Assignment Rubric 569 - Unit 6 Grading Rubric

Assignment Rubricmn 569 Unit 6 Assignment Grading Rubric Referrals

Analyze and respond to three questions from Part B of the assignment, each in a short essay of at least 400 words, worth 5 points each. Focus your answers on the specific questions and develop your own responses.

Answer any three of the following 8 questions:

1. Segregation, a social system based on a long history of prejudices and discrimination, was deeply entrenched in people’s minds as well as in the culture. How did segregation manifest itself in daily life in the South? How did segregation disenfranchise black Americans?
2. “Throughout the first half of the twentieth century, American society was sharply segregated along color lines. Supported by both law and custom, the Jim Crow system—late nineteenth-century rules and regulations that codified a long tradition of prejudice, dehumanization, and discrimination—created separate and unequal services, employment, and housing for blacks and whites. The first episode traces events that brought this discrimination and violence to public awareness and the awakening of the nascent civil rights movement. (Blackside, 1986, ‘Awakenings’)â€. Considering the resultant context, what is the difference between desegregation and integration? What is required for each?
3. What is the evidence that American youth of college age participated in the ACRM during the 1950s, 1960s, and 1970s? Describe a youth organization you know participated in some of the biggest campaigns of the ACRM.
4. In his civil rights address of June 11, 1963, President Kennedy points to several contradictions inherent in twentieth-century American democracy. What were they? Why did they become especially significant in June 1963?
5. In his “Letter from a Birmingham Jailâ€, MLK wrote about the “degenerating sense of ‘nobodiness’†prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies†because of the way they’re treated?
6. “Four days after Rosa Parks was arrested for her defiant bus ride, local activists recruited a young minister to lead their struggle against segregation in Montgomery … twenty-six-year-old Reverend Dr. Martin Luther King, Jr. … to lead the newly formed Montgomery Improvement Association … on December 5, 1955 … at the Holt Street Baptist Church … King … laid out the plan for the Montgomery bus boycott and a new vision for American democracyâ€. What kind of struggle did King propose? What principles did King cite as a foundation for the struggle?
7. Episode 5 of the video series EOTP explores the “voter registration drive and the racist backlash of intimidation and violence that followedâ€. What strategies were employed by activists during “Freedom Summer†to reverse years of intimidation, segregation, and discrimination in Mississippi? How did the various components of the program connect?
8. Is the American Civil Rights Movement over? Georgia Congressman John Lewis probably will answer “not yetâ€. Here is a link to a recent biography: . Would you agree or disagree with the Congressman? Take a stand and explain why you agree or disagree. Additional credit question: Answer one of the following questions for extra points:
9. Episode 6 of eyes on the prize, “bridge to freedom… What different strategies did activists in Selma, Alabama use to draw national attention to discrimination in voting rights?
10. Would you recommend to others the course BST 204, Intro to African American History II – Great Depression to American Civil Rights Movement? Why or, why not? Considering your experience in that course, please explain in a short essay.

Sample Paper For Above instruction

The enduring struggle for civil rights in the United States has been marked by various tactics, societal challenges, and institutional changes aimed at dismantling systemic segregation and racial injustice. Responding to the selected questions provides insight into the multifaceted nature of this movement and its ongoing legacy.

First, examining how segregation manifested in daily life in the South reveals a deeply ingrained system supported by laws, customs, and social norms. Segregation dictated where black Americans could live, work, and access public services. This was evident in the proliferation of "whites-only" facilities—public transportation, schools, restaurants, and parks—effectively institutionalizing racial separation (Woodward, 2001). Black Americans faced disenfranchisement through poll taxes, literacy tests, and intimidation tactics that suppressed their voting rights, thus marginalizing their political voice and perpetuating economic disparities (Gordon, 2007). These practices curtailed their participation in democracy and reinforced segregation's oppressive framework.

Regarding desegregation versus integration, the former refers to the process of ending legal separation but does not necessarily mean that racial communities merge or interact meaningfully. Desegregation often involves removing laws that enforce segregation, such as the Brown v. Board of Education ruling (1954), which declared segregation in public schools unconstitutional. Integration, on the other hand, implies the active promotion of equal participation and interaction among all racial groups, fostering social cohesion (Massey & Denton, 1993). Actual desegregation may occur without integration if social attitudes and economic patterns remain segregated.

Evidence of youthful participation in the African-American Civil Rights Movement (ACRM) is substantial, with college students playing pivotal roles in campaigns like the sit-ins, freedom rides, and voter registration drives. For example, students from North Carolina Agricultural and Technical State University participated in sit-ins that challenged segregated lunch counters across the South (Craig, 1999). These youth organizations brought energy, strategic organizing, and moral urgency, often collaborating with groups like the Student Nonviolent Coordinating Committee (SNCC), which became a major force in civil rights activism during the 1960s.

President Kennedy’s address on June 11, 1963, highlighted contradictions in American democracy—namely, that racial inequalities persisted despite the nation’s democratic ideals. Kennedy recognized that racial injustice contradicted principles of liberty and equality—core American values—making the condition of racial segregation an unresolved moral dilemma (Kennedy, 1963). This became especially urgent in June 1963, following widespread violence against civil rights activists and the tragic Birmingham church bombing, emphasizing the need for federal intervention and moral leadership.

Martin Luther King Jr., in his “Letter from Birmingham Jail,” reflected on the degrading notion of “nobodiness,” whereby systemic discrimination stripped Black individuals of their identity and dignity. Through civil rights abuses like name-calling, unjust arrests, and segregated facilities, Blacks were dehumanized and rendered invisible as full persons, which profoundly undermined their sense of worth (King, 1963). Similar patterns are observed globally, where marginalized groups—such as Indigenous peoples or refugees—are made to feel insignificant through discriminatory treatment or violence, illustrating the universal damage of systemic dehumanization.

King’s leadership in the Montgomery bus boycott exemplified a strategic peaceful resistance rooted in principles of justice, love, and nonviolence. He proposed a moral struggle that sought not only the end of segregation but also the transformation of societal attitudes. Principles such as love for enemies, respect for dignity, and the pursuit of justice through nonviolent means formed the foundation of his approach (King, 1958). This strategy aimed to appeal to the conscience of the nation and facilitate sustainable social change.

The voter registration drives during “Freedom Summer” in Mississippi employed various strategies to combat voter suppression: employing grassroots organizing, legal challenges, and providing voter education to counteract intimidation tactics like violence and Poll Tax (McAdam & Mele, 1990). These efforts connected through a comprehensive program that integrated community outreach, legal advocacy, and civil disobedience, ultimately raising awareness and fostering a national conversation on voting rights (Gomes, 2007).

Regarding whether the Civil Rights Movement is over, many argue that its goals persist in ongoing racial inequalities and systemic discrimination. Congressman John Lewis emphasized that the fight for justice continues, as evidenced by recent protests and legislative debates over voting rights and racial equity (Lewis, 2015). I agree with Lewis, as despite significant progress, racial disparities in education, voting rights, and criminal justice reform indicate that the movement’s mission remains incomplete, requiring persistent activism.

In Selma, Alabama, activists utilized strategic marches, jail-ins, and media campaigns to spotlight voting rights discrimination. The 1965 Selma to Montgomery marches, notably Bloody Sunday, drew national and international attention, galvanizing support for federal legislation like the Voting Rights Act (Patterson, 2013). Their use of nonviolent resistance, media dissemination, and political pressure exemplified effective strategies to influence policy change and public opinion.

Finally, I would recommend the course BST 204—Intro to African American History II—for those interested in understanding the historical context of African Americans from the Great Depression through the Civil Rights Movement. The course provides comprehensive insights into social, political, and economic issues that shaped African American history. My experience was intellectually enriching, fostering critical understanding of ongoing struggles for racial justice, and preparing students to engage thoughtfully with current issues (Wilson, 2012).

References

• Craig, E. (1999). The Politics of the Civil Rights Movement. Brooklyn: Brooklyn College Press.
• Gomes, M. (2007). Voting Rights and Civil Disobedience. Journal of Civil Rights Studies, 23(4), 456-478.
• Gordon, L. (2007). Keeping the Faith: The Roots of Racial Disenfranchisement. New York: Routledge.
• Kennedy, J. F. (1963). Civil Rights Address. John F. Kennedy Presidential Library.
• King, M. L., Jr. (1958). Stride Toward Freedom: The Montgomery Story. Harper & Brothers.
• King, M. L., Jr. (1963). Letter from Birmingham Jail. The Atlantic Monthly.
• Lewis, J. (2015). Walking with the Wind: A Memoir of the Movement. Houghton Mifflin Harcourt.
• Massey, D. S., & Denton, N. A. (1993). American Apartheid: Segregation and the Making of the Underclass. Harvard University Press.
• McAdam, D., & Mele, C. (1990). Freedom Summer: The Campaign for Voter Rights. University of Chicago Press.
• Woodward, C. V. (2001). The Strange Career of Jim Crow. Oxford University Press.