A clear overview of the person/group origins and how they got started in the battle for voting rights. You can provide personal details (birthplace, etc.), but the section should also begin to provide a sense of historical context as well (progressive era, 1960s, etc.). To the extent possible, describe what you think motivated this person to advocate for voting rights.
A clear description of the major obstacles that the person/group needed to overcome and the strategies they employed to overcome them.
By obstacles, means; what were the common beliefs/attitudes/laws about voting rights and minority rights that had to be overcome before their group could secure the right to vote.
And what were the specific things they did (protests, speeches, arguments, etc.) that helped them to overcome these obstacles? What do you think was the most effective thing this person or group did?
A clear connection between this person/group’s life and the readings we’ve done for each of these movements (readings from Miller, Keyssar, Pauley, and Amsden). Cite the reading directly, and, if possible, reflect on our in-class discussions or activities for that week, too.
Do you see anything this person has in common with activists from another era (in other words, if you choose a civil rights activist, anything similar to women’s suffrage movement? . . . if you pick a women’s suffragist, anything similar to direct democracy movement or youth movement?).
A concluding statement describing what you think are the most important things people should know about your person/group. What was the most intriguing fact you learned in your research?
As part of this, include a “suggested resources” page that provides a list of (3-5) books, articles, or even videos that provide background on your person/group.
After the break (and after we discuss the 26th Amendment movement), we will meet in the library again to help secure these resources.
