Due March 16 - Democratizing Twentieth Century America Response Essay 2

We are studying WWII and the Cold War as a context for understanding how and why African Americans began to obtain full citizenship when they did. In your next essay, you will discuss the Civil Rights Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demonstrate your understanding of the historical context, including the United States' emergence as a super power and its quest for world dominance during the Cold War.

This essay should be 4-5 typed pages, 12pt font, double spaced and you must include evidence obtained from the following sources:

a) Howard Zinn - "Or Does it Explode" and "A People's War"
b) Franklin, John Hope - "Fighting for the Four Freedoms", "African Americans in the Cold War Era", "The Black Revolution"
c) Who Built America - "The Rights Conscious 1960s" pgs 607-630 **(this book is only available in class and you must use class time to take your notes)
d) Gosse, Van - Movements of the New Left
e) notes from "Eyes on the Prize"
f) notes from class lectures, discussions and other short films


Rubric for Essay

HISTORICAL CONTENT

16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; mostly accurately discusses the opinions and arguments presented by different historians discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS

4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-F above.

3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-F; evaluates claim against some counterclaims.

2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-F.

1 - Provides some information, details, and/or evidence related to claim but does not state a claim.


USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE

4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.

3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.

2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.

1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.


OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS


4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War


3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War

2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay. Attempts to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War

1 - Uses relevant style and tone sporadically; fails to attend to the norms of a social studies essay in specific sentences or specific portions of the essay. Fails to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War


PROVISION OF RELEVANT CONCLUDING STATEMENT

4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action

3 - Provides a concluding statement that follows from and supports all of the major claims of the argument

2 - Provides a concluding statement that follows from and supports several of the major claims of the argument

1 - Provides a concluding statement that is somewhat relevant to the argument presented


ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE

4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.

3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.

2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.

1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).


DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING

4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.

3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.

2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.

1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.