History 444/644.001<= /span>

African American Civil Rig= hts Movement

Dr. Ducksworth-Lawton

Office Hours: MWF 2-= 3 or by appointment

Office: Hibbard Hall 723

Phone: 5501/4886

DUCKSWSM@UWEC.EDU

Web page:

http://www.uwec.edu= /Academic/Curric/duckswsm

Textbooks:

         &= nbsp;      Rental: <= /o:p>

D’Angelo American Civil Rights Movement

Required Purchase

Branch, Taylor Parting the Waters

Chang Can’t Stop Won’t Stop

Foner Black Panthers Speak=

Theoharis Groundwork

Henry Hampton et al VOICES OF FREEDO= M

Attendance:

You are fully responsible for any information presented or activities missed if you miss class. Attendance is not mandatory, but without it you can't participa= te. Therefore, you endanger 10 percentage points by disappearing. Attendance at= the midterms, final, etc. is mandatory. I will announce events that can be atte= nded and written about (1 page, on what happened, historical links to the class,= and what did you learn) for the terminally shy. Makeup exams are for medical or family emergency only. If you know that you will have a problem, see me.

Exams:

I reserve the right to change exams dates (push them back) with 1 class period notice. In others words, if you haven't read it or I have not covered it, I won't test on it. I also reserve the right to modify the reading assignment= s.

I reserve the right to modify reading assignments based on class performance.= I will also schedule discussion and outside activity as I can. There wi= ll be videos, discussion, the mandatory assignment on the Internet, and one mandatory in class simulation, on which you will answer questions. You must write at least 3 reaction papers to these. These papers will be one-two pag= es, TYPED, and turned in the next class period.

Papers:

ONE Power Point Presentation on the topic of your choice from the identification lists is mandatory. I must approve topics. Events, themes, people, concepts= are all acceptable. Check the Civil Rights timeline for ideas

Undergraduate Grade Methodology:

Midterm:               &= nbsp;      20%

Powerpoint/paper:       20%

Final:           &n= bsp;             &= nbsp; 30%

Discussion               &= nbsp;    30%

Graduate Grade Methodology

Midterm:                   &= nbsp; 30%

Final Paper:       =            30%

    (20 page secondary source)           &n= bsp;            = ;

Book Reviews (3):      = 20%

Discussion:      20%

Schedule of Assignments:

Midterm I: Monday Feb 13th

PowerPoint: March 13th

Final

You are responsible for the discussions questions every week. Post answers, reply t= o 2 people.

Schedule of Reading:

Mon Jan 23   &nbs= p;D’Angelo CH 1 Segregation

Mon Jan 30    D&= #8217;Angelo CH 2 Garvey through Allwright;



Mon Feb 6      D’Angelo CH 3, Theoharis Ch 1,   Legal Arguments against Plessy

            &n= bsp;

Mon Feb 13     Hampton Ch. 1-2

Branch CH 1- 3

Theoharis Ch 9

Racist Thought and Argumen= ts;



Mon Feb 20     Brach Ch 4-6

Theoharis Ch 8-11

Emmett Till, Montgomery

    &n= bsp;               &nb= sp;

Mon Feb 27     Hampton Ch.3 Branch Ch 7-8;   Little Rock, Educational Integration

Mon Mar 6     Hampton Ch. 4-5 ; Branch Ch 10, 12   Sit Ins and Freedom Rides

Mon Mar 13   Hamp= ton Ch. 6,7;

Branch Ch 14-15 , 17= and8

Albany and Birmingham; Ole Miss

Mon March= 20         &= nbsp;   SPRING BREAK Black Panthers Speak

Mon   Mar 27 Hampton Ch.9-10 SNCC

&nb= sp;               &= nbsp;      Branch Ch 19-20,22=

&nb= sp;               &= nbsp;      March on Washington; article

Mon Apr 3=       D’Ang= elo Ch 4 1963-4 Freedom Summer, Civil Rights Act

Mon Apr 10    Hampton Ch.11-13,

               &nb= sp;        Branch Ch 21,23,<= /span>

Theoharis Ch 2, 4;

&nb= sp;              &= nbsp;       Assimilation vs Accommodation, Integration vs Separation

Mon Apr 17 Hampton Ch.20;

D’Angelo 5

Branch Ch 13<= /p>
Theoharis Ch 11, 12, 13

The Birth of Black Power:

Mon Apr 24    Hampton Ch.14,16 Malcolm X, Memphis to Jackson March, end of integrationist SNCC article

Mon May 1     Hampton Ch.17,21,24,27; D’Angelo CH 6        &nbs= p;

Mon May 8    Hampton Ch. 26,30,31

Example Midterm Questions:

1. Whose theories (from DuBois, Garvey, Washington, etc.) about the proper goa= ls and tactic for a civil rights movement are the most effective? Give justification, through the readings and lecture, for your chosen leader.

2. What were the most feasible goals for the civil rights movement? Detail the goals, problems, leaders, and institutions from 1940 to 1968. Who led, why = did they lead, what did they face, and what impact did they have?

3.How does one create an effective protest that achieves its goals? In creating a protest movement, what are the most important elements from the vantage poi= nt of history and the leaders of the Civil Rights movement? Using class discussion, the Weisbrot, the Hampton,and the Lawton books, pick the most important elements, and justify you choices with examples from the books.

Comprehensive Essay examples (for final)

In one well organized essay, with a THESIS, ANSWER

1. Why did the Civil Rights Movement lose effectiveness after 1964? Survey the eve= nts, leaders, tactical changes, etc. Did something happen in the movement, outsi= de of the movement, etc? Did outside economic, social or political issues decr= ease effectiveness? Could this problem have been prevented? Make the case for yo= ur answer.

2. Did Black Power kill the movement? Compare the Black Panthers, post 1965 SNCC, = etc to the SCLC, CORE, and NAACP? Describe Black Power, who embraced it and why, why rejected it and why, and the reactions it engendered. Was it effective = at all? Could it have been effective if implemented differently?

3. Explain why segregation persists? Why did the Civil Rights movement fail against structural segregation and succeed against legal segregation. Be su= re to include Chicago 1966 and the Black Panthers.

Is there a positive role for violence in the Civil Rights movement? What role = did violence play, positively and negatively, in the Civil Rights Movement? Talk about t= he Deacons, the BPP, SCLC, CORE, SNCC, non-violence, Bull Connor, etc. How does the “carrot and the stick” work?

Second Half of the Course Questions:

1. &= nbsp;    Assess the goals, tactics, successe= s, and failures of CORE, SNCC, SCLC, and NAACP. Review the events of the 195= 0s, 1960s, and 1970s. Describe the philosophies, leaders, and events that each organization played a part in. Which organization(s) was/were most successf= ul?

2. &= nbsp;    Compare the Civil Rights movement o= f the 1950s with the CR movement in the 1960-5 period, and the 1966-1969 period. = Why did the movement change in the 1964-5 period? How did whites perceive the entire movement? How did the Red Scare and Communist paranoia affect this t= ime period? Which Civil Rights movement time period was the most influential on American History?

3.    = Why does the relationship between Blacks and Jews deteriorate after 1970? Desc= ribe the relationship between Blacks and Jews in the North and South. What= is the impact of the loss of Jews on the Civil Rights Movement? Why do t= hey leave? How can the relationship be mended?