US Civil Rights

Essay question asks you to argue from the point of view you agree with the most, and then use evidence from the readings, and films to back up your argument. Your essay should consist of an introduction (that does not merely repeat the prompt), several essay paragraphs, and a conclusion
Essay Question 3.
If you were the historian, would you emphasize continuity or discontinuity in struggles for racial justice from the early 1960s to the late 1960s, and why? In a related question, what is at stake in how you characterize this relationship? As we saw in Unit 3, events from Summer 1964 to Summer 1965 prompted considerable rethinking among activists, spurred new kinds of struggles, and drew some new people into the movement. Still, historians strongly disagree on whether or not to present the early 1960s and late 1960s as distinct periods—that is, to emphasize discontinuity or continuity. Please select three themes in your discussion, and incorporate the second question into the analysis of each theme. An example might be whether “civil rights” and “liberation” have similar meanings or not. (Note: You may bring materials from King and Malcolm X into your essay, but they should not dominate your discussion. This is not a Martin/Malcolm comparison—especially since Malcolm X was murdered in 1965!)
Please use the civil rights and liberation example above for first heme and the battle to end segregation influenced by SNCC in early 1960's, the third theme Mexican's struggle for better education
Source you can use:
Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare
García, Mario T. and Sal Castro. Blowout! Sal Castro & the Chicano Struggle for Educational Justice pages 27-132. The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC

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