CRC for Technology Education
Title III Technology Literacy Challenge Grant
Project Information Page
Civil Rights Movement
This project was developed as part of the Title III Technology Literacy Challenge Grant’s
Capital Region Collaboration for Technology Education.
2001-2002
Introduction
This is a Power Point Presentation designed to build understanding of The Civil Rights
Movement. A cooperative project is included which suggests that students should interview
someone who attended a segregated school and record the interview with a power point slide
show.
Learners
This project is appropriate for grades 3-5, 6-8, both regular and special education students and
fits best within the Social Studies curriculum.
Resources
Students will need access to a computer to view this project on the internet or intranet.
Teachers could also view from a disk with an LCD projector.
Standards
Social Studies
Standard 1: History of the United States and New York Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in the history of the United States and New York.
Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual
skills to demonstrate their understanding of he necessity for establishing governments; the
governmental system of the United States and other nations; the united States Constitution; the
basic civic values of American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.
2001-2002
CRC for Technology Education
Title III Technology Literacy Challenge Grant
English Language Arts
Standard 1: Language for Information and Understanding Students will listen, speak, read, and
write for information and understanding. As listeners and readers, students will collect data,
facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the English
language to acquire, interpret, apply, and transmit information.
Process
There are a variety of ways to present this project. Students will view classroom presentation of
this project and participate in classroom discussion, The class may view the project as a group
or in small groups.
Evaluation
Teacher prepared evaluation based on student prepared Power Point Presentations.
Credits and References
James, B & J. Slayton (1993). Brown in State Hands: State Policymaking and Educational
Equality After Freeman V. Pitts. Hastings Constitutional
Law Quarterly, V. 20, #3. Hastings of the Law.
Lagemann, E. & L. Miller “eds.” “1960”. Brown vs. Board of Education;The Challenge for
Today’s School. New York, NY: Teachers CollegePress.
Http:/www. Gse. Ucla.edu./courses/ed191/assignment1/
Http:/www. Rider.edu./news/releases/1998
Http:/www. Digisys.net/users/hootie/brown
Http:/www. Seattletimes. Com/mlk/movement/pt/march
Http:/www. Midsouth. Rr.com/civilrights/it 26.html
Http:/www. Wmich.edu/politics/mlk/washington.html
2001-2002
CRC for Technology Education
Title III Technology Literacy Challenge Grant
Http:/www. Wmich.edu/politics/mlk/dream.html
I Have a Dream Speech. [Online Sound] Available
Http:/www.webcorp.com/civil rights/index.htm
The Decision. Microsoft (R)Encarta (R)Africana 1999
Microsoft Corporation.
Http:/www.watson.org
Http:/www.pbs.org
Http:/www.concentric.net
Http:/www.unbrokencircle.org
2001-2002