Name: ________________________________________________ Unit 7 Civil Rights Movement
Civil Rights Performance Task
Directions: Read the explanation below of the performance task. You are to create your exhibit based on the criteria and rubric on this page. This project will be presented on Friday, June 6 th . R o l e You are working with a team of curators at a local museum. The role of a curator is to create, oversee and take care of any given collection at a museum. They also decide what objects should be displayed and how. The word curator comes from the Latin word curatus, which means "care." G o a l
Students will work in groups to create an exhibit that tells the story of the civil rights movement of the 1960s. The exhibit will include primary sources such as photographs, songs, letters, and political cartoons that tell the story. Each group will focus on one of the following subtopics: 1 . Murder of Emmett Till 2 . Martin Luther King vs. Malcolm X Similarities and differences 3 . Brown vs. the Board of Education and the integration of Little Rock Central High School in Little Rock, Arkansas . 4 . Lunch-counter sit-ins 5. Civil Rights Act of 1964 6 . Voting rights actions Freedom Rides registration drive murder of Jimmie Lee Jackson The murders of James Chaney, Andrew Goodman, and Michael Schwerner Voting Rights Act of 1965 C r i t e r i a
Your exhibit must include the following criteria: At least six primary source documents (such as photographs, songs, letters, and political cartoons) that best tells the story of your topic Placards(curators notes) that discuss the main idea and importance behind each document A creative display Presentation to a small group of students, in which you teach them about the importance of the event or person in the Civil Rights movement
Rubric: Outcome Not Yet Meets Standards Exceeds Standards Collaborate Work effectively with others to achieve common goals.
___ Student partnered with other students to plan and execute project. Students, without teacher redirection, efficiently worked together.
___ Student remained engaged in the planning and execution of the project.
___ Student communicated with fellow group members to keep them engaged and accountable. Create Produce or develop a product for expression.
__ Some thought was put into making the exhibit interesting, but some of the artifacts presented made it harder to understand the key ideas of the topic.
___A lot of thought was put into making the exhibit interesting as shown by creative artifacts and curators notes.