Activity Overview
Analyzing the Civil Rights Act of 1964 is a good way for students to understand the impact of the entire movement and the effects it had on the history that followed. In this activity, students will create a spider map that answers the 5 Ws: who, what, when, where, and why. Their answers should be researched, and the illustration they provide should help summarize the answer to each question.
Possible Questions
- Who influenced the signing of the Civil Rights Act?
- What did the Civil Rights Act do?
- When did the Civil Rights Act get passed?
- Where Did The Civil Rights Act impact society the most?
- Why is the Civil Rights Act significant?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Civil Rights Act of 1964: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
Analyzing the Civil Rights Act of 1964 is a good way for students to understand the impact of the entire movement and the effects it had on the history that followed. In this activity, students will create a spider map that answers the 5 Ws: who, what, when, where, and why. Their answers should be researched, and the illustration they provide should help summarize the answer to each question.
Possible Questions
- Who influenced the signing of the Civil Rights Act?
- What did the Civil Rights Act do?
- When did the Civil Rights Act get passed?
- Where Did The Civil Rights Act impact society the most?
- Why is the Civil Rights Act significant?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Civil Rights Act of 1964: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about 5Ws Of The Civil Rights Act
Engage Students with a Civil Rights Act Role-Play Activity
Bring history to life by assigning students different roles—such as lawmakers, activists, or citizens—from the era of the Civil Rights Act. This helps students understand multiple perspectives and deepens their grasp of the law’s significance.
Assign student roles that represent key figures or groups
Pick or let students choose roles like President Lyndon B. Johnson, Martin Luther King Jr., a Southern senator, or a student protester. This personalizes the learning experience and encourages empathy for diverse viewpoints.
Provide background information and context for each role
Share brief summaries or resources about each person or group’s beliefs and motivations. Students can use these insights to prepare their arguments and responses during the activity.
Facilitate a classroom debate or mock congressional session
Set up a structured debate where students present their assigned character’s perspective on the Civil Rights Act. Encourage respectful discussion and direct students to use evidence from their research.
Reflect on the activity and connect it to present-day issues
Lead students in a discussion or written reflection about what they learned, how the Civil Rights Act changed the U.S., and why understanding these perspectives matters today.
Frequently Asked Questions about 5Ws Of The Civil Rights Act
What are the 5Ws of the Civil Rights Act of 1964?
The 5Ws of the Civil Rights Act of 1964 refer to Who influenced its passage, What the Act accomplished, When it was enacted, Where it had the most impact, and Why it is historically significant. Analyzing these aspects helps students understand the law's importance and effects.
How can students analyze the Civil Rights Act using the 5Ws method?
Students can analyze the Civil Rights Act by creating a spider map that answers Who, What, When, Where, and Why. Each section should include researched answers and visuals that summarize key facts, helping to deepen understanding of the Act's impact.
Why is the Civil Rights Act of 1964 significant in American history?
The Civil Rights Act of 1964 is significant because it outlawed segregation and discrimination based on race, color, religion, sex, or national origin, paving the way for greater equality and shaping future civil rights legislation in the United States.
What is a simple classroom activity for teaching the Civil Rights Act?
A simple classroom activity is to have students create a 5W analysis of the Civil Rights Act. They answer the Who, What, When, Where, and Why questions and illustrate each one, making the lesson interactive and easy to follow.
Who were the main influencers behind the Civil Rights Act of 1964?
Main influencers included civil rights leaders like Martin Luther King Jr., organizations such as the NAACP, and political figures including President Lyndon B. Johnson, all of whom played key roles in advocating for and passing the legislation.
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