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Civil Rights DBQ Newest(1).docx - Name Date U.S. HISTORY...

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NameDateU.S. HISTORYQuarter 3 AssessmentThe Civil Rights MovementIn your response, you should do the following:Provide a clear thesis/claim that addresses all elements of the writing promptProvide historical information relevant to your response (so your audience can understand your point)Use the content of a majority of the documents to support your responseoIf you wish, you may use outside sources as well.Write a strong and logical conclusionEnsure historical accuracyUse conventions correctly and demonstrate good organizationWriting PromptAfter reading the documents included in the DBQ, write a response in which you address the following prompt:When you write your DBQ response, you’ll need evidence from the DBQ documents to support your thesis/claim. To helpyou find and organize this evidence, use the highlighting strategy below and the graphic organizer on the following page.Highlighting StrategyAs you read, highlight supporting evidence with the below color coordination:Choose a highlighter color forgoals:__________________________Choose a highlighter color forstrategies:______________________Directions:Thequestionisbasedontheaccompanyingdocuments.Thedocumentshavebeeneditedforthepurposeofthisexercise.“Compareandcontrastthegoals andstrategiesfortwophasesoftheAfricanAmericanCivilRightsmovement:thenonviolentphase(1955-1968)andtheBlackPowerphase(1964-1975).”
DBQOrganizing Your EvidenceAs you read, use this graphic organizer to compareandcontrastthegoals andstrategiesof thetwophasesoftheAfricanAmericanCivilRightsmovement:theNonviolentphase(1955-1968)andtheBlackPowerphase(1964-1975)African American Civil Rights MovementGoalsJust Nonviolent PhaseFrom Doc(s) _________BothFrom Doc(s) _________Just Black Power PhaseFrom Doc(s) _________African American Civil Rights MovementStrategiesJust Nonviolent PhaseFrom Doc(s) _________BothFrom Doc(s) _________Just Black Power PhaseFrom Doc(s) _________
The Civil Rights MovementDBQDocument ADocuments B-F(Photographs from Non-Violence Civil Disobedience Training,preparing for stoic reactions to harassment in Petersburg, VA, 1960).A protestor practiced keeping his cool as smoke was blown in his face. His stand-in tormentors were DavidGunter, an N.A.A.C.P.-student adviser (left), and Leroy Hill, a high school teacher.Source:StudentNonviolentCoordinatingCommittee(SNCC),“StatementofPurpose,”April1960We affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose,the presupposition of our belief, and the manner of our action. Nonviolence, as it grows fromthe Judeo-Christian tradition, seeks a social order of justice permeated by love. Integration ofhuman endeavor represents the crucial first step towards such a society.Through nonviolence, courage displaces fear. Love transcends hate. Acceptance dissipatesprejudice; hope ends despair. Faith reconciles doubt. Peace dominates war. Mutual regardscancel enmity. Justice for all overthrows injustice. The redemptive community supersedesimmoral social systems.

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Term
Fall
Professor
Bischoff
Tags
Student Nonviolent Coordinating Committee, COINTELPRO

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