Assignment: Protesting

QUESTION:
Compare and contrast THREE of the protest movements we have discussed (grassroots African American Civil Rights Movement, grassroots Chicana/o Movement, national political efforts to achieve Civil Rights reform, the antiwar movement, feminism, the LGBTQ movement). Be sure to consider the goals, tactics, and successes/failures of each. After doing so, evaluate which protest movement was most successful and why. HINT: There is no right answer.
DIRECTIONS FOR THE PAPER:
This assignment determines how effectively you can analyze and interpret primary source evidence with the goal of building a larger argument. You will use these skills throughout the semester and throughout your college career. This paper requires that you use at least twelve of the primary documents from the assigned PDFs. Using the prompt below, write a three to five page (900-1500 words)typed and double spaced essay, standard one inch margins, 12 point font, Times New Roman. Put your name on a separate title page, and do not include your name in a header or footer. Put page numbers on your document. The due date is Monday, November 9, at 11:59 p.m. Late submissions will be penalized accordingly: For each day a section assignment is late its maximum grade will be reduced as follows: A- is the maximum for a paper one day late, B+ for a paper two days late, B for a paper three days late, and so on including weekends.
As you are developing your answer, use the question to establish your outline. This is not anassignment that can be completed with the five-paragraph paper with introduction, three body paragraphs, and a conclusion that you probably learned in high school.
All quotes must be placed in quotation marks and cited using the parenthetical method, i.e. the following example. According to the People’s Party Platform of July 24, 1896: “We recognize that, through the connivance of the present and preceding Administrations, the country has reached a crisis in its national life” (1/29 doc. readings). All other material must be rendered completely in your own words.
See the following two examples of acceptable and unacceptable paraphrasing from the e-book:
• Passage rendered word for word from the text: “Work-sharing festivals such as houseraisings, log rollings, and quiltings gave isolated farm folk the chance to break their daily routine, to socialize, and to work for a common good” (p. 359).
o Unacceptable paraphrase: Work-sharing opportunities including houseconstruction, log gathering, and sewing gave detached farmers an opportunity to change their routine, to party, and to work for each other.
o Acceptable paraphrase: Farmers merged their social lives with their work lives togain relief from the monotony of an agrarian existence. Examples of entertainment included communal endeavors such as home construction and quilting.
The major difference between the two paraphrasings is sentence structure and word choice. It is not sufficient to change a few words and retain the original sentence structure when paraphrasing. Writers must take the idea and put it in their own words, which means new sentence structure and significantly different word choices.
Note that simply quoting a primary document is not necessarily making effective use of it. You also need to explain what the document means and how that meaning works toward advancing your argument. Doing this requires that you draw inferences and synthesize information from multiple sources. In other words, be selective in quoting from the primary documents, and only quote when the language is so colorful that a paraphrase would weaken the impact.
One final point on quoting: the wise student will not quote from the textbook. Save your quotes for the most provocative concepts contained within the original documents! As a rule, the language in the textbook is not worthy of being quoted.
• Since it is the documents you are analyzing to make your argument, you are better offspending time with them.
• Use the text and the lectures to make sure you understand the larger historical context.
Completion of the paper assignment requires consultation of no additional sources. You must not use Wikipedia or any other Internet source. Use only your assigned materials: the e-book, lecture notes, and the primary document readings available on Blackboard for the second three weeks of class.
You must submit your paper to the Turnitin.com link on the course Blackboard page (the link will be in your Blackboard folder for Week Twelve).
USING THE PRIMARY DOCUMENTS:
The best papers and digital stories will use the primary documents to develop your answer. Please note that for each body paragraph there should be at least two or three substantive points developed.
GRADING RUBRIC:
• Uniformly excellent work—defined as including an original and insightful argument, substantial evidence derived from all assigned sources (the e-book, lecture notes, and primary document readings for the first three weeks)—but especially the primary document PDFs—to support that argument, and cleanly written prose—will receive an “A.” (Here substantial evidence means approximately 2-3 specific examples for each component of the question.)
• Work that is above average—defined as including a convincing but incomplete argument and evidence written with minor errors—will receive a “B.” It is impossible to score B or A range without substantive incorporation of the primary document PDFs. This means quoting from and explaining multiple documents.
• Work that is average—defined as including a weak or inadequate thesis, a summary of evidence without meaningful interpretation, minimal usage of evidence, and possibly some significant errors of grammar and/or organization—will receive a “C.” Furthermore, work with simple summaries of the primary document PDFs that do not engage the meaning of those documents will score C range.
• Work that is below average—defined as including no attempt at a thesis, weak generalizations in lieu of specific evidence, and possibly significant grammatical and/or mechanical problems—will receive a “D.” Work that does not engage at all the primary document PDFs will score D range if it otherwise addresses the topic in a generalized fashion.
• Work that is failing—defined as including little or no understanding of the material and significant mechanical problems—will receive an “F.” This also includes work that does not make any mention of the primary document PDFs.

Assignment: Protesting

QUESTION:
Compare and contrast THREE of the protest movements we have discussed (grassroots African American Civil Rights Movement, grassroots Chicana/o Movement, national political efforts to achieve Civil Rights reform, the antiwar movement, feminism, the LGBTQ movement). Be sure to consider the goals, tactics, and successes/failures of each. After doing so, evaluate which protest movement was most successful and why. HINT: There is no right answer.
DIRECTIONS FOR THE PAPER:
This assignment determines how effectively you can analyze and interpret primary source evidence with the goal of building a larger argument. You will use these skills throughout the semester and throughout your college career. This paper requires that you use at least twelve of the primary documents from the assigned PDFs. Using the prompt below, write a three to five page (900-1500 words)typed and double spaced essay, standard one inch margins, 12 point font, Times New Roman. Put your name on a separate title page, and do not include your name in a header or footer. Put page numbers on your document. The due date is Monday, November 9, at 11:59 p.m. Late submissions will be penalized accordingly: For each day a section assignment is late its maximum grade will be reduced as follows: A- is the maximum for a paper one day late, B+ for a paper two days late, B for a paper three days late, and so on including weekends.
As you are developing your answer, use the question to establish your outline. This is not anassignment that can be completed with the five-paragraph paper with introduction, three body paragraphs, and a conclusion that you probably learned in high school.
All quotes must be placed in quotation marks and cited using the parenthetical method, i.e. the following example. According to the People’s Party Platform of July 24, 1896: “We recognize that, through the connivance of the present and preceding Administrations, the country has reached a crisis in its national life” (1/29 doc. readings). All other material must be rendered completely in your own words.
See the following two examples of acceptable and unacceptable paraphrasing from the e-book:
• Passage rendered word for word from the text: “Work-sharing festivals such as houseraisings, log rollings, and quiltings gave isolated farm folk the chance to break their daily routine, to socialize, and to work for a common good” (p. 359).
o Unacceptable paraphrase: Work-sharing opportunities including houseconstruction, log gathering, and sewing gave detached farmers an opportunity to change their routine, to party, and to work for each other.
o Acceptable paraphrase: Farmers merged their social lives with their work lives togain relief from the monotony of an agrarian existence. Examples of entertainment included communal endeavors such as home construction and quilting.
The major difference between the two paraphrasings is sentence structure and word choice. It is not sufficient to change a few words and retain the original sentence structure when paraphrasing. Writers must take the idea and put it in their own words, which means new sentence structure and significantly different word choices.
Note that simply quoting a primary document is not necessarily making effective use of it. You also need to explain what the document means and how that meaning works toward advancing your argument. Doing this requires that you draw inferences and synthesize information from multiple sources. In other words, be selective in quoting from the primary documents, and only quote when the language is so colorful that a paraphrase would weaken the impact.
One final point on quoting: the wise student will not quote from the textbook. Save your quotes for the most provocative concepts contained within the original documents! As a rule, the language in the textbook is not worthy of being quoted.
• Since it is the documents you are analyzing to make your argument, you are better offspending time with them.
• Use the text and the lectures to make sure you understand the larger historical context.
Completion of the paper assignment requires consultation of no additional sources. You must not use Wikipedia or any other Internet source. Use only your assigned materials: the e-book, lecture notes, and the primary document readings available on Blackboard for the second three weeks of class.
You must submit your paper to the Turnitin.com link on the course Blackboard page (the link will be in your Blackboard folder for Week Twelve).
USING THE PRIMARY DOCUMENTS:
The best papers and digital stories will use the primary documents to develop your answer. Please note that for each body paragraph there should be at least two or three substantive points developed.
GRADING RUBRIC:
• Uniformly excellent work—defined as including an original and insightful argument, substantial evidence derived from all assigned sources (the e-book, lecture notes, and primary document readings for the first three weeks)—but especially the primary document PDFs—to support that argument, and cleanly written prose—will receive an “A.” (Here substantial evidence means approximately 2-3 specific examples for each component of the question.)
• Work that is above average—defined as including a convincing but incomplete argument and evidence written with minor errors—will receive a “B.” It is impossible to score B or A range without substantive incorporation of the primary document PDFs. This means quoting from and explaining multiple documents.
• Work that is average—defined as including a weak or inadequate thesis, a summary of evidence without meaningful interpretation, minimal usage of evidence, and possibly some significant errors of grammar and/or organization—will receive a “C.” Furthermore, work with simple summaries of the primary document PDFs that do not engage the meaning of those documents will score C range.
• Work that is below average—defined as including no attempt at a thesis, weak generalizations in lieu of specific evidence, and possibly significant grammatical and/or mechanical problems—will receive a “D.” Work that does not engage at all the primary document PDFs will score D range if it otherwise addresses the topic in a generalized fashion.
• Work that is failing—defined as including little or no understanding of the material and significant mechanical problems—will receive an “F.” This also includes work that does not make any mention of the primary document PDFs.