EQUAL RIGHTS

With Special Education and ESL Modification

Fluerette Reid
Maria Cristina Tur

INTRODUCTION

Students seem not to understand the term "Equal Rights’ under the law. They need to know that under the law it is not I am Puerto Rican , Dominican, African American or any other ethnicity, in the eye of the law we all have the same rights.

We hope to show that the law protects us using Thurgood Marshall and the Topeka Board of Education along with Dr. Martin Luther King Jr. and the Civil Rights Movement to demonstrate how we are equal under the law.

TASK

1. How did the Supreme Court decision change the lives of African Americans?

2. How did this decision show that the Supreme Court taught racial equality?

3. How did African Americans struggle to lessen racial discrimination in the United States?

4. Who were the leading civil rights leaders during the 1960's?

5. What were the accomplishments of the people who led the struggle for civil rights?

6. Why are the following people important?

Thurgood Marshall
Dr. Martin Luther King Jr.
Malcolm X
Colin Powell
Jackie Robinson

THE PROCESS

Students will become familiar with vocabulary used in the writing process using the TIPS glossary: http://www.maxwell.syr.edu/plegal/scales/glossary.html

VOCABULARY

amendment
appeal
action
arguments
attorney
bail
civil law
constitutional law
decision
defendant
due process
equal protection
Federal Court
laws
judge
plaintiff
reasoning

One group of students will learn how to analyze Supreme Court cases.

http://www.maxwell.syr.edu/plegal/scales/instruct1html

One group of student will analyze the Brown versus Topeka Board of Education case.

http://www.maxwell.syr.edu,plegal/scales/brown/html

One group of students will analyze the Civil Rights Movement

http://www.Seattletimes.com/mlk/man/MLKtimeline.html

http://members.aol.com/_ht_a?peacebn2u/frame2.htm

http://www.nara.gov/education/teaching/robinson/robmain.html

http://www.trumanlibrary.org/news/colinpow.htm

NEW YORK STATE LEARNING STANDARDS FOR ENGLISH

Standard 1: Students will read, write, listen, and speak for information and understanding.

Standard 3: Students will read, write, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

NEW YORK STATE LEARNING STANDARDS FOR SOCIAL STUDIES

Standard 1: History of the United States and New York

Standard 5: Civics, Citizenship, and Government.

STUDENT EVALUATION

New York State Testing Program

Grade 8 English Language Arts Program

Listening/Writing (Numbers 26, 27, 28, 29)

Reading/Writing (Numbers 30, 31, 32, 33)

Quality	6 Responses at this level	5 Responses at this level	4 Responses at this level	3 Responses at this level	2 Responses at this level	1 Responses at this level
Meaning: The extent to which the response exhibits understanding and interpretation of the task and text(s)	Taken as a whole: Fulfill the requirements of the tasks address the theme or key elements of the text show an insightful interpretation of the text make connections beyond the text	Taken as a whole: demonstrate most of the characteristics of a response at the 6-point level but thy may show slightly less understanding, provide less elaboration or lack	Taken as a whole: Fulfill some of the requirements of the tasks address some key elements of the text show a predominantly literal interpretation of the text make some connections beyond the text	Taken as a whole: are similar to there responses at the 4-point level, but they may be weakly organized or sketchy, wit ideas that are not supported by examples from the	Taken as a whole: fulfil some of the requirements of the tasks address basic elements of the text show little evidence that the student understood more than parts of the text make few connections	Taken as a whole: are more difficult to read and understand than responses at the 2-point level. The responses show evidence of comprehension of only parts of the text,
Development: The extent to which ideas are elaborated, using specific and relevant evidence from the text(s)	Taken as a whole: develop ideas fully with thorough elaboration make effective use of relevant and accurate examples from the text	the consistent quality of responses at the 6-point level	Taken as a whole: may be brief, with little elaboration, but are sufficiently developed to answer the questions provide some examples and details from the text may contain minor inaccuracies	text. There may be a few minor inaccuracies, and the responses provide fewer details. The responses indicate the student has read or listened to the entire text but experiences gaps in understanding the whole.	Taken as a whole: may provide some text-based examples and details may contain some irrelevant or inaccurate details along with correct information	and may be repetitive, focusing on minor details.
Organization: The extent to which the response exhibits direction, shape and coherence	The extended response exhibits direction, shape, and coherence		The extended response is generally focused, though may contain some irrelevant details shows a clear attempt at organization		The extended response may show an attempt to establish a focus shows little attempt at organization
Language Use: The extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure and sentence variety	The extended response is fluent and easy to read with vivid language and a sense of engagement or voice is stylistically sophisticated, using varied sentence structure and challenging vocabulary.		The extended response is readable with some sense of engagement or voice primarily uses simple sentences and basic vocabulary		The extended response is readable with little sense of engagement or voice uses minimal vocabulary may indicate fragmented thoughts

SCORE POINT 0 = The responses are completely incorrect, irrelevant, or incoherent.

Presentation Rubric – Evaluating Student Presentations

	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around..	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease, with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics.	Student occasionally uses graphics that rarely support text and presentation.	Student’s graphics relate to text and presentation.	Student’s graphics explain and reinforce screen text and presentation.
Mechanics	Students presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings and/or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for student in the back of class to hear.	Students voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct precise pronunciation of terms so that all audience can hear presentation.
				Total Points

Developed by Information Technology Evaluation Services, NC Department of Public Instruction

Grade Evaluation

Excellent - grade A

more than 3 graphics

3 or more interesting facts

written news article which answers all five questions

Advanced - grade B

3 graphics

3 or more interesting facts

written news article which answers all five question

Acceptable - grade C

less than 3 graphics

less than 3 interesting facts

written news article which answers all five question

Novice - grade D

one or no graphic

less than 3 interesting facts

written news article which answers all five question

Conclusion

There were and continue to be great inequalities in American Society with regard to race. The path to equal justice is slowly becoming easier to tread, but the struggle continues to loom in front of a generation who must continue to fight.

IGUALDAD DE DERECHOS

EDUCACION ESPECIAL Y ESL

INTRODUCCION:

Los estudiantes parecen no entender el concepto "Igualdad de Derechos" ante la ley. Los estudiantes necesitan saber que ante la ley no es "yo soy Puertoriqueno", Dominicano, Afro-Americano" o cualquier otra denominacion de origen. Todos tenemos los mismos derechos.

Con este proyecto, esperamos poder demostrar que la ley nos protege a todos por igual. Utilizaremos las biografias de Thurgood Marshall y Dr. Martin Luther King Jr., el caso de Brown v Board of Education y el Movimiento de los Derechos Civiles para demostrar que todos somos iguales ante la ley.

ASIGNACIONES:

1. Los estudiantes escnbiran un articulo periodistico que incluira la siguiente intormacion:

1. ¿ Como cambiaron las vidas de los Afro-Americanos debido a la decision de la
Corte Suprema en el caso de Brown v Board of Education?

2. ¿ Como La decisi6n de La Corte Suprema demuestra igualdad racial?

3. ¿ Como lucharon los Afro-Americanos para disminuir la discriminacion racial en los Estados Unidos?

4. ¿ Quienes fueron los lideres de los derechos civiles durante los anos 60?

5. ¿ Cuales fueron los mentos de las personas que lucharon por los derechos civiles?

6. ¿ Porque fueron los siguientes personajes importantes?

* Thurgood Marshall

* Dr. Martin Luther King Jr.

* MalcolmX

* Cohn Powell

* Jackie Robinson

2. Usando Claris Works, los estudiantes resumiran sus resultados en una ilustracion de frecuencia (slide show).

PROCEDIMIENTO:

Los estudiantes se familianzaran con el vocabulario usado en el proceso de escritura usado en el glosano del Proyecto Legal (TIPS).

http://www.maxwell.syr.edu/plegal/scales/glossary.html

Vocabulario

* Apelacion

* Acciones

* Argumentos

* Abogado

* Fianza

* Derecho Civil

* Derechos Constitucionales

* Decision

* Demandante

* Proceso debido

* Protecci6n igual

* Sistema de tribunales del estado

Un grupo de estudiantes aprendera a analizar casos de La Corte Suprema

http://www.maxwell.syr.edu/lplegal/scales/instruct.html

Un grupo de estudiantes analizara el caso Brown v Board of Education.

http://www.maxwell.syr.edu/plegal/scales/brown.html

Un grupo de estudiantes analizara el Movimiento de los Derechos Civiles

http://www.Seattletimes.com/mlk/man/MLKtimeline.html

http://members.aol.coml-ht-a/peacebn2u/frame2.htm

http://www.nara.gov/education/teaching/robinson/robmain.html

http://www.trumanlibrary.org/news/colinpow.htm

EVALUACION
Excelente grado A

mas de 11 ilustraciones

3 o mas hechos interesantes

articulo periodistico escrito con las respuestas de todas las 6 preguntas

Avanzado grado B

de 9 a 10 ilustraciones

menos de 3 hechos interesantes

articulo periodistico escrito con las respuestas de 5 preguntas

Aceptable grado C

de 7 a 8 ilustraciones

1 hecho interesante

Student Work

K.B.
I . S . 184

Language Art

Jackie Robinson

Aim: Who was Jackie Robinson

Jackie Robinson one of the greatest black Americans.

Jackie Robinson was born in 1919, He was the grandson of a slave . When Jackie was six months old , his father left and never came back. After that, the family moved to California. In junior-high school Jackie Robinson joined a gang. He left the gang and took up sports. In junior college, Jackie broke his brother's long jump record. He did not complete his college degree because he joined the army.

When Jackie left the army, he began playing for the Kansas City Monarch. They were a professional baseball team in the Negro Leagues. Because Jackie played very well he caught the attention of Branch Rickey. Newspapers all over the country wrote about Jackie Robinson's all around work in baseball. He was Rookie of the year in 1949.

He was voted into the Baseball Hall of Fame. He became active in the Civil Rights Movement. He helped New York's black communities. Jackie taught black Americans how to voice their needs and how to get problems solved. He also worked hard to keep youngsters who were on drugs off.

He died in 1975 as one of the greatest athletes and also as a great human being.

1.5.184 T.C.
Class-i 39 February 2, 2000

Language Arts
Essay
Dr. Martin Luther King Jr.
Aim: Who was he?

Martin Luther King Jr. was an African American. He was smart and was a Civil Rights Leader and minister of religion.

Martin Luther King was born on January 15, 1929. His birth place was Atlanta, Georgia. Young Martin liked to read a lot. His mother Mrs. King was a teacher and Mr. King was a minister. Martin was a student at Morehouse College a black college in the south. He went to Morehouse College at the age of fifteen. Dr. King was married to Coretta Scott and they had four children. Two girls and two boys.

Dr. Martin Luther King started the Civil Rights Movement. He lead marches and organized a bus boycott in Montgomery, Alabama. Dr. King gave speeches all over the country. He went to jail many times. He spoke out against segregation which affected the black people. He taught black people to be nonviolent. As a college student, Dr. King organized sit ins in white restaurants.
Dr. King was the youngest person to win the Novel Peace Prize.

Dr. Martin Luther King Jr. was assassinated on April 4, 1968 in Memphis, Tennessee. He was killed by a white man.

l.s.184 E.B.r
Class 139 February 10, 2000

Language Art
Research Project
Colin Powell
Aim: Who was Colin Powell

Colin Powell was born in Harlem in 1937. Colin Powell's parents were Jamaican Immigrants.

After hgh school Colin Powell went to City College in New York. He joined the R.O.T.C in College. R.O.T.C means the Reserve Officers Training Corp. Powell liked the soldier's uniform and the discipline there. Colin Powell 's instructors and classmates saw him as a leader. He was the only one who graduated with the highest rank Cadet Colonel in college.

When he finished college, he went into the army. He wanted to command the troops in the army. They sent him to Georgia for training. It was different in Georgia. Colin could not order a hamburger in Georgia. He had to go to the back door for service, because he was black.

He was sent to Vietnam during that war as an adviser. He was awarded a Purple Heart for the work he did in the Vietnam war .He was also given the Soldier's Medal for his heroism in the war. He retired in October 1993 as the Chairman of the Joint Chiefs of Staff.

Colin Powell made it very high in the United States Armed Forces .He kept his respect for his soldiers , Presidents and the American people.

M.R. IS. 184x
February 2,2000 Classi39

Dr. Martin Luther King Jr.
Aim: Who was he?

Dr. Martin Luther King Jr. was a smart African American, a Civil Rights Leader and a minister of religion.

Dr. King Jr. was born on January 15, 1929. His birthplace was Atlanta, Georgia. Martin's mother was a teacher and his father a minister. Martin loved to read. When he was fifteen, he entered Morehouse College for men. As a young man, he married Coretta Scott and they had four children.

Dr. King organized the bus boycott in Montgomery, Alabama for blacks. He went to jail many times because he wanted to get equal rights for blacks. Martin was not violent in his work. He organized sit ins at white restaurants He -encouraged black people to vote. He made many speeches but his biggest speech was in Washington D.C. Over 250,000 people came to hear Martin. He got Congress under President J. F. Kennedy to pass the Civil Rights Laws. He was the youngest person to win the Nobel Peace Prize.

Dr.. Martin Luther King Jr. Was assassinated on April 4,1968 by a white man named James Earl Ray. This happened in Memphis, Tennessee.

M.R. February 11,2000

LS. 184x Class- 139

Language Arts
Research Project

Thurgood Marshall
Aim: Who was Thurgood Marshall?

Thurgood Marshall was the first African American to serve on the Supreme Court of the United States.

Marshall was born on July 2,1908 in Baltimore, Maryland. His mother taught in the segregated public schools in Baltimore, Maryland. His father worked in a Country club and was a great debater Marshall was the top student in his class. Marshall attended Howard University Law school where His mother helped pay for his tuition. His mother sold her -engagement ring to help pay his college fees. While in college Thurgood Marshall learned about the wrongful effects of segregation and pledged to do something about it.

After graduation he worked against discrimination and inequality for his next twenty five years. His efforts made black Americans become first class citizens under the law. His greatest victory came in 1954 when he represented Linda Brown against the Topeka Board of Education for not allowing her to attend the school of her choice on the basis of her race.

After an outstanding career he died on January 24, 1993. He was known as a lawyer, judge, and Supreme Court judge.

Fluerette Reid

Maria Cristina Tur