Pre-Test and Post-Test

Pre-tests are essential to pinpointing specific material that needs to be focused on during
instruction, and that is exactly what I did with my students results. I found that I needed to focus
in more detail on the various foreign crises of the United States during the Cold War in the
1960s, such as the Cuban Missile Crisis, the Bay of Pigs invasion, and the Berlin Crisis. I also
discovered that many of the students did not know the tactics and individuals involved in the
African American Civil Rights Movement, such as what the Freedom Rides were or the ruling of
Brown v. Board of Education, as well as who Malcolm X, James Meredith, Fannie Lou Hamer,
and Jo Anne Robinson were. I used these results in my ten day and stressed those areas where the
students were lowest in. For these topics, I used multiple ways to explain the details behind
them. For example, with the Cuban Missile Crisis, the Brown v. Board of Education decision,
James Meredith, and Fannie Lou Hamer, I gave the students multiple primary sources to read and
analyze about those events or individuals to reinforce the information presented. For the others, I
used a variety of ways to present the information to the students, such as photographs, videos,
and detailed explanation. After I completed my ten day and the students took their end of the unit
test, it was evident that the large majority of students greatly improved their scores, and were
able to obtain and retain the information about the topics.
 CH. 20-21 JFK/LBJ/Civil Rights PRE-Test
Please answer the questions to the best of your ability.
Multiple Choice Questions

1. Who lead the communist revolution in Cuba from 1956-1959?

a. Joseph Stalin
b. Fidel Castro
c. Benito Mussolini
d. Fulgencio Batista

2. Which president promoted the New Frontier and passed legislation that increased defense
spending, provided federal aid for education, and expanded the space program?
a. Richard Nixon
b. Dwight D. Eisenhower
c. John F. Kennedy
d. Lyndon B. Johnson

3. The United States government hoped to prompt an uprising in Cuba through this event, but failed
miserably.
a. Cuban Missile Crisis
b. Bay of Pigs Invasion
c. The 1959 Cuban Revolution
d. The Berlin Crisis

4. Which president promoted the Great Society and implemented the War on Poverty?
a. Richard Nixon
b. Dwight D. Eisenhower
c. John F. Kennedy
d. Lyndon B. Johnson

5. Which of the following situations was one characteristic of the Berlin Crisis of 1958-1960?
a. All access to West Berlin was blocked off, and in response the U.S. began to drop supplies on the
city from airplanes
b. Berlin was divided into four zones of occupation. The West was controlled by France, Britain,
and American forces, while the East was under Soviet control.
c. East Germans began to flee to West Berlin to escape communism, and this exposed the failure of
the East German government and weakened the economy.
d. West Berlin forces built a wall around their half of the city to protect it from the spread of
communism from the East Germans.

6. Which of the following Supreme Court cases declared that separate but equal facilities were
constitutional and did NOT violate the Fourteenth Amendment?
a. Brown v. Board of Education
b. Plessy v. Ferguson
c. Mapp v. Ohio
d. Gideon v. Wainwright
7. What was the main type of resistance carried out by Martin Luther King Jr. and the SCLC?
a. Nonviolent protests
b. Armed conflict
c. Lawsuits
d. National Strikes

8. Rosa Parks was the first African American women to refuse to give up her bus seat on a
Montgomery city bus.
a. True
b. False

9. Segregated seating in interstate bus terminals was outlawed thanks to the

a. Little Rock Nine
b. Freedom Rides
c. Freedom Summer
d. Black Panthers

10. Civil Rights activists used this technique to force segregated establishments to serve African
Americans.
a. Freedom Rides
b. Boycott
c. Sit-Ins
d. March on Washington

11. Which of the following was signed by President Lyndon B. Johnson and eliminated
discriminatory literacy tests directed toward African Americans?
a. Civil Rights Act of 1964
b. Voting Rights Act of 1965
c. Civil Rights Act of 1875
d. The Fifteenth Amendment

12. What did the establishment of the Fourteenth Amendment of the U.S. Constitution do?
a. Abolished slavery and involuntary servitude
b. Declared every citizen under the law has the right to vote, regardless of sex
c. Declared every citizen under the law has the right to vote, regardless of race, color, or previous
condition of servitude
d. Declared that all people born in the U.S. are citizens, and have equal protection under the law

13. Which president of the United States was the most successful in passing Civil Rights legislation
through Congress?
a. Lyndon B. Johnson
b. John F. Kennedy
c. Harry S. Truman
d. Richard Nixon
14. During the Civil Rights Movement, there was complete agreement among activists about the
tactics that should be used to gain recognition of their rights.
a. True
b. False

Written Response Questions

15. Write what you know about these prominent Civil Rights leaders:
a. Rosa Parks
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

b. Martin Luther King Jr.

______________________________________________________________________________
______________________________________________________________________________
__________________________________________

c. Malcolm X
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

d. James Meredith
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

e. Fannie Lou Hamer

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

f. Jo Anne Robinson
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Source: Lellingson. (n.d.). Civil Rights Movement Exam. Retrieved April 25, 2017, from
http://www.proprofs.com/quiz-school/story.php?title=civil-rights-movement-exam_1
Pre-Test Answer Key
1. B
2. C
3. B
4. D
5. C
6. B
7. A
8. B
9. B
10. C
11. B
12. D
13. A
14. B
15. Rosa Parks was a civil rights activist who was very involved in organizations for
the advancement of African Americans. She was arrested for refusing to give up her seat
on a bus, which kicked off the Montgomery Bus Boycott
16. Martin Luther King, Jr. was a civil rights activist who was the leader of the SCLC
and promoted nonviolence.
17. Malcolm X was the face of the Nation of Islam and promoted self defense and
armed resistance for the advancement of African American rights. He wanted to remain
separate and believed blacks were superior to whites.
18. James Meredith was the first African American to attend the University of
Mississippi
19. Fannie Lou Hamer was a civil rights activist who fought for African American
voting rights and was the leader of the Mississippi Freedom Democratic Party
20. Jo Anne Robinson was the woman who was responsible for beginning the
Montgomery Bus Boycott.
 20-21 JFK/LBJ/Civil Rights Test
Multiple Choice Questions: Choose the best answer for each question below.

1. John F. Kennedy was quick to address domestic issues when he took office in 1964.
a. True b. False

2. The discovery of Cuban missiles in the Soviet Union caused the outbreak of the Cuban Missile
Crisis in 1961.
a. True b. False

3. There was complete solidarity and agreement among all the organizations involved in the Civil
Rights Movement in the 1960s.
a. True b. False

4. Racism was not just present in the South, as there was a significant amount of racism in the
North during the Civil Rights Movement of the 1960s.
a. True b. False

5. Fidel Castro gained power in Cuba with the promise of democracy during the 1959 Cuban
Revolution.
a. True b. False

6. Who lead the communist revolution in Cuba from 1956-1959?

a. Joseph Stalin
b. Fidel Castro
c. Benito Mussolini
d. Fulgencio Batista

7. Which president promoted the New Frontier and passed legislation that increased defense
spending, provided federal aid for education, and expanded the space program among others?
a. Richard Nixon
b. Dwight D. Eisenhower
c. John F. Kennedy
d. Lyndon B. Johnson

8. Why did the United States hope to influence an uprising to oust the Cuban leader Fidel Castro in
1961?
a. Fidel Castro took control of U.S. assets in Cuba
b. Fidel Castro declared a communist government in Cuba
c. Fidel Castro strengthened his ties with the Soviet Union
d. All of the above

9. What was John F. Kennedys response to discovering Soviet missiles in Cuba?

a. He placed a quarantine around Cuba to keep Soviet ships from reaching the island
b. He threatened the Soviets with nuclear warfare if they did not remove the missiles
c. He threatened to invade the Soviet Union if they did not remove the missiles at once
d. He sent a group of Cuban exiles to infiltrate Cuba and influence an uprising

10. Civil rights activists traveled through the Deep South on buses to protest segregation in seating
on buses and in bus terminals. This event was known as
a. Freedom summer
b. The Selma Campaign
c. The Montgomery Bus Boycott
d. Freedom rides

11. Which of the following declared that separate but equal facilities were constitutional and did
NOT violate the fourteenth amendment?
a. Brown v. Board of Education
b. Plessy v. Ferguson
c. Mapp v. Ohio
d. Gideon v. Wainwright

12. What was the main purpose of the Freedom Summer in Mississippi in 1961?
a. To protest segregated bus seating
b. To stage sit-ins in attempt to desegregate lunch counters throughout the state
c. To register as many African American voters as possible
d. To enroll as many people as possible in historically white schools

13. After the Freedom Riders were violently attacked in Anniston, Alabama, they
a. Abandoned the protest, which ended in failure
b. Received federal protection from United States marshals into Jackson, Mississippi
c. Armed themselves for protection
d. Moved the protest to Chicago

14. What was one significant outcome of the Birmingham Campaign?

a. It convinced President Kennedy to advocate for the passage of a civil rights bill to Congress
b. The campaign was a failure and separate but equal facilities continued into the late 1960s.
c. It ended segregation on buses and bus terminals throughout the Deep South
d. It led to President Johnsons passage of the Voting Rights Act of 1965, which outlawed
discriminatory literacy tests

15. What was the ruling of the Warren Court case of Mapp v. Ohio?
a. Police must inform every suspect of their rights at the time of arrest
b. Prosecutors may not use evidence obtained in illegal searches
c. The state must provide the defendant with an attorney even if they cannot afford one
d. Separate but equal facilities were unconstitutional

16. Which of the following situations was one characteristic of the Berlin Crisis of 1958-1960?
a. All access to West Berlin was blocked off, and in response the U.S. began to drop supplies on the
city from airplanes
b. Berlin was divided into four zones of occupation. The West was controlled by France, Britain,
 and American forces, while the East was under Soviet control.
c. East Germans began to flee to West Berlin to escape communism, and this exposed the
failure of the East German government and weakened the economy.
d. West Berlin forces built a wall around their half of the city to protect it from the spread of
communism from the East Germans.

17. What was the significance of both the Civil Rights Act of 1964, and the Voting Rights Act 1965?
a. These acts contributed to the expansion of democracy in the United States
b. These acts ensured the constitutional rights of African Americans and other minorities
c. These acts represented an acknowledgement of the struggles African Americans were facing in
the United States by the federal government
d. All of the above

18. Read the excerpt below.

Great Society is a place where every child can find knowledge to enrich his mind and to
enlarge his talents.where men are more concerned with the quality of their goals than
the quantity of their goods.
Which president said this in a speech at the University of Michigan in 1964, and declared
the War on Poverty?
a. Richard Nixon
b. Dwight D. Eisenhower
c. John F. Kennedy
d. Lyndon B. Johnson

19. Which of the following is a description of Bloody Sunday that happened on March 7, 1965?
a. This was the day when the Ku Klux Klan murdered three civil rights workers in Neshoba
County, Mississippi
b. This was the day when a bus full of Freedom Riders was firebombed by white supremacists on
their journey to test the desegregation laws through the Deep South.
c. This was the day voting rights protesters were blocked from crossing the Edmund Pettus
Bridge and violence broke out toward the peaceful protesters in Selma, Alabama.
d. This was the day one of the most violent race riots in history broke out in Watts, Los Angeles.

20. What was one reason for the creation of the Peace Corps and the Alliance for Progress by
President John F. Kennedy in the 1960s?
a. To spread democratic ideals and block the spread of Communism in underdeveloped
countries
b. To force American ideals on foreign countries
c. To lead peaceful uprisings against oppressive regimes
d. All of the above

21. Study the excerpt below from a letter written to President John F. Kennedy from Premier Nikita
Khrushchev of the Soviet Union in 1962:
You are disturbed over Cuba. You say that this disturbs you because it is 90 miles by sea
from the coast of the United States of America. But you have placed destructive missile
weapons, which you call offensive, in Turkey, literally next to us.
 What was the reason for Kennedys concern over Cuba?
a. Kennedy was worried about communist forces taking over the country as a result of the Cuban
Revolution.
b. Kennedy was concerned about the threat of Cuban nationalists invading the United States and
influencing an uprising.
c. Kennedy became alarmed over the discovery of Soviet missiles on the coast of Cuba.
d. Kennedy was concerned about the possible threat of a Soviet invasion of Cuba, and was worried
it would spread to the U.S. due to the islands close proximity.

22. Read the excerpt below:

Segregation with the sanction of law, therefore, has a tendency to [retard] the
educational and mental development of negro children and to deprive them of some of
the benefits they would receive in a racial[ly] integrated school system.
Above is an excerpt from a court case that was written by Chief Justice Earl Warren.
Based on your knowledge of the Warren Court, which court case did this decision come
from?
a. Plessy v. Ferguson
b. Brown v. Board of Education
c. Miranda v. Arizona
d. Mapp v. Ohio

23. The Immigration Act of 1965 was passed as part of the Great Society program and allowed non-
European immigrants to migrate to the United States. What was the significance of this act?
a. It significantly shifted the demographics and culture of the United States
b. It significantly expanded the power of democracy within the United States
c. It set strict quotas for non-European immigrants entering the United States
d. There was an increase in the number of European immigrants migrating to the United States

24. Stokely Carmichael replaced John Lewis as the National Chairman of SNCC in 1966.
Which of the following ideologies did Carmichael begin to promote in 1966?
e. Nonviolence
f. Black Power
g. Racial Equality
h. All of the above

25. All of the following were outcomes of the Bay of Pigs invasion of Cuba except
a. Fidel Castro began to rely more heavily on aid from the Soviet Union after the invasion
b. The invasions was a massive failure on the part of the United States
c. The United States was successful in overthrowing Fidel Castro and implementing pro-
United States government
d. After the invasion was over, Kennedy and the United States government had to admit their
involvement in the invasion

Written Questions: Please write a response for each question below.

26. Eisenhowers military strategy was one of massive retaliation, or brinkmanship. This meant that
he was willing to bring the United States to the brink of war in response to any outside threat the
U.S. received. Kennedy changed the military strategy to one of flexible response when he took
office. How was this different from brinkmanship?

27. What was at least one difference in ideals, practices, or tactics between Malcolm X and Martin
Luther King, Jr. during the Civil Rights movement?

28. Explain and give examples of the different types of racism African Americans experienced in the
North and South. Make sure to use the terms from class.

29. Above is a photograph of a riot that took place on the University of Mississippi campus on the
night of September 30, 1962. What major event in civil rights history caused this violent riot to
break out? Why was this event so significant?
30. Khrushchev could eat here. Why not American Negroes? Nikita Khrushchev was the leader of
the Soviet Union from 1953-1964. Why would this be written on a sign used during a sit-in in
the 1960s?
Source: Lellingson. (n.d.). Civil Rights Movement Exam. Retrieved April 25, 2017, from
 http://www.proprofs.com/quiz-school/story.php?title=civil-rights-movement-exam_1 Ch. 20-21 Test
Short Answer Key
26. With flexible response, kennedy wanted to increase defense spending of non-nuclear weapons
instead of threatening nuclear warfare for small disagreements
27. WWII opened the door for more minorities in the workplace, more african americans served in
the military, and civil rights organizations began to be established
28. Malcolm X was influenced by islam, promoted violent self defense, and wanted separation of
races. MLKJ was influenced by Christianity, promoted non-violent resistance, and wanted racial
equality
29. De facto segregation was more prominent in the North, which was segregation by practice. De
jure segregation was more prominent in the South, which was segregation by law.
30. The riot broke out due to James Merediths attempt at integration. Meredith was the first African
American male to be accepted to the University of Mississippi.
 Performance Tasks

In my first performance task, the students were required to complete a historical monument
project where they went out into the Oxford community and found at least two historical sites or
markers that had to do with African American history and/or civil rights. They were then to
answer a questionnaire about these monuments. The project instructions, questionnaire, and
rubric are all attached below. This performance task is in correlation with the Mississippi
Frameworks standard under Cultre, Cite and explain evidence of the diversity of the United
States. (DOK2) as well as the NCSS theme of Culture and Cultural Diversity.

Oxford, Mississippi
Historical Places and Monuments
Civil Rights and African American history

Assignment: Visit and analyze 2 historical markers and/or

sites related to African American history and Civil Rights.
Burns Belfry Church and marker
Freedmens Town marker
James Meredith statue on the University campus
Blues marker
Confederate monuments (the square and on the University campus)

Fill out the questionnaire for EACH historical site or

monument. You will submit written responses to each of
these questions in class on Tuesday, March 28.

I strongly encourage you to physically visit these sites and markers especially in groups or
pairs! If you choose to visit in groups, only one questionnaire is required with everyones name
on it. However, EACH GROUP MEMBER must submit his or her own personal reflection.
Staple these to the group questionnaire.

If you are unable to physically visit these sites, you may research them online and answer the
questionnaire.
Historical site or monument questionnaire
Observation: Give a brief overview of the location of the historical site or marker. Why
is it located there and why is this location significant?
Location 1:

Location 2:

Background Information: Provide some information on the historical significance of

the site or marker. Who established it, why was it established, and why is it important?

Location 1:

Location 2:
Purpose: What does this historical site or marker symbolize? What type of feelings to
you think it is meant to elicit?
Personal Reflection: Write a one paragraph personal reflection on this historical marker
or site. How did the site or marker make you feel? Did any questions about the marker or
site arise as you were completing this assignment? Did you find your research
interesting? What would you like to know more about?
 RUBRIC FOR HISTORICAL SITE OR MONUMENT PROJECT

EXCELLENT VERY GOOD FAIR NEEDS MORE

WORK
BACKGROUND Contains relevant Contains Contains very little Contains no
INFORMATION and necessary somewhat relevant and relevant and
AND RESEARCH background relevant and necessary necessary
information to necessary background background
provide a clear background information and information and
understanding of information and provides an provides an
the context in provides a unclear unclear
which the site or somewhat clear understanding of understanding of
marker was understanding of the context in the context in
established the context in which the site or which the site or
which the site or marker was marker was
marker was established established
established

ANALYSIS Contains a strong Contains a Contains a weak Contains no

and detailed somewhat strong and detailed analysis of the site
analysis of the site and detailed analysis of the site or marker
or marker analysis of the site or marker
or marker
SIGNIFICANCE Contains a clear Contains a Contains an Contains no
understanding of somewhat clear unclear understanding of
the significance of understanding of understanding of the significance of
the location, the significance of the significance of the location,
establishment, the location, the location, establishment,
and historical establishment, establishment, and historical
perspective of the and historical and historical perspective of the
site or marker. perspective of the perspective of the site or marker.
site or marker. site or marker.
PERSONAL Contains a Contains a Contains an Contains no
REFLECTION thoughtful and somewhat thoughtless and thoughtful or
meaningful thoughtful and meaningless meaningful
reflection on their meaningful reflection on their reflection on their
experience visiting reflection on their experience visiting experience visiting
and researching experience visiting and researching and researching
the site or marker. and researching the site or marker. the site or marker.
the site or marker.

Source: Monument/Memorial Multimedia Analysis Assignment rubric. East Noble High

School,2016. https://eastnoble.instructure.com/courses/5726/assignments/39674 [modified]