Choose ONE of the FIVE questions and respond to all parts of your chosen question. 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.
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