PLEASE READ FOLLOWING INSTRUCTIONS AND RUBRIC. ENSURE THE ESSAY IS IN MLA FORMAT (PAY ATTENTION TO RUBRIC AND INSTRUCTIONS) USE RESOURCES FROM THE CHAPTER IN THE BOOK (THIS IS VERY IMPORTANT) OUTSIDE RESOURCES ARE WELCOME. IF YOU DO NOT FOLLOW INSTRUCTIONS, I WILL DISPUTE FOR HALF THE BID. SO PLEASE READ CAREFULLY. IF YOU HAVE QUESTIONS DON’T HESITATE TO MESSAGE ME.
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Essay 5: Social Protest Movements
Due: March 31, 11:59 pm
15% of final grade
The 1960s was a decade of great political and social tumult. The period is marked by the emergence of a number of historically significant protest movements. The Civil Rights Movement, the Free Speech Movement, the Women’s Rights Movement, and the protests against American participation in the Vietnam War captured the essence of an American society on the edge of transformative social and political reform.
This essays requires students to answer two separate but related questions.
First, which of the social protests organizations/movements would you have supported?
Be specific in your selection of organizations/movements. For instance, if you wish to discuss the Civil Rights Movement, then identify a specific organization (ex: NAACP, CORE, SCLC, SNCC, BPP, NOI). If you wish to discuss the women’s rights movement, then identify a specific organization (ex: NOW). You can do the same with the anti-Vietnam War protests organizations, or those associated with the various student movements on college campuses (SDS, etc.).
Explain why these movements needed your support. But avoid making your response about you. Rely on historical information.
Explain why you think their cause was most necessary in the proper historical historical context. Discuss the historical context when answering the first part of the assignment.
This part of the essay should be no more than one page.
Second, which of the social protest movements do you think was most effective at advancing change? This part of the essay is more argumentative, so you must incorporate historical evidence to prove your point.
There are a number of sub-questions that you can answer to address the second question, including but not limited to:
What actual reforms can be linked to the protest movement (legislative, social, political, etc.)? You need to write about specific pieces of historical information to prove your claim. Why was the social protest movement so effective (why were people drawn to it? Why did politicians and the general public take notice of and advance its objectives?)
What were the techniques and strategies employed by the movement that made it successful? Were the techniques and strategies different from other contemporary movements?
Who was the leader of the movement? Why was he/she important?
What was going on in American society that made the movement so successful?
Why should historians believe that the movement you have identified was so successful?
Essay Structure:
First, the introduction needs to present a two-pronged thesis. The thesis will essentially identify the social protest movement that you would have supported and why. Then give the reader a quick indication as to why that particular movement was most effective at advancing change? Remember, the thesis is the most important part of the essay. Be sure to write a thesis that is clear in its purpose and is easily identified by the reader.
Body paragraphs 2 and 3 should justify your response to the first question. Why would you support __________ organization? To prove your position, you must have historical reasoning and logic, based on the historical context. For instance, if you answer to the first question is “I would support the NAACP,” then perhaps you would explain the state of the segregated public school system. Or if you would have supported the SCLC maybe explain the need to reform segregated communities in general. But avoid general commentary here by filling the space with relevant historical information. It’s important to make the response to the first question about which movement you would support based on substantive historical reasoning. And the reasoning needs to be supported by references to the historical information. Avoid writing something like “I would support SNCC because it was filled with college students and I’m a college student.” Try to be sophisticated and historically minded in your answer. Avoid making the essay about you by referencing historical information.
Body paragraphs 4 and 5 need to validate your response to the second question: What made the movement successful? You must reference specific historical evidence to prove your point. General discussion does not constitute evidence. Imagine engaging in a conversation with someone where you try to illustrate why the movement was successful—you would need to discuss the organization’s accomplishments. Fill this part of the essay with historical information that proves why the organization was successful.
Remember, an argument without evidence is not really an argument. And an essay that does not make an argument fails to complete the objectives of the assignment.
Finally, the essay needs a formal conclusion.
Writing Standards:
The essay will be 3-4 pages long.
Standard margins.
12 point times new roman font.
In-text parenthetical citations. For example: (Foner, 3), or (Johnson, 25).
The essay needs to reference/cite at least 3 sources from the list of required resources (readings/videos). If the essay does not reference at least 3 sources, the grade will be penalized.
All essays need to be submitted to turn-it-in, through canvas. I will not grade the essay if it’s not submitted to turn-it-in.
Proofread the essay. If I can’t understand the writing, the grade will be penalized.
The rubric is posted on the course portal.
Every essay needs a formal works cited page. Remember to cite each individual source. MLA format for works cited page.
There is no need to consult outside sources. All of the information needed to complete this essay is found in the module. Students must reference the Johnson text.
After completing these tasks and objectives, students will be able to:
· Course Objective 1 (CO1). Assess key events, central themes, and questions pertaining to recent United States history.
· Gain experience reading and analyzing written arguments by engaging with a variety of types of sources.
· Learn and apply the techniques of writing an argumentative, thesis-driven and evidence-based paper.
· Students will demonstrate the ability to examine behavioral, social, and cultural issues from a variety of points of view.
· Students will demonstrate an understanding of basic social and behavioral science concepts and principles used in the analysis of behavioral, social, and cultural issues, past and present.
· Students will construct an evidence-based argument demonstrating how local, regional, national, and global events shaped the interactions of two or more groups in the United States. (Global Awareness)
· Students will construct an evidence-based argument that integrates multiple perspectives on an issue in Modern US History. (Global Perspective)
· Students will consider different perspectives on a problem or controversy related to Modern US History and attempt to reach a resolution about it. (Global Engagement)
· Understand the basic principles, practices, and interpretations of democracy and republican government in the United States.
· CO10: Be aware of landmark Supreme Court cases, legislation, and executive actions, and historical meanings.
Rubric
Calvo essay rubric (1) (13)
| Calvo essay rubric (1) (13) |
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning OutcomeOverall Impression |
| 20 to >16.8 pts
Excellent
Author directly addresses the main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in class. He/She is able to synthesize this knowledge in new ways and relate to material not covered in the course. |
16.8 to >13.6 pts
Proficient
Author competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others. |
13.6 to >10.4 pts
Limited
Author attempts to address the main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. |
10.4 to >0 pts
Poor
Essay does NOT address the main question or issue, and it is obvious that the author has not retained any information from the course. |
|
20 pts |
| This criterion is linked to a Learning OutcomeArgument |
| 15 to >12.6 pts
Excellent
Essay contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate. |
12.6 to >10.2 pts
Proficient
An argument is present, but reader must reconstruct it from the text. |
10.2 to >7.8 pts
Limited
Author attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context). |
7.8 to >0 pts
Poor
No attempt is made to articulate an argument. |
|
15 pts |
| This criterion is linked to a Learning OutcomeEvidence |
| 20 to >16.8 pts
Excellent
Provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument. |
16.8 to >13.6 pts
Proficient
Provides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument. |
13.6 to >10.4 pts
Limited
Not enough evidence is provided to support the author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and readings is not effectively used. |
10.4 to >0 pts
Poor
Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings. |
|
20 pts |
| This criterion is linked to a Learning OutcomeSources |
| 15 to >12.6 pts
Excellent
Evidence is used from a wide range of sources. When required, the author also consults scholarly books, websites, journal articles, etc. not explicitly discussed in class. |
12.6 to >10.2 pts
Proficient
Evidence is used from many sources, but the author relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are primarily non-scholarly (i.e., intended for a general audience) and/or web-based. |
10.2 to >7.8 pts
Limited
Uses only a few of the sources provided in class, or does not go beyond what has been provided by professor when required to do additional research. |
7.8 to >0 pts
Poor
Does not use sources, only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources. |
|
15 pts |
| This criterion is linked to a Learning OutcomeCitations |
| 10 to >8.4 pts
Excellent
All evidence is properly cited. The essay contains a bibliography. |
8.4 to >6.8 pts
Proficient
All evidence is cited, but there are some minor problems with completeness or format of some citations. |
6.8 to >5.2 pts
Limited
Some pieces are unreferenced or inaccurately referenced. |
5.2 to >0 pts
Poor
No attempt is made to cite evidence. |
|
10 pts |
| This criterion is linked to a Learning OutcomeOrganization |
| 10 to >8.4 pts
Excellent
Essay contains an intro, main body, and conclusion. Introduction lays out main argument and gives an outline of what the reader can expect in the essay. The conclusion brings everything together, acknowledges potential shortcomings of the paper, and gives the reader a sense of what further work might be done to advance the subject matter described in the paper. |
8.4 to >6.8 pts
Proficient
Essay contains an intro, main body, and conclusion. The introduction lays out the main argument but gives the reader little idea of what to expect in the essay. The conclusion nicely summarizes the main argument and evidence, but does not move beyond what has already been presented in the paper. |
6.8 to >5.2 pts
Limited
Essay contains an intro, main body, and conclusion. The introduction gives the reader an idea of what to expect in the paper, but does not effectively lay out the main argument. It may begin with a set of rhetorical questions, or an anecdote that is never fully explained. The conclusion does little more than restate the problematic introduction. Intro and/or conclusion may be too wordy or short. |
5.2 to >0 pts
Poor
Essay has no clear organizational pattern. |
|
10 pts |
| This criterion is linked to a Learning OutcomeClarity and Style |
| 10 to >8.4 pts
Excellent
All sentences are grammatically correct and clearly written. No words are misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are always explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread (ideally by you and somebody else), and contains no errors. |
8.4 to >6.8 pts
Proficient
All sentences are grammatically correct and clearly written. An occasional word is misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread, and contains no more than a few minor errors, which do not adversely affect the reader’s ability to understand the essay. |
6.8 to >5.2 pts
Limited
A few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has been spell-checked AND proofread, but still contains several errors. Reader’s ability to understand essay may be compromised by these errors. |
5.2 to >0 pts
Poor
Paper is full of grammatical errors and bad writing. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has not been spell-checked or proofread, and contains numerous errors. Reader has a difficult time understanding essay because of errors. |
|
10 pts |
| Total Points: 100 |
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