The discussion questions listed below are directly related to Module Learning Objectives (MLOs) for this Module and to Course Learning Objectives (CLOs). Discussion Question Response posts must develop an argument that answers the questions posed, relate it to the course material [lecture materials, primary sources and textbook readings] as evidence, engage with your peers’ answer and reasoning, and meet the expectations for spelling, grammar, length, and citations.
All citations in history use Turabian Manual of StyleLinks to an external site., the Chicago citation quick guide for student research papers. The Author-Date citations are sufficient for discussion questions. Please be sure to use the Discussion Board Rubric
as you craft your responses to the questions and to your two (2) classmates. This rubric
will be used to grade your responses.
INSTRUCTIONS
provided as you answer the question and respond to your classmates; it will be used to grade your responses. Be sure to include proper citations to the materials, especially your textbook readings and the lecture PowerPoints, and other resources posted here that you may use. Your posts should meet minimal word counts (250-300 words to answer your question and 150-200 words to respond to your classmates).
Textbook: Foner, DuVal, and McGirr, Give Me Liberty!, 7e, ch. 24, pp. 968-981, ch. 25, pp. 985-1025
PowerPoints: The 1960s, Civil Rights and Student MovementVIDEOS: PBS, Eyes on the Prize, Episode 1: Awakenings, 1954-1956Links to an external site.
Discussion Questions:
- How did the United States and Soviet Union shift the focus of the Cold War to the Third World?
- What were the most significant factors that contributed to the growing momentum of the civil rights movement in the 1950s?
- How did many southern whites, led by their elected officials, resist desegregation and civil rights in the name of “freedom”?
- What was the significance of the presidential election of 1960?