Essential Question: Why then? Why did the Civil Rights Movement get underway when it did?
5 pages typed, double spaced, 12 pt font.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 selected handouts short films
Rubric for Essay
HISTORICAL CONTENT
16 - Demonstrates a 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 an 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 a basic or superficial 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.
ORGANIZATION
4 - Writer creates a well-organized essay. Arguments and analysis are sequenced logically to support the claim.
Writer makes effective use of transitions to link all parts of the essay.
3 - Writer creates an organized essay. Arguments and analysis are sequenced logically to support the claim.
Writer uses transitions to link all parts of the essay
2 - Writer creates a somewhat organized essay. Arguments and analysis are not always sequenced logically to support the claim. Writer attempts to use transitions to link parts of the essay.
1 - Writer provides very little to no organization. Writer does not use transitions to link any parts of the essay.
CLAIM AND CONTEXT
4 - Writer’s claim provides a precise, nuanced interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.
- The introduction engages the reader and persuasively lays foundation for a passionate argument. It identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
- The conclusion continues and strengthens the claim. It highlights significance, expands insight and makes recommendations for future action.
3 - Writer’s claim provides a precise, interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.
- The introduction identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
- The conclusion continues and strengthens the claim. It mentions significance and makes recommendations for future action.
2 - Writer’s claim provides a general interpretation of the sources OR a lack of clarity detracts from the claim.
- The introduction identifies topic of the essay and provides superficial contextual information that gives readers a partial understanding of the sources.
- The conclusion summarizes arguments and restates the claim.
1 - Writers claim only states a fact about the sources and offers no interpretation.
- The essay lacks a clear introduction.
- The essay lacks a coherent conclusion.
EVIDENCE, ANALYSIS, AND COUNTER-CLAIM
4 - Writer develops claim thoughtfully and persuasively using numerous relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.
- Writer cities specific textual evidence to support analysis of primary and secondary sources.
- Writer includes statistical data as part of the evidence to bolster claims and/or devalue counterclaims
- Writer provides insightful, thorough analysis of the evidence to support the claim, using the following critical reading strategies:
Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.
Analysis of how the authors’ word choices impact the biases of the sources. Writer considers and discusses bias of authors when analyzing evidence.
Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.
3 - Writer develops claim using sufficient relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.
- Writer cities textual evidence to support analysis of primary and secondary sources.
- Writer includes statistical data as part of the evidence to support claims and/or devalue counterclaims
- Writer provides thorough analysis of the evidence to support the claim, using one or more of the following critical reading strategies:
Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.
Analysis of how the authors’ word choices impact the biases of the sources. Writer considers and discusses bias of authors when analyzing evidence.
Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.
2 - Writer develops claim using some relevant evidence from the texts, including direct quotations that support the claim.
- Writer provides a basic explanation of how the evidence supports the claim.
1 - Writer uses irrelevant or insufficient textual evidence to support analysis of text.
- Writer’s analysis of the evidence does not support the claim.
STYLE AND CONVENTIONS
4 - Writer uses a range of precise and varied vocabulary to elaborate or clarify ideas.
- Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text. - Mechanical and grammatical errors are rare or nonexistent.
- Writer follows accepted conventions for formatting text citations such as MLA standards, footnotes, and parenthetical notes.
3 - Writer uses a range of vocabulary to elaborate or clarify ideas.
- There are few mechanical or grammatical errors.
- Writer follows accepted conventions for formatting text citations and adheres to MLA standards.
2 - Writer uses basic vocabulary to elaborate or clarify ideas
- There are many mechanical or grammatical errors that do not generally interfere with the reader’s ability to understand the essay.
- Writer attempts to follow accepted conventions for text citations and works cited page.
1 - Abundant mechanical and grammatical errors interfere with the reader’s ability to understand the essay.
- In text citations and works cited page are missing from the essay
