SDSU Civil Rights Act of 1964

SDSU Civil Rights Act of 1964

Instructions:

SDSU Civil Rights Act of 1964

Please just make a response to the student’s discussion post. I put down the student’s response and the requirements for the response and the resources below:

There were two significant milestones that were revolutionary in the 1960’s which established and reverberated rights from that point on and these moments were the Civil rights act of 1964 and the Great Society programs.
When racial tensions flared against the Afro-American peaceful protesters and activists starting in Birmingham it marked the beginning of Federal intervention and support for Civil rights from the President, Kennedy, himself. Following Kennedy’s assassination Lyndon Johnson would push for the Civil Rights Act which “prohibited racial discrimination in employment, institutions like hospitals and schools and privately owned public accommodations such as restaurants, hotels, and theatres” (GML Ch 25 The Sixties).

This was the start domestic liberalism and resolving the “moral crisis” Kennedy had mentioned in his speech prior to his death, furthermore it was the dismantlement of the Jim Crow system in the south.
Moreover, the last great achievement of the radical rights movement was the Great Society programs that brought about systematic problem solving to poverty reduction, medical care for all citizens, and greater educational opportunity. LBJ, being of humble origins and a teacher of the impoverished, established lasting programs from the federal government to help those in need and the less fortunate. “Above all else, Lyndon Johnson saw the Great Society as an instrument to create racial justice and eliminate poverty” (The Great Society Speech. pg 7.) These programs drastically reduced poverty levels from upwards of 22% down to 13% and even increased the lifespan of the minority population by providing medical access through medicare/ Medicaid programs. The Civil Rights Act and Great Society programs, I feel, were the two most significant revolutionary rights born out of 1960’s.

RESPONSES: Instructions for responding to other students’ discussion posts:

Compose a thoughtful and respectful response to ONE of the discussion threads created by other students. (I recommend you do this in a word processing program and then cut and paste your answer into the discussion forum).

Begin your response with a clear thesis statement that responds directly the post AND to the original question, AND establishes a plausible line of argument to support this claim. (Your response must do all three things to earn full credit) (1pt)

Next, develop at least ONE concrete example to support your argument, drawing from the assigned course materials. This must be a different example than the ones you cited in your own discussion post. (1pt)

Please cite each of your sources using a simple parenthetical citation form, including author’s last name, abbreviated title, and page. E.g.: (Davidson and Lytle, ‘View from the Bottom Rail,’ 275), or (D&L, ‘VftBR,’ 275).

Responses must be at least 100 words in length. Please use full sentences.

https://video.sdsu.edu/nas/capture/2015/awiese/Era…

https://video.sdsu.edu/nas/capture/2015/awiese/Era…

SDSU Civil Rights Act of 1964

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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