Civil Rights Movement Veterans
review your responses. Make sure they completely answer the questions in the prompt. If you have not answered a question, the words “[no response]” in brackets will appear. Your short responses will be graded using the guidelines and rubric document included in your learning environment in Theme Three under 6-4 Week 6 Short Responses.
When all of your responses are completed, saved, and edited, submit your assignment in your learning environment by clicking on the assignment title within Theme Three under 6-4 Week 6 Short Responses, then Add Attachments and uploading your assignment.
Reading comprehensively is important in order to understand and process the information presented in text, especially in scholarly sources. Active reading is one strategy that will help you read critically in this course and others.
Active reading refers to a process of reading in which you approach the text with an intention to understand not simply what it says but also how it says it. In passive reading, we read simply for information, or sometimes we read only to be entertained or distracted for a short time. After engaging in passive reading, the content doesn’t always stick with us. And most of the time, it doesn’t matter.
But if we want to remember and learn something while we read, active reading practices will help us get a better grip on the reading, and what we have read will stick with us later on. Up until now, you have been reading excerpts of texts and finding sources for your historical analysis essay. You should apply active reading strategies as you begin to read your sources closely.
Active Reading Strategies
Click on each of the following tabs to learn more about each active reading strategy.
Apply What You Have Learned
As you engage in active reading, you should also be critically analyzing the texts. This approach will ensure that you are not a passive reader. As you read your sources, you should consider questions like:
· What is the author’s main argument?
· Is the author’s argument supported with evidence?
· Can you find evidence from the text itself to support your argument?
· What connections can you make to this text and others you have read on this topic? What differences do you see?
· Do you agree or disagree with the author?
Keep these strategies in mind in this course and your future classes, and you will become a more active and critical reader.
Week 6 Short Response
Using the active reading strategies you were introduced to in this learning block, critically analyze one of your secondary sources for your historical analysis essay. Those active reading strategies include:
· Ask yourself pre-reading questions, such as: What will be the subject of this reading? What do I hope to learn from this reading?
· Take notes while reading
· Make connections to other texts you have read
Week 6 Short Responses – Question 1
Which source will you analyze using active reading strategies? Include the name of the article, the author, the publication, the date, and where you found it.
Read your chosen source using the active reading strategies you learned on the previous page. Then, summarize the overall meaning and content of the reading. Write your summary below. Your summary should be at least one paragraph long.
The next activity uses a rich text area. You can tab to the editor body. Press ALT-F10 to get to the toolbar. Press ESC to return to the editor body. A save button is available in the top toolbar all the way to the right and will become visible when it receives focus.
Desegregating Boston’s Schools
In Brown v. Board of Education (1954)*, the Supreme Court ruled unanimously that racial segregation in the public schools is unconstitutional. What it did not provide was an answer to the practical question: How do we do that?
A year later, in a decision that became known as Brown II, the court provided an answer to that question—sort of. It delegated the task of carrying out school desegregation to federal district courts and said that schools in segregated districts should be integrated “with all deliberate speed.” The ambiguity of that phrase was seized on by many opponents as a license for delay, and for close to a decade, there was little progress in integrating many segregated districts. (Civil Rights Movement Veterans, 2016)
The passage of the Civil Rights Act in 1964, coupled with later Supreme Court decisions ordering school districts to speed up the pace of desegregation, lent the process more urgency. But resistance to school desegregation—not just in the South but in many cities of the North and West as well—remained a formidable obstacle to the goal of achieving racial balance in public schools.
Civil Rights Movement Veterans