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W5 The Civil Rights Movement. History Coursework. (Coursework Sample)


Choose ONE of this week's FIVE questions and respond to all parts of your chosen question (keeping in mind all scoring criteria outlined in the weekly header). Be sure to include citations from our assigned readings AND from one or more academic/academic supplemental sources to provide evidence or support for your assertions. And once again, identify your specific question in your heading (title).
1. Civil Rights, Part I (1945-1957): In the first dozen years following WW2, America’s Black citizens faced significant “institutional discrimination” in terms of segregated federal and private workplaces; in schools (from elementary through graduate level); in public/social spaces (especially in the Deep South); and in housing (all across America). Research (citing our textbook and at least one supplemental academic source) to highlight at least one significant action/decision enacted by EACH of the following: A) the federal government; B) the U.S. Supreme Court; and C) Congress or a notable civil rights organization to reduce/eliminate institutional segregation practices in the USA during these years. D) As of 1954, was America’s Civil Rights’ Movement gaining public support? If not, why not?
2. Civil Rights, Part II (1955-1963): Between 1955 and 1963, Civil rights leaders and movements gained significant legal/legislative achievements by effecting a strategy of “non-violent/civil disobedience” campaigns. Research (citing our textbook and at least one supplemental academic source) to 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. Outline the highlights of your case-study events (overview) and then focus on answering the following: A) how did these events raise public awareness about the oppression/brutality faced by America’s Blacks? B) What was achieved in terms of promoting changes in laws, legislation or enforcement of African-American’s legal rights or social acceptance as a result?
3. Civil Rights’ Legislation (1964-1968): In our assigned reading this week, Patterson documents the enactment of three landmark Congressional Civil Rights Legislative initiatives [each one guided through Congress by Pres. Lyndon Johnson’s administration]: the Civil Rights Act of 1964 (2 July); the Voting Rights Bill of 1965 (6 Aug); and the Civil Rights (Open Housing) Act of 1968 (11 April). Research (citing our textbook and at least one supplemental academic source) to: A) Describe the key provisions of each bill. B) Characterize the most positive outcome of each bill. C) Assess how the bill fell short of expectations or created unintended negative results. D) Summarize the legacy of this group of three Congressional initiatives.
4. The Liberation of America’s Women (1945-1970): In our assigned reading [including sections in chapter 1, 12, and 21] Patterson traces the rise of America’s Women’s Rights movement. A) Document the rise of women in America’s workforce as of 1945 and attitudes about professional women in American culture through the 1960s. B) Research (citing our textbook and at least one supplemental academic source) to explore the impact of Betty Friedan’s 1963 book The Feminine Mystique to promote Women’s renewed political awareness in the 1960s; and C) Explain the emergence of a National Organization for Women (NOW) in 1966 and outline at least one political agenda issue actively promoted by NOW between 1966 and 1970.
5. Counter-Culture of the 1950s-1960s: A) Define “counter-culture” (note: you may cite from a tertiary source [dictionary/encyclopedia], but research beyond this level to include at least one secondary or primary source) and discuss why you believe this group emerged from an era associated with the modern day Civil Rights movement. B) Describe the rise of the Beatniks and then identify two or three American social or activist groups that rejected or confronted established ideals/beliefs during the 1960s. C) Do you agree with critics who charged (Patterson, 442) that these groups “produced little culture and countered nothing”? If so, justify your assessment. D) If you disagree, explain how America’s counterculture represented a challenge to groupthink (“the authorities/traditions”) in pursuit of one or more (defined) commendable causes.
The guiding questions assist you in focusing on what you are reading in the text, viewing / reading in the lecturettes, or watching in videos. The guiding questions relate to the weekly content objectives.
To what extent was the Civil Rights Movement of the 1950s successful?
What was the role of decolonization in the Vietnam War?
What is the legacies of decolonization that still impact our world today?
Consider how you think the historiography of modern conservatism will develop?


Student's Name
Instructor's Name
Course Title
Question One: Institutional Segregation Practices in The USA During 1945-1957
Systematic racism, also called institutional racism, is a kind of racism rooted as a usual exercise within an organization or society. Institutional racism results in discrimination in housing, education, criminal justice, political power, health care, and employment, among other issues. On the other hand, this institutional racism causes a different level of access to society's services, goods, and opportunities. Institutional segregation commenced in its de jure in the Southern States. This was after Jim Crow rulings were passed. This segregation was prompted by discernment in the Northern US and the olden times of captivity and oppression in the Southern States. The African Americans in the Southern states were subjected to the Jim Crow laws during World War II so that private and federal workplaces, schools, social places, and housing were segregated.[Tate, Shirley Anne, and Damien Page. "Whiteness and institutional racism: Hiding behind (un) conscious bias." Ethics and Education 13, no. 1 (2018): 141-155.]
On the other hand, the American military was ethnically segregated as well as the national government. 

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