History in America from 1950 till Now Essay #2 (Essay Sample)
ANSWER PART A AND THEN CHOOSE ONE QUESTION FROM PART B. YOUR PAPERS MUST BE TYPED AND DOUBLE-SPACED. EACH ESSAY SHOULD BE APPROXIMATELY4 PAGES LONG. PLEASE TYPE THE QUESTION YOU ARE ANSWERING AT THE TOP OF YOUR ESSAY. THIS IS IMPORTANT. EACH ESSAY MUST HAVE A THESIS STATEMENT PRINTED IN BOLDFACE. PLEASE STAPLE BOTH QUESTIONS TOGETHER SO YOUR ESSAYS WILL NOT BECOME SEPARATED. IN ADDITION PAPERS SHOULD BE TURNED IN TO TURNITIN.COM. (AS A SINGLE DOCUMENT.) ALSO, YOU MUST KEEP A COPY FOR YOUR FILES. PAPERS ARE DUE IN CLASS ON THURSDAY FEBRUARY 19TH.
PART A. ALL STUDENTS MUST ANSWER THIS QUESTION (50%)
USING ANN MOODY’S BOOK, LECTURES AND THE TEXT WRITE AN ESSAY DESCRIBING THE IDEOLOGICAL UNDERPINNINGS OF THE CLASSICAL PHASE OF THE CIVIL RIGHTS MOVEMENT. HOW DO HISTORICAL FACTORS SUCH AS WORLD WAR TWO AND THE COLD WAR IMPACT THE SHAPE AND SCOPE OF THE CIVIL RIGHTS MOVEMENT? IN ANSWERING THIS QUESTION BE SURE TO INCLUDE SOME DISCUSSION OF THE ULTIMATE EFFECTIVENESS (OR NON-EFFECTIVENESS) OF NON-VIOLENCE IN SECURING CIVIL RIGHTS FOR MINORITY AMERICANS. YOU ARE ENCOURAGED TO INCLUDE KNOWLEDGE YOU GAINED FROM SEEING THE FILM SELMA AND/OR 4 LITTLE GIRLS. 4 LITTLE GIRLS IS ON RESERVE AT THE MEDIA LIBRARY. THIS IS NOT A REQUIRMENT IT IS A SUGGESTION.)
PART B. CHOOSE ONE. (50%)
1.WHAT IS THE “MYTH” OF PRUITT-IGOE? HOW DOES THIS FILM MIRROR THE LARGER HISTORY OF THE UNITED STATES FROM THE END OF WORLD WAR TWO UNTIL 1970?
2.WHY WERE WE IN VIETNAM? WRITE A COHERENT ESSAY EXPLAINING AMERICA'S INVOLVEMENT IN SOUTHEAST ASIA. PLEASE USE MATERIAL FROM THE SELECTION FROM THE THINGS THEY CARRIED, LECTURES, THE TEXT AND LAST DAYS IN VIETNAM. YOU CAN ALSO USE MATERIAL FROM THE FILM HEARTS & MINDS, WHICH IS WIDELY AVAILABLE ON-LINE.
3.WRITE AN ESSAY DESCRIBING THE PROCESSES SET IN MOTION BY THE END OF WORLD WAR TWO AND EXPLAIN HOW THEY LED BOTH TO THE WAR IN VIETNAM AND THE CLASH BETWEEN THE WAR IN INDOCHINA AND LBJ’S HOPES FOR “A GREAT SOCIETY.”
4. DID THE AFFLUENCE OF THE 1950S CREATE THE DISSENT OF THE 1960S? WHY OR WHY NOT? IN YOUR ANSWER, CONSIDER THE GROWTH OF SUBURBIA, THE EXPANSION OF HIGHER EDUCATION, THE CIVIL RIGHTS MOVEMENT, AND THE EFFECTS OF TELEVISION UPON THE AMERICAN PUBLIC.
5. T.H. WHITE ONCE SAID THAT IF IT WEREN’T FOR THE “OUTSIDE WORLD” LBJ WOULD HAVE GONE DOWN IN HISTORY AS THE GREATEST PRESIDENT OF THE 20TH CENTURY. DISCUSS. IN ANSWERING THIS QUESTION GIVE SOME THOUGHT TO ALTERATIONS IN THE ROLE OF THE PRESIDENT IN THE 20TH CENTURY AND HOW THESE CHANGES PLAYED OUT IN JOHNSON’S ADMINISTRATION.
6. USING MATERIAL FROM TEXTS, LECTURES, AND LAST DAYS IN VIETNAM DISCUSS HOW THE COLD WAR AND THE REALITY OF NUCLEAR WEAPONS INFORMED BOTH AMERICAN FOREIGN POLICY AND DOMESTIC POLICY FROM THE END OF WWII UP TO, AND INCLUDING, THE WAR IN VIETNAM.
I do not have a link for the book, but the name of the book is Coming of Age in Mississippi. I also do not have lecture notes, but goggled sources should work just fine. Please tell me this could be done by 7am tomorrow morning.
The History of America from 1950 Till Now
Date of Submission:
The civil rights movement was a large popular movement aimed at securing opportunities and equal access to fundamental rights of citizenship to African Americans. Even though the movement began in the movement began in the 19th century, most of the reforms occurred in the 1950s and 1960s. It is critical that both World War II and the Cold War contributed to the civil rights movement, which used ideological underpinnings such as nonviolence, equality, and Christian beliefs.
The Ideological Underpinnings of the Classical Phase of the Civil Rights Movement
The classical phase of the civil rights movement erupted in the later years of 195s and extended into the 1960s. According to Moody (2011), the movement involved the northerners and southerners, blacks and whites, federal officials and locals, needless to mention men and women of faith. It is notable that the classical phase extended beyond the South, throughout the country by drawing on several competing ideologies. It is notable that the philosophical foundation of the classical phase of the civil right movement led reformations such as the Voting Rights Act of 1965 and the Civil rights Act of 9164. Evidently, crucial to the classical phase of the civil right movement were the ideological underpinnings behind the movement. Simply put, what were the ideological underpinnings behind the classical phase of the civil rights movement?
The first ideological underpinning resulted from the prophetic tradition among black Christians. Several black churches took the leading role in the classical phase by encouraging cold wars to fight against racism. These churches used cold war while countering global criticism by asserting that racism was absent in the American institutions but was present in the South. It is because the South was a retrograde area implying Christians believed that economic development would help the south to meet the standards of an otherwise democratic nation. On the contrary, southerners mobilized for themes of deliverance and justice in an otherworldly religion and demanded for immediate freedom. This reveals that prophetic religion encouraged Americans to engage in the civil rights movement. After considering the impact of Christianity in the classical phase of the movement, it can be deduced that the Christian belief was a major ideological underpinning in the classical phase of the civil rights movement.
It is also notable that equality was a major ideological underpinning in the classical phase of the civil rights movement. According to Moody (2011), the movement aimed at developing an equitable multiracial, democratic, and multiracial society. As evidence, Martin Luther King Junior fought against racism, which was a move towards equality. His great and famous quote “children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character,” highlights the classical phase advocated for equality. Further women participated in the movement by fighting for economic empowerment. They were particularly interested in having decent housing, better jobs, equal rights, and fair pay. This indicates that women wanted to enjoy equal opportunities as men enjoyed. Therefore, the fact that women and blacks fought for equality indicates that the need for equality was a major ideological underpinning in the classical phase of the civil rights movement.
It is critical that the use of peaceful and non-violent means was another crucial ideological underpinning in the classical phase of the civil rights movement. According to Moody (2011), training began in 1959 with Jim Lawson as the Christian pacifist tutor. It is critical that Lawson was a participant in the Fellowship ...
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