Mid-Course PresentationCLO#1: Develop and present a novel argument that examines the Civil Rights Movement within the context of post-World War II

I don’t understand this Social Justice question and need help to study. Mid-Course PresentationCLO#1: Develop and present a novel argument that examines the Civil Rights Movement within the context of post-World War II American History.
CLO#4: Successfully apply the Chicago style guide and high quality, academic writing skills to written arguments and theses. https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html
Directions for this assessment: Develop a unique and novel argument that examines the Civil Rights Movement within the context of post-World War II American History (socially, politically, economically, etc.). Make sure to cross-reference and analyze your argument with each of the themes presented below
Present your argument to the class using a digital tool-Google Slide, PowerPoint, or digital presentation media.
Restrict research and assessment work to the 1940s-1950s.
Required Themes from the Civil Rights Movement: The World War II Period, or The Long Civil Rights Movement
1954 Brown vs. Topeka Board of Education
The Cold War
The Role of Women in the Civil Rights Movement
Available Resources: Scholarly Article https://www-jstor-org.library.saintpeters.edu/stable/pdf/29790343.pdf?ab_segments=0%2Fbasic_search_solr_cloud%2Fcontrol&refreqid=fastly-default%3Ac3b013a10bd6fac5289c186697061633https://www-jstor-org.library.saintpeters.edu/stable/pdf/422684.pdf?ab_segments=0%2Fbasic_search_solr_cloud%2Fcontrol&refreqid=fastly-default%3Ac3b013a10bd6fac5289c186697061633https://www-jstor-org.library.saintpeters.edu/stable/pdf/3660172.pdf?ab_segments=0%2Fbasic_search_solr_cloud%2Fcontrol&refreqid=fastly-default%3A0d8b10ffbc19a487c6c4fed7f8bf4236https://www-jstor-org.library.saintpeters.edu/stable/pdf/20026973.pdf?ab_segments=0%2Fbasic_search_solr_cloud%2Fcontrol&refreqid=fastly-default%3A0d8b10ffbc19a487c6c4fed7f8bf4236https://www-jstor-org.library.saintpeters.edu/stable/pdf/25162103.pdf?ab_segments=0%2Fbasic_search_solr_cloud%2Fcontrol&refreqid=fastly-default%3A0d8b10ffbc19a487c6c4fed7f8bf423Secondary Sources Attached
Scoring Rubric:AdvancedProficientDevelopingBasic7 points5 points3 points1 point Develop and present a novel argument that examines the Civil Rights Movement (CRM) within the context of post-World War II American History Aligns connections between student’s thesis and the required themes from the CRM with a single, strong thesis statement that synthesizes student’s novel argument with primary and secondary sources. Successfully and thoroughly cross-references 4 required themes with explicit examples from sources. Aligns connections between student’s thesis and the required themes from the CRM with a single thesis statement; only very minor deviations from the thesis are present; the argument may tend to rehash another scholar’s ideas rather than reflect original thinking. Successfully and thoroughly cross-references 3 required themes in general terms. Aligns connections between student’s thesis and the required themes from the CRM with a somewhat weak and/or confusing thesis statement; deviations from the thesis statement are obvious and student occasionally summarizes rather than argues. Attempts to cross-reference 3 required themes but some of the connections made are inaccurate and/or unsupported. An attempt is made to align student’s thesis and the required themes from the CRM with a thesis statement, but is unsuccessful and the student tends to summarize the the CRM rather than create an argument. Attempts to cross-reference 3 required themes but all of the connections made are inaccurate and/or unsupported.5 points4 points3 points2 points Successful integration of primary and secondary sources to support arguments and connections At least 4 secondary sources and 2 primary sources are deeply integrated into the presentation in a way that solidly supports the student’s argument. Chicago style guide usage is perfect or near perfect. At least 3 secondary sources and 1 primary source are deeply integrated into the presentation in a way that solidly supports the student’s argument. Chicago style guide errors are minimal At least 2 secondary sources and 1 primary source are inconsistently integrated into the presentation in a way that sometimes supports the student’s argument. Chicago style guide errors are frequent and noticeable At least 1 secondary source and 1 primary source are involved, but fail to adequately support the student’s argument. Chicago style guide errors are ubiquitous throughout the presentation.3 points2 points1 point0.5 points Writing, organization, presentation: Is the content understood? The thesis statement appears clearly on its own slide. Cross-references between the student’s argument and themes of the CRM are clearly organized in a way that makes it easy and even enjoyable for the audience to follow along. Student claims and supporting evidence are linked together in an organized fashion. Works cited appear on the final slide. The thesis statement appears clearly on its own slide. Cross-references between the student’s argument and themes of the CRM are organized in a way that usually makes it easy for the audience to follow along. Student claims and supporting evidence are linked together in a mostly organized fashion. Works cited appear on the final slide. The thesis is obscured. Cross-references between the student’s argument and themes of the CRM are not well organized and the audience has some difficulty following along. Student claims and supporting evidence are inconsistently linked together and are somewhat disorganized. Works cited are not properly formatted or organized. There is no discernable thesis. Cross-references between the student’s argument and themes of of the CRM are impossible to clearly identify within the presentation. Student claims and supporting evidence are not linked together and are very disorganized. The works cited slide is either missing and/or dispersed in a confusing way throughout many slides.5 points4 points3 points2 points Analysis of other presentations Responds to at least 3 other students’ arguments with substantive constructive criticism and at least one thoughtful question that expands on the understanding of the field and requires further research to answer fully; the question identifies a gap in the historiography. Integrates secondary sources into all comments and questions in a sophisticated way (uses specific examples and details).Responds to at least 3 other students’ arguments with substantive constructive criticism and at least one thoughtful question that encourages deeper thinking about the issue. Integrates secondary sources into all comments and questions in a basic way (mentions/cites them).Responds to at least 2 other students’ arguments with constructive criticism that is somewhat useful and a question that evokes only a basic or simple answer. Integrates secondary sources into some comments and questions but not all. Attempts to respond to at least 1 other student’s argument but fails to offer any useful feedback and cannot come up with a thoughtful question. Does not integrate secondary sources into comments and questions.
Requirements: 13 slides including 1 Title, 1 Thesis, ! reference