HIS 311 WEEK 2 Institutions and Civil Liberties

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HIS 311 WEEK 2 Institutions and Civil Liberties

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HIS 311 WEEK 2 Institutions and Civil Liberties

HIS 311 WEEK 2 Institutions and Civil Liberties

Part I: Design a separation of powers diagram.

Address the following criteria:

  • How would you consolidate information on checks and balances and the duties of the legislative, judicial, and executive branch into one, clear, explanatory diagram? Use the readings and the PoliCentral Checks and Balances dynamic flowchart to design a diagram illustrating the process of checks and balances and the functions of the three branches of government. Include at least 5–7 roles or duties of each government branch in your diagram.
  • Create your diagram in Microsoft Word, Microsoft Excel, or Microsoft® PowerPoint . There are no stipulations on how you format your diagram, so be creative with fonts, styles, and formatting. You may also include images in your diagram, but it is not required. Remember to use small images to limit the size of the document and to cite your images consistent with APA guidelines.
  • Access the PoliCentral Checks and Balances dynamic flowchart by following these steps:
    • Click on the PoliCentral link on the HIS/311 student website.
    • Click How Govt. Works on the top menu bar of PoliCentral.
    • Click Checks and Balances.
    • Click Start Viewing.
    • Copy and paste your completed diagram in a separate document.

Part II: Choose a scenario

Choose one of the following assignments and complete the assignment in 350 to 500 words:

  • Hot Off the Press

Assume the role of a newspaper journalist reporting during the summer of 1968—shortly after Congress passed the Civil Rights Acts of 1968. You are tasked with writing an article that explains the history of the 1964 and 1968 acts. Write a 350- to 500-word article, addressing the following points:

  • Include a brief history of the civil rights movement during the 1940s – Truman Administration; the 1950s – Congress and the Eisenhower Administration; and the 1960s – Kennedy and Johnson Administrations, Congress, and Dr. Martin Luther King
  • Discuss the Civil Rights Acts of 1964 and 1968
  • Explain the differences between the two acts
    • Presidential Speech Writer
      • Assume the role of a speech writer for the President of the United States. Your task is to craft a speech for the President of the United States regarding the civil rights movement and the Civil Rights Acts of 1964 and 1968. It is the summer of 1968, and Congress has just passed the 1968 Civil Rights Act. The President wants to deliver a prime-time speech to all Americans. He has asked you to write a speech which highlights the significant civil rights events since the Truman Administration. He wants you to denote the roles the Truman, Eisenhower, and Kennedy administrations played in the civil rights movement, including the roles of Congress, and the United States Supreme Court. In so doing, he also wants you to denote the role of Dr. Martin Luther King, and explain thoroughly the scope and reasons for the Civil Rights Acts of 1964 and 1968. Remember that your speech will be heard by millions of Americans and will be read by many in years to come.

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HIS 311 WEEK 2 Institutions and Civil Liberties