Second semester will focus on the Movements of the New Left. Your understanding, interpretation, and analysis of these movements will be assessed in several ways: a response essay, a group presentation, homework, class participation, and a final exam.
**Your notes moving forward should be angled toward a claim that addresses the questions posed in these assessments. Notes should reflect your thinking and evolving arguments. What work will you need to do along the way to write a thorough and sophisticated essay and to make an engaging and sophisticated presentation?
Due Wed, March 25
The Response Essay:
We are studying WWII and the Cold War as a context for understanding how and why the struggle for civil rights got underway when it did. In this essay 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 by including a discussion of the United States' emergence as a super power and its quest for world dominance during the Cold War.
This essay should be 5-6 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HISTORICAL CONTENT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 sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
- Accurately discusses WWII, the Cold War, the Supreme Court, youth, technology, and/or their/its impact on the Civil Rights Movement.
- Accurately compares, contrasts, and critiques arguments presented by different historians regarding WWII, the Cold War, the Supreme Court, youth, technology, and/or 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.
- Accurately discusses WWII, the Cold War, the Supreme Court, youth, technology, and/or 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 WWII, the Cold War, the Supreme Court, youth, technology, and/or 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 WWII, the Cold War, the Supreme Court, youth, technology, and/or their/its impact on the Civil Rights Movement.
ORGANIZATION
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.
STYLE AND CONVENTIONS
Wed-Thurs, May 27-28: The Presentation
**There will be 10 presentations spread out during the school day for students and in the evening for parents.
Your presentation will be based on one of the following movements:
Black Power
Anti-War
Women's Liberation
Multiculturalism: Latino and Chicano Cultural Movement and/or Red Power
LGBT Liberation
Your presentation should be 30-40 minutes and there will also be a 10-15 Q and A session with audience. Your presentation should answer following questions:
1. Why then? Why did the endeavor for this reform get underway when it did?
2. What gains were won?
3. What gains were sought but not won?
4. If the reform was only partially achieved, what limited its attainment?
Rubric for presentation
HISTORICAL SYNTHESIS AND UNDERSTANDING
10 - All group members demonstrate a sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
- Accurately discusses WWII, Civil Rights Movement, and/or the Cold War as context.
- Accurately compares, contrasts, and critiques arguments presented by different historians
- Accurately responds to questions from audience
- Uses content vocabulary such as Cold War consensus/liberalism
8 - Most group members demonstrate an understanding of the historical time period and the cause and effect relationship between significant events.
- Discusses WWII, the Civil Rights Movement, and/or Cold War as context.
4 - Demonstrates a basic or superficial understanding of the historical time period and the cause and effect relationship between significant events
- Attempts to discuss WWII, the Civil Rights Movement, and/or the Cold War as context.
2 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events
- Does not discuss WWII, the Civil Rights Movement, or the Cold War as context
CLAIM AND EVIDENCE
4 - Group effectively organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
3 - Group organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
2 - Group attempts to organize presentation around a clear and complex claim and attempts to develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
1 - Group does not organize presentation around a clear and complex claim and does not develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
SIGNIFICANCE
4 - Group members insightfully and thoroughly articulate how claim is significant in relation to a larger social, political, or economic issue, and members also use powerful evidence to support said assertion.
3 - Group members discuss how claim is significant in relation to a larger social, political, or economic issue, and members also use evidence to support said assertion.
2 - Group members attempt to discuss how claim is significant in relation to a larger social, political, or economic issue, and members use only anecdotal or no evidence to support said assertion.
1 - Group members do not discuss how claim is significant in relation to a larger social, political, or economic issue, and members do not evidence to support said assertion.
ORAL COMMUNICATION AND ORGANIZATION
4 - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion
- Sophisticated and thorough knowledge of content is evident and presented in an articulate fashion
**Your notes moving forward should be angled toward a claim that addresses the questions posed in these assessments. Notes should reflect your thinking and evolving arguments. What work will you need to do along the way to write a thorough and sophisticated essay and to make an engaging and sophisticated presentation?
Due Wed, March 25
The Response Essay:
We are studying WWII and the Cold War as a context for understanding how and why the struggle for civil rights got underway when it did. In this essay 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 by including a discussion of the United States' emergence as a super power and its quest for world dominance during the Cold War.
This essay should be 5-6 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 sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
- Accurately discusses WWII, the Cold War, the Supreme Court, youth, technology, and/or their/its impact on the Civil Rights Movement.
- Accurately compares, contrasts, and critiques arguments presented by different historians regarding WWII, the Cold War, the Supreme Court, youth, technology, and/or 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.
- Accurately discusses WWII, the Cold War, the Supreme Court, youth, technology, and/or 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 WWII, the Cold War, the Supreme Court, youth, technology, and/or 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 WWII, the Cold War, the Supreme Court, youth, technology, and/or 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 essayWed-Thurs, May 27-28: The Presentation
**There will be 10 presentations spread out during the school day for students and in the evening for parents.
Your presentation will be based on one of the following movements:
Black Power
Anti-War
Women's Liberation
Multiculturalism: Latino and Chicano Cultural Movement and/or Red Power
LGBT Liberation
Your presentation should be 30-40 minutes and there will also be a 10-15 Q and A session with audience. Your presentation should answer following questions:
1. Why then? Why did the endeavor for this reform get underway when it did?
2. What gains were won?
3. What gains were sought but not won?
4. If the reform was only partially achieved, what limited its attainment?
Rubric for presentation
HISTORICAL SYNTHESIS AND UNDERSTANDING
10 - All group members demonstrate a sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
- Accurately discusses WWII, Civil Rights Movement, and/or the Cold War as context.
- Accurately compares, contrasts, and critiques arguments presented by different historians
- Accurately responds to questions from audience
- Uses content vocabulary such as Cold War consensus/liberalism
8 - Most group members demonstrate an understanding of the historical time period and the cause and effect relationship between significant events.
- Discusses WWII, the Civil Rights Movement, and/or Cold War as context.
4 - Demonstrates a basic or superficial understanding of the historical time period and the cause and effect relationship between significant events
- Attempts to discuss WWII, the Civil Rights Movement, and/or the Cold War as context.
2 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events
- Does not discuss WWII, the Civil Rights Movement, or the Cold War as context
CLAIM AND EVIDENCE
4 - Group effectively organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
3 - Group organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
2 - Group attempts to organize presentation around a clear and complex claim and attempts to develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
1 - Group does not organize presentation around a clear and complex claim and does not develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
SIGNIFICANCE
4 - Group members insightfully and thoroughly articulate how claim is significant in relation to a larger social, political, or economic issue, and members also use powerful evidence to support said assertion.
3 - Group members discuss how claim is significant in relation to a larger social, political, or economic issue, and members also use evidence to support said assertion.
2 - Group members attempt to discuss how claim is significant in relation to a larger social, political, or economic issue, and members use only anecdotal or no evidence to support said assertion.
1 - Group members do not discuss how claim is significant in relation to a larger social, political, or economic issue, and members do not evidence to support said assertion.
ORAL COMMUNICATION AND ORGANIZATION
4 - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion
- Sophisticated and thorough knowledge of content is evident and presented in an articulate fashion
- Extensive and effective use of visuals to enhance presentation
- Effectively answers all questions posed by audience
- Spoken language is clear, audible, and articulate.
3 - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion
- Knowledge of content is evident and presented in an articulate fashion
- Knowledge of content is evident and presented in an articulate fashion
- Appropriate use of visuals to enhance presentation
- Answers all questions posed by audience
- Spoken language is clear, audible, and articulate.
2 - Knowledge of content is somewhat evident
- Some use of visuals to enhance presentation
- Answers some questions posed by audience
- Spoken language is clear and audible.
1 - Knowledge of content is not evident
- Little use of visuals to enhance presentation
- Answers some questions posed by audience
- Spoken language is unclear and inaudible.
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