Essay on Women’s Liberation in the Americas, 1945
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Choose ONE of the FIVE questions and answer ALL of the parts of that question. To provide evidence or support for your assertions, include citations from our assigned readings as well as one or more academic/academic supplemental sources. And, once again, in your heading, state your specific question (title).
Part I: Civil Rights (1945-1957): In the first dozen years after WWII, America’s Black citizens faced significant “institutional discrimination” in the form of segregated federal and private workplaces; segregated schools (from elementary to graduate level); public/social spaces (particularly in the Deep South); and segregated housing (all across America). To highlight at least one significant action/decision taken by EACH of the following, conduct research (using our textbook and at least one supplementary academic source). During these years, the federal government, the United States Supreme Court, and Congress or a notable civil rights organization worked together to reduce/eliminate institutional segregation practices in the United States. D) Was the Civil Rights Movement in America gaining public support in 1954? Why not, if not?
Part II of Civil Rights (1955-1963): Between 1955 and 1963, civil rights leaders and movements used a strategy of “nonviolent/civil disobedience” campaigns to achieve significant legal/legislative victories. Examine two separate case studies (marches, rallies, sit-ins, etc.) whereby public awareness and progress of civil rights for African Americans were advanced during these years (using our textbook and at least one supplemental academic source). Outline the major events of your case study (overview) and then concentrate on answering the following questions: A) How did these events raise public awareness of America’s Black people’s oppression and brutality? B) As a result of this, what progress has been made in terms of promoting changes in laws, legislation, or enforcement of African-American legal rights or social acceptance?
3. Civil Rights Legislation from 1964 to 1968: Patterson documents the passage of three landmark Congressional Civil Rights Legislative initiatives [each guided through Congress by President Lyndon B. Johnson’s administration]: the Civil Rights Act of 1964 (2 July), the Voting Rights Bill of 1965 (6 August), and the Civil Rights (Open Housing) Act of 1968 in our assigned reading this week (11 April). A) Describe the key provisions of each bill (using our textbook and at least one supplementary academic source). B) Describe the bill’s most beneficial outcome. C) Examine how the bill failed to meet expectations or resulted in unintended negative consequences. D) Summarize the outcomes of these three Congressional initiatives.
4. Women’s Liberation in America (1945-1970): Patterson traces the rise of America’s Women’s Rights movement in our assigned reading [which includes sections from chapters 1, 12, and 21]. A) Trace the rise of women in the American workforce from 1945 to the 1960s, as well as attitudes toward professional women in American culture. B) Conduct research (using our textbook and at least one additional academic source) to examine the impact of Betty Friedan’s 1963 book The Feminine Mystique on women’s renewed political awareness in the 1960s; and C) Explain the formation of the National Organization for Women (NOW) in 1966 and outline at least one political agenda issue actively promoted by NOW between 1966 and 1970.
5. 1950s and 1960s Counter-Culture: A) Define counter-culture (note: you may cite from a tertiary source [dictionary/encyclopedia], but go beyond this level to include at least one secondary or primary source) and explain why you believe this group emerged during the modern Civil Rights movement. B) Describe the rise of the Beatniks, then name two or three American social or activist groups that challenged or rejected established ideals/beliefs during the 1960s. C) Do you agree with critics who claim that these organizations “produced little culture and countered nothing” (Patterson, 442)? If that’s the case, explain why. D) If you disagree, explain how America’s counterculture posed a challenge to groupthink (“authorities/traditions”) in the pursuit of one or more (define) noble causes.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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