HIST109 1960s and the Civil Rights Era History Essay History essay, please give more History context, and just follow the file that I submit History 109 Pr

HIST109 1960s and the Civil Rights Era History Essay History essay, please give more History context, and just follow the file that I submit History 109
Professor Carlos Alberto Contreras
Discussion Essay # 3 – The 1960s and the Civil Rights Era
Read the all of your readings and films, our text chapter 27, our primary sources from ch. 28
(publisher placed them in the wrong sequence, the civil rights document belong here, they’re listed
below as well) and John Lewis’ graphic novel “March, Book 2” (he was/is a major civil rights
leader and wrote his memoir in graphic format).
The Essay Prompt: A two-part essay: Part I analysis of John Lewis’ “March, Book 2” and
documentary “Rise!”; and Part II, one primary source
*Carefully read John Lewis’ “March Book 2”, and see and take notes on this important film
PBS film “African Americas, Many Rivers to Cross: Rise! 1940-1968” (there is a short study guide
in Canvas)
Part I: Write a well-developed and well-supported essay in which you analyze the importance
of one big theme that emerges from our graphic book, John Lewis’ “March, Book 2,” or from
our film “African Americas, Many Rivers to Cross: Rise! 1940-1968” (there is a study guide
right next to the link to the film- it lists, among others, the importance of wartime migrations;
African Americans in World War II; the gradual rise of the civil rights movement from the 1940s;
the importance of radio and music; the role of students in desegregating schools; non-violent civil
disobedience…). John Lewis, as we’ve noted above and you’ve read in your chapter, was/is a major
civil rights leader who wrote his memoir in graphic format. He writes about his own experiences
and discusses all aspects of the civil rights movement from the 1950s through the 1960s.
Length of this part: about two substantive paragraphs with specific examples and historical
context from our readings and films on civil rights and the 1960s (especially Schaller’s ch’s 27 and
28).
Part II: Take one primary source on this topic (our chapter 28 documents go best with our chapter
27 readings; they’re clipped below), provide deep historical context and analyze the many ways
that document is important to our understanding of American History in the 1960s and for the
modern era.
Schaller, Reading American Horizons, Chapter 28:
28.1 Students for a Democratic Society, The Port Huron Statement (1962) and An Appeal to
Students (1964)
28.2 Sargent Shriver, Job Corps Costs (1965)
28.3 Visual Document: Black Power Protest at the 1968 Mexico City Olympics (1968)
28.5 César Chavez, Speech at Harvard University (1970)
*Malcolm X’s Audubon Address (“it shall be the ballot or the bullet”), Washington Heights,
New York, March 29, 1964 (Primary Source in Canvas in Ch. 28, 1960s module). See the
important historical context on Malcolm X in our text and in our films.
Length of this part: about two substantive paragraphs with specific examples and historical context
from our readings and films on civil rights and the 1960s (especially Schaller’s ch’s 27 and 28).
Total length of essay: length of the entire essay should be at least four well developed and well
argued body paragraphs (with examples from our readings and films)
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History 109
Professor Carlos Alberto Contreras
For each part: be sure provide historical context to your points from our readings in
Schaller’s American Horizons and your short documentaries on the Civil Rights movement- this is
an essential component of this essay. Show us that you’re making connections.
Citing evidence: Because we are all reading the same material, when bringing in a quote
from Schaller, you can simply cite it as: (Schaller, p. 1073), for example. When bringing in a quote
from one of our required films, you can simply cite it as: (“Battle for Racial Equality”), for example
(this is one of your films for this topic).
Write your essay in a word processing program so you can always have a copy. After you’ve
proofread it and spell-checked it (this is formal writing- please no “text-ese” and capitalize
when appropriate), select all of your text, “copy” it, then click “create thread” in the
appropriate Discussion Board forum, paste your essay in there, and click “submit”. (Use a 12 pt
font). Discussion Forums do not accept attachments so that everyone can read each other’s
essays seamlessly without downloading files.
RESPONSE ESSAY: You are also required to respond to at least one other student’s
original essay during the same time period. You can amplify on a point made, raise a related
point, discuss the issue in relation to other documents, agree or disagree with supporting evidence,
and/or raise new informed questions that we should all think about. Length of response essay: at
least one thoughtful, well-developed, and well-supported paragraph. These are response essays, not
“good job” notes- show us that you’re thinking deeply about this material and that you’re making
additional connections to our material. Be aware of the due date for your response essay as well.
To reply to a classmates’ posting, click “reply” to that posting.
DUE: See due date that came with this announcement (also posted in Blackboard)
Your grading rubric, clipped from your syllabus:
GRADING Rubric for Essays, Discussion Posts and Exams
Your discussion postings, papers and exams will be graded on how well you achieve the
following. Remember, this is formal writing.
90-100 A range. Provides a solid argument with deep historical background and strong
connections to readings and films. References readings – quotes or paraphrasing- with citations.
Shows thorough understanding of concepts in question. Shows deep analysis of topic. Shows
complexity and critical thinking.
80-89 B range. Provides a coherent argument with historical background and connections.
References some readings and films and shows a good understanding of the concepts in question.
70-79 C range. Student’s basic effort. Restates topic with little background and analysis. Need to
go beyond summary and recitation and make connections to the rest of your readings. Need to
reference readings. Need to show more complexity.
60-69 D range. Need for improvement. See the points above.
59 and below: F. Needs to re-read the material in question.
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