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Throughout this course, you have learned about the Civil Rights Movement and its
Throughout this course, you have learned about the Civil Rights Movement and its relevant contextual background. You have also learned about the different actions and tactics of civil rights activists who sought to advance civil rights for African Americans during the 1950s and 1960s. Finally, you have learned about the roles of state and federal governments during the Civil Rights Movement and reactions to the movement by white citizens and southerners. This assignment requires you to demonstrate your knowledge of the Civil Rights Movement's historical context and analyze how and why specific factors undermined civil rights for people of color in the 1950s and 1960s. You will also use your critical thinking skills to assess how those historical factors were (or were not) challenged during the Civil Rights Movement. Finally, you will use your research skills to find credible evidence and examples that will support your argument and analysis. Prompt Write a 2,000-2,500-word essay in response to the following prompt: Choose three political, economic, or social factors that you believe were most significant in undermining civil rights for people of color during the 1950s and 1960s and craft an essay to support your argument. As you write, be sure to consider the factors' historical backgrounds and analyze the extent to which those factors were challenged or changed during the Civil Rights Movement. Finally, be sure to provide specific, detailed examples to support your claims and offer a conclusion that contextualizes the topic in relation to broader themes or issues in American history. Related Lessons Circumstances & Events that Led to the Montgomery Bus Boycott Formation of Citizens' Councils After Brown v. Board of Education How the FBI Undermined & Controlled Civil Rights Activists & Activities Confederate Imagery as Resistance to the Civil Rights Movement Formatting & Sources You may refer to the course material for supporting evidence, but you must also use at least two primary and three secondary sources and cite them using Chicago Manual of Style (CMS) format. If you use any Study.com lessons as sources, please also cite them in CMS (including the lesson title and instructor's name). Primary sources are first-hand accounts such as interviews, advertisements, speeches, company documents, statements, and press releases published by the company in question. Secondary sources come from peer-reviewed scholarly journals, such as the Journal of Management. You may use like JSTOR, Google Scholar, and Social Science Research Network to find articles from these journals. Secondary sources may also come from reputable websites with .gov, .edu, or .org in the domain. (Wikipedia is not a reputable source, though the sources listed in Wikipedia articles may be acceptable.) If you're unsure about how to use CMS format for your paper and sources, please see the following lessons: What Is the Chicago Citation Style? Chicago Formatting: Style & Definition Grading Rubric Your essay will be graded based on the following rubric: Category Unacceptable (0-1) Needs Improvement (2-3) Good (4) Excellent (5) Total Possible Points Main Argument (x2) Essay does not contain an argument about how/why three specific political, economic, or social factors undermined civil rights. Essay contains a weak or vague argument about how/why three specific political, economic, or social factors undermined civil rights. Essay contains a coherent argument about how/why three specific political, economic, or social factors undermined civil rights. Essay contains a clear, original argument about how/why three specific political, economic, or social factors undermined civil rights. 10 Context, examples, and analysis of goals (x4) Essay does not contain analysis/examples about the factors, their historical origins, or how they were challenged. Essay provides minimal analysis/examples about the factors, their historical origins, or how they were challenged. Essay provides coherent analysis/examples about the factors, their historical origins, or how they were challenged. Essay provides a detailed, thoughtful analysis/examples about the factors, their historical origins, or how they were challenged. 20 Conclusion (x2) Essay offers no conclusion about the significance of the topic in regard to its place in American history. Essay offers a weak or vague conclusion about the significance of the topic in regard to its place in American history. Essay offers a coherent conclusion about the significance of the topic in regard to its place in American history. Conclusion offers a detailed, thoughtful conclusion about the significance of the topic in regard to its place in American history. 10 Sources (x1) Two or fewer sources are utilized; the sources used are not reliable; citations not in CMS format At least three outside reliable sources are utilized; citations are not in CMS format At least four outside reliable sources are utilized, and they support the essay's evidence; citations are generally in CMS format At least five outside reliable sources are utilized, and they support the essay's evidence and enhance the main argument; citations are in proper CMS format 5 Structure and Mechanics (x1) Incorrect spelling, grammar, and organization prohibit understanding of essay's main argument, evidence, or analysis Several instances of incorrect spelling or grammar and/or the essay's organization is muddled but does not prevent understanding the main argument, evidence, or analysis Few instances of incorrect spelling or grammar and the essay's organization is logical and supports the main argument, evidence, and analysis No or very few instances of incorrect spelling, and grammar and the essay's organization supports and enhances understanding of main argument, evidence and analysis 5

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