The Reverend Ivan George ESSAY •POSTER •VIDEO CONTEST Sponsored by CHAACA CHERRY HILL AFRICAN AMERICAN CIVIC ASSOCIATION and the Cherry Hill Public Library

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Unity Purpose Service

The Reverend Ivan George ESSAY •POSTER •VIDEO CONTEST Sponsored by CHAACA CHERRY HILL AFRICAN AMERICAN CIVIC ASSOCIATION And The Cherry Hill Public Library

CHAACA is sponsoring an Essay·Poster·Video Contest for Black History Month 2021. The contest is open to ALL public school students in Cherry Hill in grades K through 12th. The essay, poster or video must depict The History of Voting for African Americans in America.

African Americans have been present in the United States for more than four hundred years. Since the inception of this democracy, African American men have been attempting to be a part of the democratic process by voting. These efforts were met with acceptance, rejection, disenfranchisement and violence. African American women participated, although not wholeheartedly accepted, in the Women’s Suffrage Movement that ended with the enactment of the 19th Amendment. Even today, the minority vote and the African American vote, specifically, has be subjected to voter suppression throughout the United States. Essays, posters, videos may depict individuals, periods of history, or landmark court cases. (for example: The Voting Rights of Act of 1965; United States v. Reese (1976); Medgar Evers; or personal accounts of your family members experiencing difficulties voting.

For students in grades Kdg. Through 3rd. 1. Who is the African American/landmark Court Case you have selected? What is their profession? (Example: Medgar Evers, Civil Rights Activist) Why did you select this person? (Example: I selected Medgar Evers because he tried to register to vote and could not, so he organized voter rights campaigns.) 2. How do the accomplishments in this profession affect you, your family, your city, this country and/or the world (Example: Medgar Evers worked for the NAACP and his efforts brought attention to the problems of African American voters in the south.)What did this person contribute to the community? Did this person overcome unusual circumstances? (Example: Medgar Evers registered voters throughout Mississippi. He overcame discrimination to investigate crimes against African Americans. 3. Based on what you have learned would you choose this profession as a career? For students in grades 4th through 12 1. Who is the African American/landmark Court Case/ period of history[1920 Election Day in Ocoee, Florida] you have selected? What is their profession? (Example: Medgar Evers, Civil Rights Activist) Why did you select this person? (Example: I selected Medgar Evers because he tried to register to vote and could not, so he organized voter rights campaigns.) 2. How do the accomplishments in this profession affect you, your family, your city, this country and/or the world (Example: Medgar Evers worked for the NAACP and his efforts brought attention to the problems of African

American voters in the south.)What did this person contribute to the community? Did this person overcome unusual circumstances? (Example: Medgar Evers registered voters throughout Mississippi. He overcame discrimination to investigate crimes against African Americans. 3. Based on what you have learned would you choose this profession as a career? 4. What time period in history did this person live? How did the time and place affect his/her accomplishments? (Example: Medgar Evers lived in the segregated south and served in World War II. He was unable to vote when he returned from the war and became the first field secretary for the NAACP in Mississippi. 5. Did this person have to overcome any obstacles in his or her career? Did any of these obstacles have to do with race? (Example: Medgar Evers had to overcome racial segregation . 6. Based on what you have learned would you choose this profession as a career?

There will be three winners in each of the following six categories: (Exact prizes will be determined (TBD= To be Determined) by our fund-raising efforts.)

Prizes Category First Prize $TBD Grades Kdg. – 1st (Poster, Video, or Essay) Second Prize $TBD Grades 2nd -3rd (Poster, Video, or Essay) Third Prize $TBD First Prize $TBD Grades 4th – 5th (Poster, Video, or Essay) Second Prize $TBD Grades 6th – 7th (Poster, Video, or Essay) Third Prize $TBD First Prize $TBD Grades 8th - 9th (Poster, Video, or Essay) Second Prize $TBD Grades 10th -11th (Poster, Video, or Essay) Third Prize $TBD

th First Prize $TBD Grade 12 (Poster, Video, or Essay) Second Prize $TBD Third Prize $TBD

The Essay·Poster·Video Contest will be judged by a panel of judges selected by the CHAACA Executive Board.

Guidelines: • The Essay·Poster·Video must be the original work of the author. • Rubrics are attached. Rubrics were developed with materials from the RubiStar Web site http://rubistar.4teachers.org/index.php • Only technical assistance from others will be acceptable; for example, someone shooting the video, etc. The script, props, must be the original idea of the student. Another example; someone helping to cut out letters for the poster, the subject and art work must be the original idea of the student. • All emailed entries must be clearly marked with the student’s name, School, Grade, Age, and Teacher or Guidance Counselor. Entries will be assigned random numbers prior to submission to the judges to ensure objectivity. • Submission of entries will be accepted from Monday, November 30, 2020 until Monday, February 1, 2021. • ALL entries must be delivered virtually. Pictures of posters and essay document must be emailed to [email protected]. Videos must be uploaded to YouTube and the link submitted to [email protected]. (Please make sure that permission is granted to open all attachments.) o Poster entries pictures must be clear and easily read. Pictures may be JPEG, GIF or PNG. o Video entries must not exceed 6 minutes. o Essays should be at least 200 words and a maximum of 500 words and emailed in Word or PDF format.

• A Virtual Slide Show of entries is planned to be broadcast prior to the School Board meeting on February 23, 2021. • The winners will be recognized at the February 23, 2021 Cherry Hill Board of Education Meeting. • Contest winners and participants entries will be showcased at CHAACA’s planned Juneteenth celebration on Saturday, June 19, 2021 at Croft Farm. • Submit essay and poster entries to: [email protected]. • Submit video entries to: Questions may be emailed to Cathleen Jenkins, [email protected]

POSTER RUBRIC Category Novice -1 Developing - 2 Proficient - 3 Exemplary - 4 Coverage of Details on the Details on the Details on the Details on the topic poster have little poster relate to the poster include poster capture the to do with the topic; but are too important important information about topic general or information but the the topic and incomplete audience may need increase the audience’s more information understanding. to understand fully. Organization The information Information is Information is Information is very appears to be organized, but titles organized with organized with clear disorganized. and subheadings titles titles and are missing or do and subheadings. subheading not help the reader understand. Layout, Much of the Most of the Most of the All information on Creativity, information on information on the information on the the poster is in Use of the poster is poster is in focus poster is in focus focus and can be Graphics unclear or too and the content is and the content is easily viewed and and Design small. Material easily viewed and easily viewed and identified from 6 ft. away. identified from 6 ft. presented in an identified from 4 ft. away. Materials Materials presented in a ordinary, simple away. Some presented in a uniquely, creative way. All way. Graphics do creativity noted. All creative way. All graphics are not relate to the graphics relate to graphics relate to related to the topic topic the topic the topic and most and make it easier make it easier to to understand understand Sources Some sources are All sources All sources All sources not accurately (information and (information and (information and documented. graphics) are graphics) are graphics) are documented, but accurately accurately documented. information is documented, but incomplete or many there are a few are not in the desired errors in the format. format. Mechanics Many A few grammatical, Almost no No grammatical, grammatical, spelling, or grammatical, spelling or spelling, or punctuation errors. spelling or punctuation errors. punctuation punctuation errors errors.

ESSAY RUBRIC Category Novice -1 Developing - 2 Proficient - 3 Exemplary - 4 Coverage of Approaching a Thesis exists, but is Clear, strong Cleverly worded topic/Thesis thesis or topic, not worded clearly thesis and creative thesis but has not or specifically. narrowed the thesis or topic. Organization There is some Paragraphs are Paragraph breaks Unique organizing organizing defined, but not in the right place, strategy, smooth scheme, but necessarily in a transitions exists, transitions, one idea missing part or logical order, no there is an order flows into the next all of the transitions, to the introduction, presentation of body or ideas conclusion Content/Sources Information Information Thesis supported Thesis supported relates to thesis, evidence relates to by information by information, but not directly; thesis but the and ideas; ideas are unique, irrelevant, scope is too broad information interesting, show a unimportant or narrow; sources cited complex detail; information understanding and information sources cited exploration of sources not cited. topic; information sources cited Style/Language Usage, Awkward Clearly worded, Worded clearly Clarity coherence Creativity wording in simple sentence and coherently and unity in word places, simple structure. with more choice, sentence sentence Adequate or complex sentence structure; writing structure. Same simple choice of structure. Choice flows. Choice of words used words; appropriate of words is words economical repeatedly; poor to age and grade distinctive, fresh, and consistent with imprecise word level. Some precise. Ideas and the relationship choice; creative use of writing style among writer, Colloquial language or ideas. presented reader and the language; creatively. material. Ideas homonym presented in a confusion; simple unique and personal word choice. style illustrating the Simple straight author’s creativity. forward – no creativity. Mechanics/grammar/ More than four Up to three One or two No significant spelling, etc. significant errors significant errors; significant errors, errors, a few minor many minor some minor errors some minor errors. errors, such as errors spelling, typos

DIGITAL-VIDEO RUBRIC Category Novice -1 Developing - 2 Proficient - 3 Exemplary - 4 Introduction/ Does not explain Explains only a Explains the details Persuasively explains Explanation of the project focus. general plan for the of the project and addresses the main point or Poorly addresses idea of the project details of the project focus topic.

Overall Message is unclear, Message is vaguely Message is clearly Strong message. Content/ includes little communicated, communicated, Covers topic Support essential includes some includes essential completely and in informative and essential information information, depth, includes one or two facts. with few facts and indicates supports important and Includes irrelevant supports for ideas essential information ideas. Technical, Little or no Digital enhancements Digital Digital enhancements Digital, enhancements for accompany video, but enhancements that are planned and Enhancements interest or there is little sign of are used that are purposeful; adding or Effects and excessive use of reinforcement; some smoothly combined impact to the story Creativity random tendency toward and effectively with line or focus. Ideas, enhancements randomness with the video. Ideas, effects, enhancements detract from the effects. Some effects, presented in a unique video. Straight creative use of enhancements and and personal style forward, no language, effects, or style presented illustrating the creativity. ideas. creatively author’s creativity. Script/Dialogue Includes more Includes no more Includes more than No glaring Graphics than 10 than 5 grammatical 2-4 grammatical grammatical errors, grammatical errors, errors, misspellings, errors, misspellings, misspellings, misspellings, punctuation errors, punctuation errors, punctuation errors, punctuation errors, etc. etc. etc. etc. Copyright/ There are no Citations are given, Citations are given, Citations are given Sources citations or but some multimedia but some proper credit, original references to copy sources are not multimedia sources graphics, music, right information identified with are identified with photos are used and for photos, references. Indicates references. Most cited as original. All graphics, and some sources. sources indicates. sources are music created by documented and others. Does not indicated. indicate sources.

The History of Voting for African Americans in the United States

Landmark Court Cases

United States v. Cruikshank (1876) United States v. Reese (1876) Guin v, United States (1915) Nixon v. Herndon (1927) Nixon V. Condon (1932) Breedlove v. Sutties (1937) Gomillion v. Lightfoot (1960) Harper v. Virginia State Board of Elections (1966) Shelby County v. Holder (2013)

Landmark Legislation

Northwest Ordinance of 1787 15th Amendment 19th Amendment Voting Rights Act of 1965

Voter Disenfranchisement/Suppression

Black Codes Poll Taxes Literacy Test Gerrymandering White Primary Fraud Violence/Riots

Famous African Americans in the Voting Rights Struggle

Charles Grier Hiram Rhodes Revels Medgar Evers John Lewis John Mercer Langston Harriet Forten Purvis Mary Ann Shadd Cary Frances Ellen Watkins Harper Mary Church Terrell Thomas Mundy Peterson Pau; Cuffee - Sued his Massachusetts town because he was not able to vote or send his children to school even though he paid taxes.