History 105 homework help

Sep 23rd, 2015
Price: $10 USD

Question description

Civil Rights Movement Assignment

Follow these steps to complete this assignment:

1. Select one of the civil rights activists’ primary sources from Takin’ It to the

Streets that we read for this week:

  • Anne Moody, The Jackson Sit-In

  • Letters From Mississippi

  • Sheyann Webb, Selma

2. Write one paragraph that shows how that activist’s experience fits with Martin Luther King, Jr.’s concept of nonviolent resistance. Below are a questions to help you focus your analysis:

  • Did the activist’s experience fit with the characteristics of nonviolent resistance?

  • Was the activist able to meet the demands that King said nonviolent resistance demanded?

  • Was there any sign that nonviolent resistance worked as King said it would?

    3. Type up your paragraph and be sure that it conforms to these rules:

  • It must be typed, double-spaced, with your name at the top of the page.

  • It must begin with a topic sentence that in one sentence answers the question.

  • It must explain why you answer the question the way you do by using specific facts from the activist’s document.

  • It must use the “evidence sandwich” approach (see below) to show how the facts support the topic sentence.

  • It must be written entirely in your own words. USE NO QUOTATIONS.

  • It must have be at least six sentences in length.

  • Every sentence should relate to the topic sentence.

  • The evidence sandwich technique works like this for each piece of evidence you use:

• It begins by identifying the source of the evidence. For Moody’s and Webb’s documents, that requires only explaining who each of these people was at the beginning of the paragraph. For the “Letters from

Mississippi” documents, you must explain who the writers were in general and then be specific about which one you have taken each piece of evidence from

  • It then states what the evidence is. What fact or facts are given?

  • It then explains why this fact or facts relate(s) to and support(s) the

    topic sentence.

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