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This is the "PROJECT: Civics 10" page of the "Civil Rights - Civil Discourse" guide.
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Civil Rights - Civil Discourse  

Last Updated: May 18, 2017 URL: http://libguides.huhs.org/civildiscourse Print Guide RSS UpdatesEmail Alerts

PROJECT: Civics 10 Print Page
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Learning Target

By selecting, analyzing, interpreting, and presenting a historical document on civil rights within its historical context, you will demonstrate your understanding of the avenues and processes through which Americans engage in meaningful civil discourse.

 

Civil Rights - Civil Discourse

The steps below outline the tasks you will be completing in the coming days.  Careful attention to the tasks will help you in demonstrating your mastery of the information and processes you have studied during the course of the semester.  

  • Be resourceful in using your time and the resources made available through the HUHS Library Media Center.
  • Be repectful in examining, analyzing and presenting these controversial topics.  
  • Be responsible in completing your work on schedule so that your partner and you can move easily into a demonstating what you know.
 

Enduring Understandings

The Constitution is a living document that changes and evolves over time.
The people are the authors/owners of the public record. 
People may participate effectively in community affairs and the political process.
An effective democracy depends on informed citizens. 
Both advocacy and public opinion can be used to influence public policy. 
Political and social movements have sought to mobilize public opinion and assert peoples rights and obtain government support to achieve their goals. 

 

Essential Questions

What is the importance of civic engagement to American Constitutional democracy?
How might civil discourse be promoted in society?
How can the public record be used to inform decision-making?

     

    Standards Demonstrated

    Students successfully completing this project will demonstrate mastery in the following standards.

    Reading in History and Social Studies

    • Cite textual evidence to support analysis of primary and secondary sources (1).
    • Summarize a primary or secondary source using key events and ideas and determine the central idea (2).
    • Analyze details of event narratives for cause and effect (3). Identify keywords in texts (5).
    • Analyze author’s purpose and compare authors addressing similar topics. (6)

    Writing in History and Social Studies

    • Write discipline specific arguments, comparing and presenting opposing viewpoints, and providing a conclusion that follows from or draws on the arguments presented (1).
    • Gather facts, definitions, details, quotes, examples to create informative and explanatory texts that narrate history (2).
    • Conduct short and sustained research projects that synthesize multiple sources to answer a self-generated question (7).

    English and Language Arts Standards for Speaking and Listening

    • Participate in collaborative discussions to consider diverse opinions (1).
    • Present information and findings with supporting evidence in spoken format appropriate to purpose, audience and task (4).

    AASL Standards for the 21st Century Learner

    • Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations (2.1.3).
    • Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence (2.2.2).
    • Share knowledge and participate ethically and productively as members of our democratic society (3).

    National Educational Technology Standards

    • Construct knowledge by (a) applying existing knowledge and (c) using models and simulations to explore complex systems and issues (1). Demonstrate research and information fluency by applying digital tools to gather, evaluate, and use information (3).
    • Use critical thinking skills to plan and conduct research, identifying and defining significant questions, collecting and analyzing information, and examine diverse perspectives to explore alternative solutions (4).
     

    Your Guide

    Guide created by Lora Cowell former HUHS librarian

    Maintained by Michelle Yu

    michelle.yu@huhs.org

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