Teacher Process
Begin this lesson with a discussion about rights. What are rights? What are civil rights? What is the difference between civil rights and human rights? What are considered civil rights in the United States? Does everyone deserve civil rights? Has everyone in the United States always had civil rights?
After recording the answers given by students, read the definition aloud. The following definition is from Fact Monster (http://www.factmonster.com/ipd/A0374811.html).
1. rights to personal liberty established by the 13th and 14th
Amendments to the U.S. Constitution and certain Congressional acts,
esp. as applied to an individual or a minority group.
2. the rights to full legal, social, and economic equality extended to blacks.
Dissect the definition.
Next, the teacher might ask students, "has everyone in the United States always had civil rights?"
After hearing student responses, explain the WebQuest lesson design. Students will act as experts on an advisory committee to the mayor of Atlanta. Each person on the team will be one of the following: An African-American history professor, a Sweet Auburn Community Activist, or an Atlanta Culture Expert.
Divide students into groups of at least three but because partnering might be helpful, a team of six is preferred. Allow students to decided (or assign) roles.
Hand out Research Guides based on role. Each student should research individually. Team members will have an opportunity to meet and compare notes once research has been completed.
Ask students to conduct research based on their area of expertise. Teacher should circulate through computer lab and assist as necessary. Be prepared to help guide thinking for research guide questions. The answers are not always obvious and may require adult discussion.
Once research is complete, have students gather in whole class format to answer questions that arise from research. Allow students to answer other's questions if possible.
Ask students to reconvene in their groups. Hand out Committee Guides. Ask students to work together to answer the questions on the guide. Once the guide is complete, teams should write their letter to Mayor Franklin.
Ask a representative from each group to share their letter with the rest of the class.
Discuss various group recommendations.