Martin Luther King Jr. and Civil Rights Movement
Week 8 Course Project: Narrated Presentation
Due Apr 24 by 11:59pm Points 125 Submitting a file upload
Required Resources
Read/review the following resources for this activity:
Link (website): Narrated PowerPoint Tutorial
Minimum of 8 scholarly resources (These are from the Week 4 Annotated Bibliography. Conduct additional research as needed.)
Introduction
For this project, select a person whom you believe had significant influence (positive or negative) on a movement for social, economic, and/or political change in the 20th and 21st centuries. Explore and address the following in your project:
Summarize the person's ideas.
How did the ideas or changes affect the establishment and status quo?
What was the context in which this person proposed ideas/change?
How did the government or the people respond to the ideas/change?
What sort of following or support did he/she have?
How have the ideas/actions of the person influenced contemporary cultures and ideas?
For the final presentation, make sure to go beyond the surface information and go into depth about the person you are researching.
Here is a brief breakdown of the project so that you can plan your time in the course:
Week
Task
Week 3
Topic Selection
Week 5
Annotated Bibliography
Week 6
Script
Week 8
Presentation
Instructions
The final step in the course project is to develop the presentation with audio narration.
You may use PowerPoint or another method (mp4 file) approved by your instructor.
Deliver the presentation in a professional and engaging manner.
Include parenthetical in-text citations support observations made in the presentation. Make sure to read the citations when recording your narration. Do not read the references slide.
Presentation Requirements
Length: 4-6 minutes narrated presentation
Slide length: 5-8 slides (not including title slide, conclusion slide, or references slide)
Title slide
Conclusion slide
References slide (minimum of 8 scholarly sources cited in APA format; not narrated)
Grading
The activity is will be graded using the W8 Course Project Grading Rubric.
Course Outcomes (CO): 2, 3, 5, 8
Due Date: By 11:59 p.m. MT on Saturday
Rubric
Week 8 Course Project Grading Rubric
Week 8 Course Project Grading Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5 pts
Meets length requirement
0 pts
Does not meet length requirement
5 pts
This criterion is linked to a Learning OutcomeContent
10 pts
Submission addresses all aspects of the assignment.
8.5 pts
Submission addresses most aspects of the assignment.
7.5 pts
Submission addresses some aspects of the assignment.
6 pts
Submission addresses few aspects of the assignment.
0 pts
No effort
10 pts
This criterion is linked to a Learning OutcomeAnalysis
60 pts
The central idea is developed and expanded with depth of critical thought.
51 pts
The central idea is discernible and developed.
45 pts
The central idea needs more development with points tying back to the thesis.
36 pts
The central idea is not developed, and the analysis lacks critical thought.
0 pts
No effort
60 pts
This criterion is linked to a Learning OutcomeSource Integration
10 pts
Presentation includes references to 8 or more scholarly sources and properly integrates the sources.
8.5 pts
Presentation includes reference to 7 scholarly sources.
7.5 pts
Presentation includes reference to 6 scholarly sources.
6 pts
Presentation includes reference to 5 scholarly sources.
0 pts
Presentation includes reference to fewer than 5 scholarly sources.
10 pts
This criterion is linked to a Learning OutcomeOrganization
15 pts
The sequence and presentation of information is logical and interesting.
12.75 pts
The sequence of information is logical.
11.25 pts
The narration jumps around, and/or topics are presented in a somewhat disorganized manner.
9 pts
There is no clear sequence of information.
0 pts
No effort
15 pts
This criterion is linked to a Learning OutcomeDelivery/Narration
15 pts
Presentation displays smooth delivery and excellent timing of narrative elements.
12.75 pts
Presentation displays fairly smooth delivery and timing of narrative elements, but some fine-tuning is needed. Issues do not detract from understanding the concepts being presented.
11.25 pts
Presentation has some issues with delivery and timing of narrative elements that detract somewhat from understanding the concepts being presented.
9 pts
Presentation has several issues with delivery and timing of narrative elements that detract significantly from understanding the concepts being presented.
0 pts
No effort
15 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
5 pts
The writing is free of major errors in grammar, spelling, and punctuation that would detract from a clear reading of the presentation.
4.25 pts
The writing contains a few major errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the presentation.
3.75 pts
The writing contains some major errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the presentation.
3 pts
The writing contains several major errors in grammar, spelling, and punctuation that impede a clear reading of the presentation.
0 pts
No effort
5 pts
This criterion is linked to a Learning OutcomeAPA Resource Citation
5 pts
Paper is properly formatted in APA style throughout (i.e. title page, spacing, font, in-text citations and references).
4 pts
Paper is mostly properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references).
3 pts
Paper is somewhat properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references).
2 pts
Paper is improperly formatted in APA style throughout.
0 pts
No effort
5 pts
Total Points: 125
Martin Luther King Jr. and Civil Rights Movements
Student’s Name
Institutional Affiliation
Course Name and Number
Lecturer’s Name
Assignment Due Date
Martin Luther King Jr. and Civil Rights Movements
King's main idea was to use nonviolent methods like boycotts and peaceful protests to fight for the civil rights of African-Americans. His earliest exposure to this idea occurred when he was still studying at Morehouse College in Atlanta (Risen, 2017). King read Henry David Thoreau's essay on civil disobedience, which summarized how the public could resist the unjust government through nonviolence (Risen, 2017). Following the growing racism and oppression of African Americans in the United States, King first implemented his idea by leading the Montgomery bus boycott, which started in 1955 when a black woman refused to surrender her seat to a white person (Carson, 2005). He also spearheaded a march on Washington for jobs and freedom in 1963, where he delivered his ''I have a dream speech'' which is considered one of the most powerful speeches of the twentieth century (Vail, 2006).
King’s ideas affected the establishment and status quo by influencing the Civil Rights Act of 1964, bringing an end to de jure segregation. According to Selby (2018), this Act is the most comprehensive civil rights legislation in American history. The Civil Rights Act outlawed government tactics to limit voting; prohibited discrimination based on race, color, sex, origin and religion (Johnson, 2007); guaranteed racial and religious minority groups equal access to public accommodations and federally funded programs (Evans, 2009); and established the Equal Employment Opportunity Commission (Jackson, 2008). Kings idea of nonviolent demonstrations influenced these changes. Simply put, King's idea changed racial injustice by promoting equality in the US.
King proposed his ideas in the context of injustice. During this time, racial discrimination was rampant in the US. African-Americans were denied voting rights and equal access to social amenities like healthcare facilities, schools, and employment (Kirk, 2004). They were also vulnerable to police brutality. There was total oppression of black people because they were denied equal freedom as white people. King believed that nonviolence would break the cycle of retributive bloodshed and establish permanent peace through reconciliation (Wilson, 2005). He had a strong belief that African Americans could resist the injustices without resorting to violence, considering that black people had previously shed a lot of blood in the struggle for freedom.
The government and the people responded positively to King’s idea. For instance, the nonviolent protests proposed by King triggered the government to make amendments to prevent racial injustices in the US. Specifically, the Civil Rights Act of 1964 was passed to prohibit discrimination and strengthen equality between African Americans and the White people (Bermanzohn, 2000). The people also agreed to cooperate by joining King in boycotts and peaceful protests that would later reduce racial discrimination.
The ideas and a...
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