of
entries each day.
OR Student posted
irrelevant peer
feedback and did not
post the minimum
number of entries
each day.
Student posted
comments that
were focused and
demonstrated
reflection,
thought, and
understanding of
the topic.
There were no
grammatical or
mechanical
mistakes.
Student used a
related graphic
for each day.
Student posted
comments that
were unfocused at
times but
demonstrated
reflection and
understanding of
the topic.
There were 1-2
grammatical or
mechanical
mistakes.
Student used a
related graphic for
most days.
Student posted
comments that
were unfocused at
times but related to
the topic.
Student posted
comments that were
unfocused and off
topic.
There were 3-4
grammatical or
mechanical
mistakes.
Student used
unrelated graphics.
There were more
than 4 grammatical
or mechanical
mistakes.
Student did not use
graphics at all.
Student listed 2
or more related
resources to
support each
topic.
Student listed 1
resource to
support each
topic.
Student listed 1 or
more unrelated
resources for each
topic.
Student did not list
any resources to
support each topic.
Peer Responses
Effort and
Reflection
Writing
Grammar and
Mechanics
Graphics
Resources
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EVERS NEWS CONFERENCE
PURPOSE
Students will be allowed the opportunity to present information on a particular event in the life of
Medgar Evers utilizing a press format.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competency 1e
United States History 1877 to the Present Framework: Competencies 5a, 5d
Sociology Framework: Competencies 4a, 4b
Problems in American Democracy Framework: Competency 2b
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Examine the significant role Medgar Evers played in the Civil Rights Movement
Identify key events occurring during that time period
Analyze local reactions to the Civil Rights Movement
Work in groups to compile research on the life of Medgar Evers
Develop their roles in a press conference
Present their press conference to the class
TIME
Two class periods – one for prep and one for presentations.
PROCEDURE
1. Allow students to listen to the narration about Medgar Evers’ life before various concert
selections on the “Medgar Evers Tribute Concert” CD.
2. View Free at Last : Medgar Evers video segment from www.unitedstreaming.com.
3. Review events related to the life and death of Medgar Evers.
4. Decide which events would lead to a news conference.
5. Explore Medgar Evers website’s (www.everstribute.org), “About” and “Photo Gallery”
sections for initial information and photographs to incorporate into the news conference.
6. Divide students into groups. Have groups select an event, or assign an event to each group.
7. Students will take different roles for the conference (announcer, reporters, etc.).
4
8. Students will prepare for their roles and practice with the group.
9. Each group will present their conference to the class.
ASSESSING STUDENT LEARNING
News Conference Rubric
CATEGORY
Research
Accuracy of
Facts
Speaks clearly
Enthusiasm
Purpose
Length
Group Work
4
Integrated 3 or
more facts from
their research.
All facts were
reported
accurately.
Spoke clearly at
all times and
mispronounced
no words.
3
Integrated 2
facts from their
research.
Almost all facts
were reported
accurately.
Spoke clearly at
all times and
mispronounced
1 or more
words.
2
Integrated 1
fact from their
research.
One fact was
reported
accurately.
Spoke clearly
and distinctly
most of the
time.
Facial
expression and
body language
showed a
strong interest
but enthusiasm,
however, was
overdone.
Established a
Established a
purpose at the
purpose at the
beginning, but
beginning and
occasionally
maintains that
wandered from
focus.
that focus.
It was between It was between
2 and 3 minutes 2 and 3 minutes
but seemed
and did not
seem hurried or slightly hurried
or slow.
too slow.
The group
The group
functioned very functioned
pretty well.
well together
Most of the
with all
members taking members
participated in
part in the
the project and
project and
staying on task. were almost
always on task.
Facial
expression and
body language
showed some
interest and
enthusiasm.
Facial
expression and
body language
showed a
strong interest
and enthusiasm.
5
The purpose
was somewhat
clear, but many
aspects seemed
only slightly
related.
It was between
2 and 3 minutes
but seemed
hurried or too
slow.
The group
functioned
fairly well
together but
one or two
members did
the majority of
the work.
1
No facts
included in the
newscast.
No facts were
reported
accurately.
Did not speak
clearly most of
the time and/or
mispronounced
more than 1
word.
Facial
expression and
body language
depicted apathy
or boredom
with the topic.
It was difficult
to figure out the
purpose.
It was too long
or too short.
Some group
members were
often off task or
did not
participate in
the project.
EXPRESSIONS OF FEELINGS FROM PHOTOS
PURPOSE
Students will be allowed to express their feelings and reactions to photos of the Evers family and
Medgar Evers’ participation in the Civil Rights Movement.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Visual and Performing Arts Framework
Visual Arts High School Level: Competencies 3a, 3b, 3c, 5a, 5b, 5c, 6a, 6b, 6c 7b.
District level writing objectives
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Describe the context surrounding each photo
Communicate their ideas and feelings regarding specific photos
Discuss the contributions that Medgar Evers made to the early Civil Rights Movement
through viewing photos of the events
MATERIALS
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Schedule of computer lab time to view Evers website (www.everstribute.org)
Writing materials
A printer and use of copy machine, if computer lab time not available
PROCEDURE
1. As an anticipatory set, allow students to listen to various musical selections from the
“Medgar Evers Tribute Concert” CD. Allow students to give responses regarding their
feelings from those selections heard.
2. Schedule computer lab time to view website (www.everstribute.org ) “Photo Gallery.” If
not available, print out selected photos and copy each student a set of photos.
3. Allow the students to view the photos and facilitate a class discussion of the events that were
viewed. Discuss how the photos made them feel. Allow students to provide verbal
responses.
4. Have the students give written responses to the following: What types of photos did you
see? How did those photos make you feel? For additional photos, review the following
website: (http://www.cbsnews.com/elements/2003/06/11/national/photoessay558168.shtml).
ASSESSING STUDENT LEARNING
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Teacher observations, assessments of verbal responses, and district guidelines for written
responses
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HOW MEDGAR EVERS WAS EFFECTIVE EVEN AFTER DEATH
PURPOSE
Students will understand the efforts put forth by early civil rights leaders such as Medgar Evers, and
gain better knowledge to continue improvements in racial relations.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competency 1c
Problems in American Democracy Framework: Competency 2b
Minority Students Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Form conclusions on four specific areas:
1.
2.
3.
4.
Were Medgar Evers’ goals and beliefs continued after his death?
Are race relations better now because of his teachings and leadership?
How can we continue the efforts of Medgar Evers?
Is it really necessary to remember the life, legacy, and history of Medgar Evers?
MATERIALS
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Scheduled computer lab time
Scheduled use of library
Necessary writing materials
PROCEDURE
1. Students will conduct research on Medgar Evers (www.everstribute.org).
2. Students will conduct research on William Winter Institutehttp://www.olemiss.edu/winterinstitute
3. Students will conduct research on Civil Rights Teaching–
http://www.civilrightsteaching.org.
4. Students will interview family, friends, civic and business leaders in the community as well
as educators, as an outside class assignment.
5. Students will draw conclusions and document findings.
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ASSESSING STUDENT LEARNING
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Assessments should be completed according to the district guidelines on writing
assignments.
Teacher observation of research, accuracy of content, and purpose met.
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LEARN MORE ABOUT MEDGAR EVERS
PURPOSE
This activity allows students to use their creative skills while learning more about the person that
helped spearhead the Civil Rights Movement in Mississippi.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Visual and Performing Arts Framework
Visual Art High School Level 1: Competencies 11a, 7a, 7b, 11b, 3b, 3c, 6b, 5a, 5b, 5c.
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Create a scene that depicts a television studio and conduct a simulated interview
MATERIALS
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Knitting Yarn
Poster board
Crayons
Scissors
Existing tables and chairs
PROCEDURE
1. Allow students to listen to the narration about Medgar Evers’ life before various concert
selections on the “Medgar Evers Tribute Concert” CD to obtain background information.
2. View “Interview with Friends and Family” and “A Conversation with Myrlie EversWilliams” on the website (www.everstribute.org).
3. Select one of the six interviews to simulate.
4. Students will use creative skills to craft the likeness of a camera and microphone using
poster board, crayons, scissors, and knitting yarn to simulate wire.
5. Select students to play the parts of director, camera person, interviewer, and interviewee.
6. Use other students to be stage hands and audience.
7. Students will then reenact the interview.
ASSESSING STUDENT LEARNING
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Teacher observation on research, accuracy of facts, enthusiasm, and purpose met.
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LETTER TO MYRLIE EVERS-WILLIAMS
PURPOSE
Students will write a letter to Myrlie Evers-Williams about the importance of Medgar Evers and
about how Medgar Evers helped bring about changes that have made their lives better.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competency 1e
United States History 1877 to the Present Framework: Competency 5d
Sociology Framework: Competency 5b
Problems in American Democracy Framework: Competencies 2b, 2d
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competency 5a
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Discuss the impact of Medgar Evers on their lives
Analyze the historical significance of Medgar Evers on the development of the local and
state government
Describe Myrlie Evers-Williams’ contributions to civil rights
PROCEDURE
1. View “A Conversation with Myrlie Evers-Williams” on the website
(www.everstribute.org) .
2. Discuss, with the class, the impact that events of Medgar Evers’ life must have made on his
wife and children.
3. Have students discuss how they think family members felt at different times.
4. Ask students what they would say to Mrs. Evers-Williams if they had a chance to talk to
her.
5. Have each student write a letter to Myrlie Evers-Williams.
6. Letters can be displayed on a bulletin board for others to read.
7. Review resources on the following websites for additional information on Medgar Evers
and Myrlie Evers-Williams: www.pbs.org and www.olemiss.edu.
ASSESSING STUDENT LEARNING
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School or district writing requirements
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MAP OF MISSISSIPPI
INFLUENCE OF MEDGAR EVERS
PURPOSE
Medgar Evers had a large impact on many areas of Mississippi. This activity provides students with
an opportunity to focus on all the areas that influenced his life or that his life influenced.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Western Hemisphere Studies Framework: Competency 2h
United States History to 1877 Framework: Competency 4e
Mississippi Studies Framework: Competency 1e
World History 1750 to the Present Framework: Competency 4c
United States History 1877 to the Present Framework: Competency 5d
United States Government Framework: Competency 5a
Introduction to World Geography Framework: Competency 2a
Advanced World Geography Framework: Competencies 1a, 7a
Problems in American Democracy Framework: Competencies 2b, 2d, 5a
Global Studies Framework: Competency 5a
Minority Studies Framework: Competencies 2a, 2c, 4a
Humanities I Framework: Competency 4a
Humanities II Framework: Competencies 4a, 5a, 5b
Introduction to Social Studies Framework: Competency 8a
Local Cultures Framework: Competencies 3d, 4b
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Locate places that had an influence on Medgar Evers, or places that he influenced.
Describe relationships among the people and places that influenced Medgar Evers or that he
influenced.
Identify key Mississippi cities and places on a map.
MATERIALS
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Map of Mississippi Outline Map
Mississippi maps for reference
Information on Medgar Evers
11
PROCEDURE
This may be used as an individual or group activity. It may also be used as a homework
assignment.
1. Pass out maps and any available materials to students. Have students read over material on
the Evers website (www.everstribute.org) or in articles. Students should pay close attention
on the website to the “Evers Home Virtual Tour,” which includes an address link to a city of
Jackson map. Students should make notes of locations where Medgar Evers lived or had
significant contact with during his life.
2. Students will use the Mississippi map to locate the areas of interest and mark those locations
on the handout map.
3. Students will label the map to indicate how that area is related to Medgar Evers (e.g. write a
short statement or word, draw a picture, etc.).
Suggestions for information to be labeled on the map:
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Born
Lived
Attended school
Worked: various jobs
Married
Places related to his activities with Civil Rights
Died
ASSESSING STUDENT LEARNING
Map of Mississippi Rubric
CATEGORY
Knowledge
Gained
LabelsAccuracy
Labels and
Features Neatness
4
When shown a
blank MS map,
the student could
accurately label 7
or more areas of
Evers’ influence.
At least 90% of
the items were
labeled and
located correctly.
90-100% of the
features could be
read easily.
3
When shown a
blank map, the
student could
accurately label
5-6 areas.
2
When shown a
blank map, the
student could
accurately label 3-4
areas.
1
When shown a
blank map, the
student could
accurately label
less than 3 areas.
80-89% of the
items were
labeled and
located
correctly.
80-89% of the
labels/features
could be read
easily.
70-79% of the
items were labeled
and located
correctly.
Less than 70% of
the items were
labeled and located
correctly.
70-79% of the
labels/features
could be read
easily.
Less than 70% of
the labels/features
could be read
easily.
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MEDGAR EVERS BROCHURE
PURPOSE
The Medgar Evers Museum is a tribute to Medgar Evers. A brochure to advertise the museum
would be a valuable resource. Students should design their version of a brochure.
TEACHING LEVELS
Grades 6 - College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competency 1e
United States History 1877 to the Present Framework: Competencies 5a, 5b
Problems in American Democracy Framework: Competencies 2b, 2d
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Research the Medgar Evers Museum pictures on the Evers website (www.everstribute.org).
Create a brochure that could be used to advertise the museum.
MATERIALS
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Pictures from Medgar Evers website
Various materials to create brochure.
PROCEDURE
1. Allow students to listen to the narration about Medgar Evers’ life before various concert
selections on the “Medgar Evers Tribute Concert” CD to obtain background information to
include in the brochure.
2. Use the website (www.everstribute.org) to examine pictures from the Medgar Evers
Museum in Jackson.
3. Student should design a brochure that might be used at state Welcome Centers, Tougaloo
College, or Jackson Tourism Bureau to advertise the museum.
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ASSESSING STUDENT LEARNING
Medgar Evers Brochure Rubric
CATEGORY
Writing Organization
4
Each section in
the brochure
had a clear
beginning,
middle, and
end
Content
Accuracy
All facts in the
brochure were
accurate.
Writing Grammar
Attractiveness
and
Organization
Knowledge
Gained
Writing Mechanics
3
Almost all
(75%) sections
of the brochure
had a clear
beginning,
middle, and
end.
90-99% of the
facts in the
brochure were
accurate.
2
Most sections
(50%) of the
brochure had a
clear
beginning,
middle, and
end.
80-89% of the
facts in the
brochure were
accurate.
There were no
grammatical
mistakes.
There were 1-2
grammatical
mistakes.
There were 3-4
grammatical
mistakes.
The brochure
had
exceptionally
attractive
formatting and
well-organized
information.
All students in
the group could
accurately
answer all
questions
related to facts
in the brochure.
The brochure
had attractive
formatting and
well-organized
information.
The brochure
had wellorganized
information.
All students in
the group could
accurately
answer most
questions
related to facts
in the brochure.
Capitalization
and
punctuation
were correct.
There were 1-2
capitalization
and
punctuation
mistakes.
Most students
in the group
could
accurately
answer most
questions
related to facts
in the brochure.
There were 3-4
capitalization
and/or
punctuation
errors.
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1
Less than half
of the sections
of the brochure
had a clear
beginning,
middle, and
end.
Fewer than
80% of the
facts in the
brochure were
accurate.
There were
more than 4
grammatical
mistakes.
The brochure’s
formatting and
organization of
material were
confusing to
the reader.
Several
students in the
group appeared
to have little
knowledge
about the facts
used in the
brochure.
There were 5 or
more
capitalization
or punctuation
errors.
MEDGAR EVERS MONUMENT OR MEMORIAL
PURPOSE
This activity allows students to design a monument or memorial to honor the life of Medgar Evers.
TEACHING LEVELS
Grades 6 - College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competency 3c
Minority Studies Framework: Competency 2a
Humanities II Framework: Competency 5a
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
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Analyze existing memorials or monuments
Design a memorial or monument to honor the life and legacy of Medgar Evers.
MATERIALS
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Information on Medgar Evers
Various materials used to create the memorial or monument.
PROCEDURE
1. Discuss monuments and memorials that students have studied or seen.
2. View Evers website (www.everstribute.org ) to obtain information surrounding the
life/death of Medgar Evers
3. Allow students to listen to the narration about Medgar Evers’ life before various concert
selections on the “Medgar Evers Tribute Concert” CD to obtain background information.
4. View pictures of headstones, statues, etc., on Mississippi History Now website
(http://mshistory.k12.ms.us/features/feature45/medgar-eers.htm).
5. Divide students into groups to plan and design either a monument or memorial for Medgar
Evers.
6. Groups will present their designs or plans. This can be in the form of a drawing, a
computer designed image, or some form of model.
ASSESSING STUDENT LEARNING
ƒ
ƒ
Class/Group participation
Completion of class assignment
15
MEDGAR EVERS POSTER
PURPOSE
This activity allows the students to express their creativity while developing a poster that portrays
an aspect or aspects of the life of Medgar Evers.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1e, 3c
United States History 1877 to the Present Framework: Competencies 5a, 5d
Sociology Framework: Competencies 4a, 4b
Problems in American Democracy Framework: Competency 2b
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
Develop a poster that depicts an aspect or aspects of the life of Medgar Evers
Describe Medgar Evers’ major accomplishments
MATERIALS
ƒ
ƒ
ƒ
ƒ
Poster board
Markers
Crayons
Colored Pencils
PROCEDURE
1. Review Medgar Evers website (www.everstribute.org) “Interview with Friends and Family”
and other resources to gain information regarding the life and legacy of Medgar Evers.
2. Allow students to listen to the narration about Medgar Evers’ life before various concert
selections on the “Medgar Evers Tribute Concert” CD to obtain background information.
3. Ask students to list some of the most important things he accomplished.
4. Briefly discuss the life of Medgar Evers, either in small groups or as an entire class.
5. Have students develop a poster to demonstrate a particular accomplishment or a group of his
accomplishments.
16
6. Review the progress of student projects at the midpoint of the project deadline
7. This may be turned into an out-of-class assignment with the posters completed at home.
8. Collect projects and display in classroom.
ASSESSING STUDENT LEARNING
Medgar Evers Poster Rubric
CATEGORY
Graphics Originality
Required
Elements
Knowledge
Gained
Content Accuracy
Attractiveness
Mechanics
Grammar
4
Several of the
graphics used on
the poster reflect
an exceptional
degree of student
creativity.
The poster
included all
required
elements, as well
as additional
information.
Student could
accurately
answer all
questions related
to facts in the
poster.
At least 5
accurate facts
were displayed
on the poster.
The poster was
exceptionally
attractive in
terms of design,
layout, and
neatness.
Capitalization
and punctuation
were correct.
There were no
grammatical
mistakes on the
poster.
3
One or two of the
graphics used
reflect student
creativity.
All required
elements were
included on the
poster.
2
The graphics
were made by the
student, but were
based on the
designs or ideas
of others.
All but 1 of the
required elements
were included on
the poster.
1
No graphics
made by the
student were.
Several required
elements were
missing.
Student
appeared to
have
insufficient
knowledge
about the facts
or processes
used in the
poster.
3-4 accurate facts 2-3 accurate facts Less than 2
were displayed on were displayed on accurate facts
were displayed
the poster.
the poster.
on the poster.
The poster was
The poster was
The poster was
distractingly
attractive in terms acceptably
messy or very
of design, layout, attractive though
poorly
it may be a bit
and neatness.
designed.
messy.
Student could
accurately answer
most questions
related to facts in
the poster.
Student could
accurately answer
about 75% of
questions related
to facts in the
poster.
There was 1 error
in capitalization
or punctuation.
There were 2
errors in
capitalization or
punctuation.
There were 1-2
grammatical
mistakes on the
poster.
There were 3-4
grammatical
mistakes on the
poster.
17
There were
more than 2
errors in
capitalization or
punctuation.
There were 5 or
more
grammatical
mistakes on the
poster.
POWERPOINT PRESENTATION
DEPICTING THE LIFE AND HISTORY OF MEDGAR EVERS
PURPOSE
After studying Medgar Evers in class or after completing other activities pertaining to his life,
students will be allowed develop a PowerPoint presentation on the life and history of Medgar Evers.
This should be a short PowerPoint in an effort to integrate technology into the lesson.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1e, 3c, 3e
United States History 1877 to the Present Framework: Competencies 5a, 5d
Sociology Framework: Competencies 4a, 5b
Problems in American Democracy Framework: Competencies 2b, 2d
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
ƒ
Compose a PowerPoint presentation on the life and history of Medgar Evers
Identify key facts about the life of Medgar Evers
Compile factual information on the life and accomplishments of Medgar Evers for the
development of a PowerPoint
PROCEDURE
1. Class review of information relative to Medgar Evers on Evers website
(www.everstribute.org). In addition, refer to websites on the Technology Connections page
in this guide.
2. In addition, allow students to listen to the narration about Medgar Evers’ life before various
concert selections on the “Medgar Evers Tribute Concert” CD to obtain background
information to include on the power point presentation.
3. Assess the students’ abilities to effectively use PowerPoint as a learning tool; provide
PowerPoint development tips for effective presentations.
4. Demonstrate a sample PowerPoint presentation to allow students to begin formulating ideas
for their own presentations.
5. Have students develop a PowerPoint presentation to present to the class, and various staff
and faculty members. Allow students to download music, of their choice, from the “Medgar
Evers Tribute Concert” Performance CD to add to the PowerPoint presentations.
6. Allow visitors to rate each PowerPoint presentation.
18
7. Awards and/or extra credit may be given for those presentations that receive exceptional
ratings.
ASSESSING STUDENT LEARNING
ƒ
ƒ
ƒ
Teacher observations as students are developing PowerPoint presentations
Teacher evaluation of completed PowerPoint presentations
Ratings of PowerPoint presentations given by visiting panel
19
MEDGAR EVERS STORYBOARD
PURPOSE
This activity allows students to use their creativity to develop a storyboard relative to a major event
in the life of Medgar Evers.
TEACHING LEVELS
Grades 6 - College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Western Hemisphere Framework: Competency 2h
United States History to 1877 Framework: Competency 4g
Mississippi Studies Framework: Competencies 1e, 4c
United States History 1877 to the Present Framework: Competency 4a
United States Government Framework: Competency 5c
Introduction to World Geography Framework: Competency 7c
Advanced World Geography Framework: Competency 7c
Problems in American Democracy Framework: Competency 5c
Global Studies Framework: Competency 5c
Minority Studies Framework: Competencies 2a, 2c, 4a
Humanities II Framework: Competencies 4b, 5a, 5b
Introduction to Social Studies Framework: Competency 8c
Local Cultures Framework: Competencies 3d, 4e
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
Use information on the life of Medgar Evers to create a story board
Understand and have the ability to orally explain information regarding the work and
accomplishments of Medgar Evers
MATERIALS
ƒ
ƒ
ƒ
Sample storyboards
Chart Paper
Markers or colors, etc.
PROCEDURE
1. Discuss samples of storyboards with the students.
2. Allow students to decide if they want to create their storyboards individually or in groups.
3. Briefly review the facts about major events surrounding the life of Medgar Evers using the
Medgar Evers website (www.everstribute.org). Additional information may be found on the
20
4.
5.
6.
7.
websites noted on the Technology Connections page of this guide. Information may also be
obtained from the resources on the Literature Connections page of this guide.
Allow students to listen to the narration about Medgar Evers’ life before various concert
selections on the “Medgar Evers Tribute Concert” CD to obtain additional background
information to include on storyboard.
Have the students/groups select a topic for their storyboards.
Allow students/groups to make presentations of their storyboards.
Collect and display the storyboards.
ASSESSING STUDENT LEARNING
ƒ
ƒ
ƒ
Teacher observation
Teacher evaluation of storyboards
Peer ratings regarding storyboards and presentations of those storyboards
21
MEDGAR EVERS NEWS ARTICLE
PURPOSE
The life of Medgar Evers was very eventful. This activity allows students to investigate and report
on some of the most notable events of his life.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1e, 3c
United States History 1877 to the Present Framework: Competencies 5a, 5d
Sociology Framework: Competencies 4a, 4b
Problems in American Democracy Framework: Competency 2b
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
Discuss Medgar Evers’ impact on society by either writing a newspaper article or preparing
and presenting a newscast
Analyze Medgar Evers’ mission and discuss what he might say or do today if he were still
alive
PROCEDURE
1. Discuss how the news media is important in delivering news about events.
2. Allow students to review Medgar Evers website (www.everstribute.org), as well as websites
noted on the Technology Connections page and the Literature Connections page of this
guide.
3. Discuss events related to Medgar Evers that would result in a newspaper article or a
newscast about Mr. Evers (e.g. his life, activism, death, speeches, memorial service, early
trial, last trial, etc.).
4. Allow students to write either a newspaper article (written) or present a newscast (oral
presentation) and to select a particular event for the report.
5. Students will complete the project based upon their selection.
6. Newspaper articles may be combined by the teacher and printed.
7. Newscasts should be presented to the class.
22
ASSESSING STUDENT LEARNING
Newscast or News Article Rubric
* Pertains to newscast only
+ Pertains to news article only
Remember that there is a different grading scale for the newscast and the article.
CATEGORY
Research
4
Researched the
subject and
integrated 3 or
more items from
the research into
the newscast or
article.
All supportive
facts were
reported
accurately.
Established a
purpose at the
beginning and
maintained it
throughout the
newscast or
article.
3
Researched the
subject and
integrated 2
items from
research into
newscast or
article.
Almost all facts
were reported
accurately.
2
Researched the
subject and
integrated 1
item from
research into
newscast or
article.
One fact was
reported
accurately.
Established a
purpose at the
beginning, but
occasionally
diverted from
that focus.
* Speaks
Clearly
Spoke clearly and
distinctly at all
times and had no
mispronounced
words.
*Enthusiasm
Facial
expressions and
body language
showed a strong
interest and
enthusiasm about
the topic
throughout the
newscast.
The newscast
was between 2
and 3 minutes
and did not seem
hurried or too
slow.
Spoke clearly
and distinctly at
all times,
however,
mispronounced
1 or more
words.
Facial
expressions and
body language
showed an
average interest
and enthusiasm
about the topic
throughout the
newscast.
The newscast
was between 2
and 3 minutes
but seemed
slightly hurried
or too slow.
The purpose
was somewhat
clear, but many
facts of the
newscast or
article seemed
only slightly
related.
Spoke clearly
and distinctly
most of the time
and
mispronounced
2 or more
words.
Facial
expressions and
body language
showed
minimal interest
and enthusiasm
about the topic
throughout the
newscast.
The newscast
was between 2
and 3 minutes
but seemed very
hurried or too
slow.
Accuracy of
Facts
Point of View
*Duration of
Presentation
23
1
Either no research
was done, or it
was not clear that
it was used in the
newscast or
article.
No facts were
reported
accurately, or no
facts are reported.
Purpose of the
newscast or
article was
difficult to
understand.
Did not speak
clearly and
distinctly and/or
mispronounced 3
or more words.
Facial
expressions and
body language
showed no
interest and
enthusiasm and
depicts boredom
with the topic.
The newscast did
not stay within
the 2-3 minute
time allotment.
+Writing Grammar
There were no
grammatical
mistakes.
There were 1-2
grammatical
mistakes in the
article.
There were 3-4
grammatical
mistakes in the
article.
+Writing Mechanics
Capitalization
and punctuation
were correct
throughout the
article.
There were 1-2
capitalization or
punctuation
mistakes in the
article.
There were 3-4
capitalization or
punctuation
mistakes in the
article.
24
There were 5
or more
grammatical
mistakes in the
article.
There were 5 or
more
capitalization or
punctuation
mistakes in the
article.
MEDGAR EVERS POLITICAL CARTOONS
PURPOSE
This activity allows students to use their creativity to develop a political cartoon relative to a major
event in the life of Medgar Evers.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Western Hemisphere Framework: Competency 2h
United States History to 1877 Framework: Competency 4g
Mississippi Studies Framework: Competencies 1e, 4c
United States History 1877 to the Present Framework: Competency 4a
United States Government Framework: Competency 5c
Introduction to World Geography Framework: Competency 7c
Advanced World Geography Framework: Competency 7c
Problems in American Democracy Framework: Competency 5c
Global Studies Framework: Competency 5c
Minority Studies Framework: Competencies 2a, 2c, 4a
Humanities II Framework: Competencies 4b, 5a, 5b
Introduction to Social Studies Framework: Competency 8c
Local Cultures Framework: Competencies 3d, 4e
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
Analyze and interpret sample political cartoons.
Create a political cartoon relating to the life of Medgar Evers, with political and historical
implications.
MATERIALS
ƒ
ƒ
ƒ
Sample political cartoons
Paper
Markers, colored pencils, crayons
PROCEDURE
1. Discuss samples of political cartoons with students.
2. Briefly review the facts about major events concerning Medgar Evers by reviewing the
Medgar Evers website (www.everstribute.org ). Additional information may be obtained
from websites noted on the Technology Connections page of this guide.
3. Discuss government and political events occurring during that time period.
25
4. Have the students select a topic for their political cartoon.
5. Collect and display the cartoons.
ASSESSING STUDENT LEARNING
ƒ
ƒ
Teacher observation
Teacher evaluation of cartoon
26
SHARING MEDGAR EVERS – STORY OR SONG
PURPOSE
This lesson will allow students to share with younger students their knowledge of Medgar Evers and
the importance of his actions.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1e, 3c
United States History 1877 to the Present Framework: Competencies 5a, 5d
Sociology Framework: Competencies 4a, 4b
Problems in American Democracy Framework: Competency 2b
Minority Studies Framework: Competencies 2a, 2c
Humanities II Framework: Competencies 5a, 5b
Local Cultures Framework: Competency 3d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
ƒ
ƒ
ƒ
Interpret musical selections from the Medgar Evers Tribute Concert Performance CD.
Synthesize an existing story or song into a story or song about Medgar Evers
Collaborate with a group or work individually
Present their project to the class
Present their project to a class of younger students if selected by their teacher
MATERIALS
ƒ
Various items (markers, colors, etc.) necessary to complete their project
PROCEDURE
1. Teacher will allow students the opportunity to listen to musical excerpts from the Medgar
Evers Tribute Concert Performance CD and give oral responses regarding what they heard.
2. Assess students’ prior knowledge of Medgar Evers and discuss how important Medgar
Evers was to the Civil Rights Movement.
3. Students will review website to obtain information on Medgar Evers (www.everstribute.org)
4. Ask students to think of ways to share their knowledge of Medgar Evers with younger
students.
5. Write the sharing ideas on the board. If necessary, introduce the idea of stories and songs.
6. Have students decide if they would like to work in a group or individually.
7. After making a decision on their project, allow students class time to work on their project.
8. Review projects and offer suggestions for improvement if needed.
9. Collect projects and share with teachers in lower grades. In some cases, the students may
present their story or song.
27
ASSESSING STUDENT LEARNING
Sharing Medgar Evers – Story or Song Rubric
CATEGORY
Creativity
4
Contained many
creative details and/or
descriptions that
contributed to
enjoyment of the
story/song.
Setting
Many vivid,
descriptive words
were used.
Action
Several action verbs
were used in the
story/song, which
added to its
excitement.
Problem/
Conflict
It was very easy to
understand the
problem/conflict of
the story/song.
All of the written
requirements were
met.
Requirements
Characters
The main characters
were named and
clearly described.
Title
Title was creative,
sparks interest and is
related to story/song.
3
Contained a few
creative details
and/or
descriptions that
contributed to
enjoyment of
story/song.
Some vivid,
descriptive words
were used.
Several action
verbs were used
in the story/song,
but it was not as
exciting as it
could have been.
It is fairly easy to
understand.
90-99% of the
written
requirements
were met.
The main
characters were
named and
described.
Title was related
to story/song.
28
2
Contained a few
creative details
and/or
descriptions, but
they distracted
from the story.
1
There was little
evidence of
creativity in the
story/song
The
reader/listener
could figure out
what was
happening.
A variety of verbs
was used in the
story/song and
was somewhat
exciting.
The
reader/listener
had trouble
figuring out what
was happening.
Little variety was
seen in verbs that
were used in
story/song.
It is easy to
understand.
It is not easy to
understand the
problem/conflict
of the story/song.
Fewer than 80%
of the written
requirements
were met.
It is hard to tell
who the main
characters were.
80-89% of the
written
requirements
were met.
The main
characters were
named; however
not described.
Title is present,
but does not
appear to be
related to the
story/song.
No title.
VOTING TIME LINE
PURPOSE
Students will become aware of the history of voting in the United States in order to relate it to
Medgar Evers’ involvement in obtaining the right to vote for African Americans.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1e, 3e, 4c
Western Hemisphere Framework: Competency 2h
United States History to 1877 Framework: Competency 4f
United States History 1877 to the Present Framework: Competencies 4b, 5a, 5d
United States Government Framework: Competency 5a
Introduction to World Geography Framework: Competency 7b
Advanced World Geography Framework: Competency 7b
Problems in American Democracy Framework: Competencies 2b, 2d, 5b
Global Studies Framework: Competency 5b
Minority Studies Framework: Competency 2c, 4b
Humanities I Framework: Competency 4b
Humanities II Framework: Competencies 4d, 5b
Introduction to Social Studies Framework: Competency 8b
Local Cultures Framework: Competency 4d
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
Analyze information on the history of voting.
Trace the history of voting using a timeline to chronologically order the information.
MATERIALS
ƒ
ƒ
Internet research of the history of voting
Various materials for the creation of the timeline: clothesline, poster paper, etc.
PROCEDURE
1. Students will research information on the history of voting and Medgar Evers’ contributions
to voting rights in Mississippi by reviewing information on the Medgar Evers website
(www.everstribute.org).
2. Students will develop a timeline that details the development of voting rights.
29
3. Students may select a method of displaying the timeline with teacher permission
(clothesline, poster, etc.).
ASSESSING STUDENT LEARNING
Voting Time Line Rubric
Content/Facts
Facts were
accurate for all
events reported
on the timeline.
Facts were
accurate for
almost all events
reported on the
timeline.
Facts were
accurate for most
(75%) of the
events reported on
the timeline.
Facts were often
inaccurate for the
events that were
reported on the
timeline.
Dates
An accurate,
complete date
had been
included for each
event.
An accurate,
complete date had
been included for
almost every
event.
An accurate date
had been included
for almost every
event.
Dates were
inaccurate and/or
missing for several
events.
Learning of
Content
The student
could accurately
describe 75% (or
more) of the
events on the
timeline without
referring to it
and can quickly
determine which
of two events
occurred first.
The student could
accurately
describe 50% of
the events on the
timeline without
referring to it and
can quickly
determine which
of two events
occurred first.
The student could
describe any event
on the timeline if
allowed to refer to
it and can
determine which of
two events
occurred first.
The student could
not use the timeline
effectively to
describe events nor
to compare events.
Graphics
All graphics
were effective
and balanced
with text use.
All graphics were
effective, but
there appear to be
too few or too
many.
Some graphics
were effective and
their use is
balanced with text
use.
Several graphics
were not effective.
Resources
The timeline
contained at least
8-10 events
related to the
topic being
studied.
The timeline
contained at least
6-7 events related
to the topic being
studied.
The timeline
contained at least 5
events related to
the topic being
studied.
The timeline
contained fewer than
5
30
VOTING – NOW IT IS YOUR CHOICE
PURPOSE
The students will use knowledge gained from studying about civil rights and voting to write an
essay regarding the importance of voting and the work towards voting rights.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1e, 3e
United States History 1877 to the Present Framework: Competency 5d
Problems in An American Democracy Framework: Competency 2b
Minority Studies Framework: Competency 2c
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
Assess voting rights then and now by conducting interviews of older family members or
friends.
Write an analytical essay explaining the importance of voting. The essay should describe
the interviews conducted and incorporate significant contributions made by Medgar Evers.
PROCEDURE
1.
2.
3.
4.
If the class has already done the voting timeline, review it.
Discuss the importance of voting and how everyone has not always had the right to vote.
Discuss places that voting takes place – public elections, classroom elections, church, etc.
Allow students to conduct research on Medgar Evers’ contribution to voting rights by using
resources listed in the Technology and Literature Connections and on the Medgar Evers
website (www.everstribute.org)
5. Have students conduct personal interviews of older family members or friends.
6. Have each student write an analytical essay about the importance of voting. Set the length
to match your own requirements or school set requirements.
ASSESSING STUDENT LEARNING
ƒ
ƒ
ƒ
Classroom participation during discussion
Interview Notes
Essay
31
EVERS COMPARE/CONTRAST ESSAY
PURPOSE
The student will compare and contrast key aspects (e.g. assassination, leadership techniques, family
involvement, impact on government, etc.) about Medgar Evers with another prominent leader.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1e, 3c, 3e
Western Hemisphere Framework: Competency 2h
United States History to 1877 Framework: Competency 4f
United States History 1877 to the Present Framework: Competencies 4b, 5a, 5d
United States Government Framework: Competency 5b
Introduction to World Geography Framework: Competency 7b
Advanced World Geography Framework: Competency 7b
Problems in American Democracy Framework: Competencies 2b, 2d, 5b
Minority Studies Framework: Competencies 2a, 2c, 4b
Local Resource Studies Framework: Competencies 3c, 5b
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
ƒ
Analyze key aspects about Medgar Evers and other prominent leaders
Compare several aspects about Medgar Evers with those of other leaders
Contrast several aspects about Medgar Evers with those of other leaders
MATERIALS
ƒ
ƒ
Books, articles, and other media about other leaders
Internet research
PROCEDURE
1. Select examples of leaders for students to use (e.g. Martin Luther King, Jr., John F.
Kennedy, Rosa Parks, etc.).
2. Discuss similarities and differences of those leaders.
3. Students will select a prominent leader to compare/contrast with Medgar Evers.
4. Student will research key aspects of Medgar Evers and the leader they have chosen.
5. Students will write an essay comparing and contrasting Medgar Evers with the leader of
their choice.
ASSESSING STUDENT LEARNING
ƒ School or district writing requirements
32
MEDGAR EVERS WEBQUEST
PURPOSE
The student will learn about the assassination of Medgar Evers and use deductive reasoning to
determine why individuals wanted Medgar Evers assassinated.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
Mississippi Studies Framework: Competencies 1c, 3c, 3e, 4c
Western Hemisphere Framework: Competency 2h
United States History to 1877 Framework: Competency 4f
United States History 1877 To The Present Framework: Competencies 4b, 5a, 5c, 5d, 6a
United States Government Framework: Competency 5e
Problems in American Democracy Framework: Competencies 2b, 2d, 5b
Minority Studies Framework: Competency 1b, 2a, 2c, 4b
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
ƒ
ƒ
Examine the murder of Medgar Evers by uncovering clues to the assassination
Explain how Evers was killed
Compare/Contrast the NAACP and the Ku Klux Klan
Evaluate why Evers may have been killed
MATERIALS
ƒ
Computer with Internet access
PROCEDURE
1. Students will search the World Wide Web to find answers to the questions listed on the
Webquest worksheet.
ASSESSING STUDENT LEARNING
ƒ
Teacher evaluation of worksheet
33
Medgar Evers Webquest
Mission
You have been chosen to work with a group of federal detectives to uncover clues about Medgar Evers’ assassination.
Important to the overall success of the operations, your mission is to embark upon a journey to find evidence to aid in
determining what really happened to Medgar Evers and why he was killed. Proceed to your first assignment.
Tasks
1. Visit Mississippi History Now (http://mshistory.k12.ms.us/index.html) and search through the archives for the
feature story “When Youth Protest: The Mississippi Civil Rights Movement, 1955-1970.” Your objective is to find out
about organizations Evers was involved in and obtain information from members of those organizations. This will
give us clues to reasons Evers may have been hated.
Answer the following:
What organization was Medgar Evers a member of? ______________________________________________________
What position did he hold? __________________________________________________________________________
(Fill in the blanks) Evers “spent time coaxing youth to join the ______________________ _______________________
___________________.”
In an interview, Gene Moseley stated that how many “youngsters” were working in local youth councils? ___________
Good work! You uncovered Evers involvement with a very well-known organization with a reputation of fighting
injustice against blacks. Maybe Evers was killed because of his affiliation with that organization. Well, we cannot
jump to conclusions. Let’s dig deeper. Proceed to your next assignment.
2. Visit The Medgar Evers website (http://www.everstribute.org) to uncover clues from the crime scene. The “Photo
Gallery” has pictures from the crime scene that could be useful in our investigation.
Answer the following:
How was Medgar Evers killed? ______________________________________________________________________
Where was the shooter probably standing? _____________________________________________________________
________________________________________________________________________________________________
Great job! We have obtained evidence from the crime scene revealing that Medgar Evers was killed at his home after
being shot by a sniper. We just received an anonymous tip. Proceed to your next assignment.
3. We received a tip regarding very important information to solve our case. Visit InfoPlease (www.infoplease.com).
The person leaving the tip said that we could find what we needed under the name “The Murder of Medgar Evers.”
Search the site for that important link to solve the case.
The gun that killed Evers was found with whose fingerprints? _____________________________________________
He bragged about the murder at what organization’s rally? _______________
_______________ ______________
Reflection: Why would Evers’ assassin want to kill him? What did the NAACP and the Klan stand for? ____________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
(continue on back if needed)
Justice has been served. Medgar Evers’ assassin was convicted of murder. Great job!
34
EVERS CONCEPT MAP
PURPOSE
The student will demonstrate knowledge of how important concepts regarding Medgar Evers relate
to each other.
TEACHING LEVELS
Grades 6 – College Yr. 1
CURRICULAR CONNECTIONS
Mississippi Social Studies Framework
United States History 1877 to The Present Framework: Competencies 4b, 4f, 5a, 5d
United States Government Framework: Competency 5a
Introduction to World Geography Framework: Competency 7b
Mississippi Studies Framework: Competencies 3c, 3d, 3e
Minority Studies Framework: Competencies 2a, 2c, 4a
Local Resource Studies Framework: Competency 5a
OBJECTIVES
Using the information gained studying this unit, students will do the following:
ƒ
ƒ
ƒ
Demonstrate relationships between key concepts related to Medgar Evers
Organize important concepts in an outline
Examine the relationships mapped on a peer’s concept map for accuracy
MATERIALS
ƒ
ƒ
Inspiration software (recommended but optional)
Various materials for the creation of the concept map if hand-made
PROCEDURE
1. Students will research information on Medgar Evers (www.everstribute.org).
2. Students will develop an outline to organize key concepts.
3. Students will use the outline to create a concept map, a graphical representation
demonstrating relationships between the concepts.
4. Students may download the free trial version of Inspiration (optional) from
www.inspiration.com, or they may create the concept map using other software programs or
by hand.
35
ASSESSING STUDENT LEARNING
Evers Concept Map Rubric
CATEGORY
4
3
2
1
Title/Concept
Main concepts
identified and
clearly labeled
Some main
concepts were
identified and
clearly labeled.
Concepts were
listed but not
clearly labeled.
No main concepts
identified or labeled.
Relationship
Between
Concepts
Clear
relationship
between
concepts and
organizational
structure present
Relationship
between concepts
and some
organizational
structure present
Relationship
between concepts
but no
organizational
structure present
Unclear relationship
between concepts
and no
organizational
structure present
Explanation of
links
Links were
accurate and
explained
thoroughly
Links were
accurate but not
explained
thoroughly
Some links were
accurate but
explanations are
unclear
Links were
inaccurate and
unexplained
Graphics
Graphical
representation
was welldesigned and
easy to
understand
Graphical
representation was
well-designed, but
some information
is unclear.
Graphical
representation was
poorly designed
and difficult to
understand.
No graphical
representation was
made.
36
Medgar Evers Teaching Guide
Technology Connections
The Technology Connections page was compiled to be used as a companion to the Medgar
Evers Teaching Guide to provide teachers options to include technology in their instructional
practices in order to enhance provided lessons. The teacher should use these connections to locate
additional information in an effort to promote student achievement and knowledge of the life and
history of Medgar Evers.
MPB: A Medgar Evers Tribute
www.everstribute.org
PBS: Pursuing the Past
http://www.pbs.org/newshour/media/clarion/kc_evers.html
Mississippi History Now
http://mshistory.k12.ms.us/features/feature45/medgar_evers.htm
Mississippi Writer’s Page
http://www.olemiss.edu/depts/english/ms-writers/dir/evers_medgar/
NPR: The Legacy of Medgar Evers
http://www.npr.org/templates/story/story.php?storyId=1294360
Medgar Evers College
http://www.mec.cuny.edu
Medgar Evers Biography Resource Center
http://www.africawithin.com/bios/medgar_evers.htm
Arlington National Cemetery Website
http://www.arlingtoncemetery.net/mwevers.htm
African Americans.com
http://www.africanamericans.com/MedgarEvers.htm
Freedom Heroes
http://www.myhero.com/myhero/hero.asp?hero=Evers_NW
Ed Hamilton Sculpture
http://www.edhamiltonworks.com/medgar_evers.htm
A Bullet from the Back of A Bush
http://www.bobdylanroots.com/ever.html
Top Blacks
http://www.topblacks.com/civil-rights/medgar-evers.htm
Righting a Wrong
http://www.abouttimemag.com/decart.html
House Concurrent Resolution 94
http://billstatus.ls.state.ms.us/documents/2003/html/HC/HC0094SG.htm
37
Medgar Evers Teaching Guide
Literature Connections
The Literature Connections page is designed to serve as a guide to literature, relative to the
teaching of civil rights and the life and history of Medgar Evers.
The Autobiography of Medgar Evers
A Hero's Life and Legacy Revealed Through His Writings, Letters, and Speeches
by Myrlie Evers-Williams, Manning Marable
Description
The Autobiography of Medgar Evers is the first and only comprehensive collection of the words of
slain civil rights hero Medgar Evers. Evers became a leader of the Civil Rights Movement during
the late 1950s and early 1960s. He established NAACP chapters throughout the Mississippi delta
region, and eventually became the NAACP’s first field secretary in Mississippi. Myrlie EversWilliams, Medgar’s widow, partnered with Manning Marable, one of the country’s leading black
scholars, to develop this book based on the previously untouched cache of Medgar’s personal
documents and writings. These writings range from Medgar’s monthly reports to the NAACP to his
correspondence with luminaries of the time such as Robert Carter, General Counsel for the NAACP
in the landmark Brown v. Board of Education case. Still, most moving of all, is the preface written
by Myrlie Evers.
Additional Literature:
Chafe, William. Civilities and Civil Rights: Greensboro, North Carolina and the Black Struggle
for Freedom. New York: Oxford University Press, 1980.
Delaughter, Bobby. Never Too Late: A Prosecutor’s Story of Justice in the Medgar Evers Case.
New York: Scribner, 2001.
Dittmer, John. Local People: The Struggle for Civil Rights in Mississippi. Urbana: University of
Illinois Press, 1995.
Evers, Charles. Evers. New York: The World Publishing Company, 1971.
Evers, Myrlie (with William Peters). For Us the Living. New York: Doubleday, 1967. Reprint.
Jackson: University Press of Mississippi, 1996.
Johnston, Erle. Mississippi’s Defiant Years, 1953-1973. Forest, Mississippi: Lake Haber
Publishers, 1990.
38
Lawson, Steven, and Payne, Charles. Debating the Civil Rights Movement, 1945-1968. New
York: Rowman, Littlefield Publishers, Inc., 1998.
McMillen, Neil, ed. Remaking Dixie: The Impact of World War II on the American South. Jackson:
University Press of Mississippi, 1997.
Mendelsohn, Jack. The Martyrs: Sixteen Who Gave Their Lives for Racial Justice. New York:
Harper and Row, 1966.
Mottley, Constance Baker. Equal Justice Under Law. New York: Farrar, Straus and Giroux, 1998.
Numan, Bartley. The Rise of Massive Resistance: Race and Politics in the South During the 1950s.
Baton Rouge: Louisiana State University Press, 1969.
Payne, Charles. I’ve Got the Light of Freedom: The Organizing Tradition and the Mississippi
Freedom Struggle. Berkeley: University of California Press, 1995.
Salter, John. Jackson, Mississippi: An American Chronicle of Struggle and Schism. Malabar,
Florida: Robert Krueger Publishing Company, 1987.
Literature Suggestions courtesy of: Civitas Books and Mississippi History Now
39
GLOSSARY
This glossary includes terms used in this teacher’s guide, as well as some terms that you may
encounter in other resources about the civil rights movement.
Black Codes: Laws developed after the Civil War (1861-1865) that denied black Americans the
right to vote, the right to own property and the right to pursue employment or otherwise advance
their economic status.
Boycott: To abstain from or act together in abstaining from using or buying a product or a service;
a boycott gives an oppressed group economic leverage in their struggle for social change. During
the civil rights movement, bus boycotts and business boycotts were used.
Civil Disobedience: Nonviolent action in which participants refuse to obey certain laws, with the
purpose of challenging the fairness of those laws.
Civil Rights: Rights guaranteed to an individual by virtue of citizenship.
Civil Rights activist/leader: A leader of the political movement dedicated to securing equal
opportunities for members of minority groups.
Civil Rights Movement: Historically, the civil rights movement was a concentrated period of time
around the world of approximately one generation (1960-1980) wherein there was much worldwide
civil unrest and popular rebellion. The process of moving toward equality under the law was long
and tenuous in many countries, and most of these movements did not achieve or fully achieve their
objectives.
Desegregation: Elimination of laws and social customs that call for the separation of the races.
Discriminate: To distinguish between things; differentiate.
Freedom Rides: Journeys made throughout the South in the 1960s by integrated groups of people
to test the enforcement of a pair of Supreme Court rulings striking down the constitutionality of
segregated seating on interstate transit, that is buses and trains that cross state lines.
Freedom Rider: One of an interracial group of civil rights activists in the early 1960s who rode
buses through parts of the southern United States for the purpose of challenging racial segregation.
Jim Crow: A network of legislation and customs that dictated the separation of the races and
enforced discrimination on every level of society, especially in the South, from the late 19th century
to the 1960s. Jim Crow was the name of a character in minstrel shows in which white performers in
blackface used stereotypes in their songs and dances. It is not clear how the term came to describe
American segregation and discrimination.
The term "Jim Crow" originally referred to a black character in an old song, and was the name of a
popular dance in the 1820s.
Beginning in the 1880s, it saw wide usage as a reference to practices, laws or institutions that arise
from, or sanction the physical separation of black people from white people.
40
Legacy: Something handed down from an ancestor or a predecessor or from the past.
National Association for the Advancement of Colored People (NAACP): is one of the oldest and
most influential civil rights organizations in the United States. It was founded February 12 1909 to
work on behalf of African Americans. The NAACP's headquarters are in Baltimore, Maryland. The
NAACP is run nationally by a 64-member board of directors led by a chairman. The board elects
one person as the president and chief executive officer for the organization. Departments within the
NAACP govern areas of action. Local chapters are supported by the Branch and Field Services
department and the Youth and College department. The Legal Department focuses on court cases of
broad application to minorities, such as systematic discrimination in employment, government, or
education. The Washington, D.C. bureau is responsible for lobbying the U.S. Government; and the
Education Department works to improve public education at the local, state and federal levels. The
goal of the Health Division is to advance healthcare for minorities through public policy initiatives
and education. Trace NAACP History
Nonviolence: Rejection of all forms of violence, even in response to the use of violence by one's
adversaries. Many civil rights demonstrators pledged to respond nonviolently, and many were
trained in nonviolence principles.
Passive resistance: Quiet but firm refusal to comply with unjust laws; passive resistance involves
putting one's body on the line, risking arrest and attempting to win over one's foes with morally
persuasive arguments.
Race relations: The area of sociology that studies the social, political, and economic relations
between races at all different levels of society. This area encompasses the study of racism, and of
complex political interactions between members of different groups.
Sit-ins: Black student protest movement that gained a widespread following in 1960. Black
students, sometimes accompanied by white students, occupied "white-only" lunch counters and
other segregated public institutions throughout the South to protest segregated seating. (The
movement began on Feb. 1, 1960, when four black college students sat down at a lunch counter at
a Woolworth's in Greensboro, N.C.)
Suffrage: The civil right to vote, or the exercise of that right.
Voting: Is a method of decision making wherein a group such as a meeting or an electorate
attempts to gauge its opinion—usually as a final step following discussions or debates.
Sources: American Civil Rights: Almanac, 1999; Microsoft Encarta Africana 2000, Webster’s II New Riverside Dictionary, 1996 www.wikipedia.com, www.thefreedictionary.com ,
41
SAMPLE 5 DAY LESSON PLAN
DAY #1
Date(s) of Lesson Plan: *
Subject: *
Unit: Virtual Tour of Period: *
the Evers Museum
Purpose: As an introductory lesson, this activity will allow students to view the Evers Museum Virtual Tour in an effort to become
more familiar with the items in the museum.
Objectives
Procedures
Materials
Assessment/Evaluation
The teacher will conduct
Computer w/ internet
The teacher will:
The students will:
observations of students
access to United
• Asses students’ prior knowledge of
Streaming and Evers progress throughout
• Be able to visualize the
Medgar Evers by asking oral
activity
Tribute websites
home in which the
questions to the class
Evers family lived
Teacher: *
Grade Level: *
•
•
Be able to provide
information about
Medgar Evers
Be able to
discuss/describe
specifics regarding the
setting of the home for
example:
*No front entrance
*High windows in
home
•
Provide a brief overview of Medgar
Evers to students
•
Teacher will show video from United
Streaming website (contact MPB for
school codes to United Streaming)
The students will:
•
•
•
Using the Medgar Evers website
(www.everstribute.org), students will
take the virtual tour of the Medgar
Evers Museum (home)
After taking the virtual tour, students
will meet in collaborative groups to
prepare points regarding what was
seen during the tour
Have the opportunity to make oral
presentations, in groups, to other
classmates regarding their touring
experiences
42
DAY #2
Date(s) of Lesson Plan: *
Subject: *
Unit: Learn More
Period: *
About Medgar Evers
Purpose: This activity allows students to use their creative skills while learning more about the person that helped spearhead the
Civil Rights Movement in Mississippi.
Objectives
Procedures
Materials
Assessment/Evaluation
The teacher will:
The teacher will conduct
Knitting Yarn
The students will:
observations of students
Posterboard
• Allow students to have a brief open
progress throughout
Crayons
Using the information gained
discussion following the viewing of
activity
studying this unit, students
Scissors
the interviews on the Medgar Evers
will be able to depict a
Existing tables/chairs
website (www.everstribute.org)
television studio and conduct
a simulated interview.
• Select students to play the roles of
director, camera person, interviewer,
interviewee; other students will serve
as stage hands and audience
members
Teacher: *
Grade Level: *
The students will:
•
View “Interview with Friends and
Family” and “A Conversation with
Myrlie Evers-Williams on the
website (www.everstribute.org)
•
Select one of six interviews to
simulate
•
Use creative skills to craft the
likeness of a camera and micro
phone using posterboard, crayons,
scissors, and knitting yarn to simulate
wire
•
Create a scene that depicts a
television studio and conduct a
simulated interview
43
DAY #3
Teacher: *
Grade Level: *
Date(s) of Lesson Plan: *
Unit: Map of Mississippi
Influence of Medgar Evers
Purpose: Medgar Evers had a large impact on many areas of Mississippi. This activity provides students with an opportunity to
focus on all the areas that influenced his life or that his life influenced.
Objectives
Procedures
Materials
The teacher will:
Map of Mississippi Outline Map
The students will:
Mississippi maps for reference
•
Pass
out
maps
and
any
available
Information on Medgar Evers
ƒ Locate places that had an
materials to students.
influence on Medgar Evers, or
• Have students read over material on the
places that he influenced
Evers website (www.everstribute.org) or
in articles
ƒ Describe relationships among the
people and places that
The students will:
influenced Medgar Evers or that
he influenced
• Closely review the Evers Virtual Tour on
the website, which includes an address
ƒ Identify key Mississippi cities and
link to a city of Jackson map
places on a map.
• Make notes of locations where Medgar
Assessment/Evaluation:
Evers lived or had significant contact
during his life
Please see grading rubric provided
on page 12 of this teaching guide
• Use the map of Mississippi to locate the
areas of interest and mark those
locations on the handout map
Subject: *
•
Label the map to indicate how that area
is related to Medgar Evers (e.g. write a
short statement or word, draw a picture,
etc.)
44
DAY #4
Date(s) of Lesson Plan: *
Subject: *
Unit: Medgar Evers
Period: *
News Article
Purpose: The life of Medgar Evers was very eventful. This activity allows the students to investigate and report on some of the
most notable events of his life.
Objectives
Procedures
Materials
Assessment/Evaluation
The teacher will:
Please refer to grading
No special materials
The students will:
rubric on page 23 of this
required for this
• Discuss how the news media is
teaching guide
activity
• Discuss Medgar Evers’
important
in
delivering
news
about
impact on society by
events
either writing a
newspaper article or
• Discuss events related to Medgar
preparing and
Evers that would result in a
presenting a newscast
newspaper article or a newscast
Teacher: *
Grade Level: *
•
Analyze Megar Evers’
mission and discuss
what he might say or do
today if he were still
alive
about Mr. Evers (e.g. his life,
activism, death, speeches, memorial
service, early trial, last trial, etc.)
The students will:
•
review Medgar Evers website
(www.everstribute.org), as well as
websites noted on the Technology
Connections page and the Literature
Connections page of this guide
•
Write a newspaper article or present
a newscast on the topic of their
choice relating to Medgar Evers
45
DAY #5
Date(s) of Lesson Plan: *
Subject: *
Unit: Letter to Myrlie Period: *
Evers-Williams
Purpose: The students will write a letter to Myrlie Evers-Williams about the importance of Medgar Evers and about how Medgar
Evers helped bring about changes that have made their lives better.
Objectives
Procedures
Materials
Assessment/Evaluation
The teacher will:
School or district writing
Computer w/ internet
The students will:
requirements
access to United
• Discuss, with the class, the impact
Streaming and Evers
• Discuss Medgar Evers’
that events of Medgar Evers’ life must Tribute websites
impact on their lives
have made on his wife and children
Teacher: *
Grade Level: *
•
•
Analyze the historical
significance of Medgar
Evers on the
development of the
local and state
government
Describe Myrlie EversWilliams’ contributions
to civil rights
•
Ask students what they would say to
Mrs. Evers-Williams if they had a
chance to speak with her
•
Display letters on a bulletin board for
others to read
The students will:
•
View “Interview with Friends and
Family” and “A Conversation with
Myrlie Evers-Williams on the
website (www.everstribute.org)
•
Review resources on the following
websites for additional information on
Medgar and Myrlie Evers-Williams at
www.pbs.org and www.olemiss.edu
•
Discuss how they think Medgar
Evers’ family members must have felt
at various times
•
Write a letter to Myrlie Evers-Williams
46