History 598: The 1960s
Spring Quarter
2004 Professor
J. Wu
Monday
Aviation 110 Phone: 292-9331
Office Hours: T,
Th
Course
Description
The 1960s was
a time of experimentation and turmoil as
All students must be officially enrolled in the course by the end of the second full week of the quarter. No requests to add the course will be approved by the department chair after that time. Enrolling officially and on time is solely the responsibility of each student.
No additions to Approved Schedules will be permitted after the third Friday of the Quarter. Exceptions can be granted by the student’s enrollment unit on the basis of clearly documented clerical error or unusual and extenuating circumstances beyond the student’s control.
All the books
are available at SBX and are on reserve at the Main Library.
Terry H. Anderson, The Movement and the Sixties:
Protest in
Barbara Ransby, Ella Baker and the Black Freedom Movement: A Radical Democratic Vision
Judith
Ezekiel, Feminism in the Heartland
Wilma Mankiller and
Michael Wallis, Mankiller : A Chief and
Her People
William
Ayers, Fugitive Days: A Memoir
Denise
Chong, The Girl in the Picture: The Story of Kim Phuc, the Photograph, and
the Vietnam War
Lisa McGirr, Suburban Warriors: The Origins of the New American Right
As a senior colloquium, the success
of this course depends upon your active participation. All reading and writing assignments must be
completed by the appointed date and time.
Incomplete assignments and lack of participation will not only adversely
affect your grade but also will lessen the overall learning experience for
everyone else in the course.
1. Six weekly reading responses (30% of
overall grade) and class participation (15%).
These 1-2 page responses are graded +/check/-. This is your opportunity to reflect upon the
main themes for the weekly reading assignments and to suggest discussion
questions for the class. I recommend writing
one paragraph summarizing the main argument or arguments from the readings and
an additional one or two paragraphs offering your critiques of the
readings. These responses are due by
2. Each student is required to co-lead a
class discussion (10%). You
should meet with your co-facilitators to generate a list of questions. You also might experiment with more creative
forms of discussion, such as debates, role-playing, etc. If you have any questions, feel free to meet
with me beforehand.
3. Each student is responsible for doing a
presentation on a primary source related to one week’s worth of reading (10%). A minimum of two and a maximum of three students
may present per week. You are
responsible for locating the document, which may consist of a newspaper, a
manifesto, a movement flyer, a speech, a song, a work of art, etc. Your presentation (which should last
approximately 10-15 minutes) should cover the following topics:
a. summarize the content of the source
b. identify the author (individual or
organization)
c. explain the purpose of the document
d. explicate the context in which it was
created
e. discuss its historical significance
f. relate
the document to the reading for that week
4.
A 10-page
final paper (35%). You have one of three
options:
a.
Compare
and contrast at least two of the life narratives assigned for this class. You might consider the following questions in
formulating your thesis: What were the
intended purposes of the life histories?
Are the life narratives structured in different ways? If so, why?
What were the most significant events in the subjects’ lives and
why? Did they view similar events from
different perspectives? How does reading
about these lives change or confirm your views of the 1960s?
b.
Compare
and contrast at least two of the secondary works on social movements of the
1960s. You might consider the following
questions in formulating your thesis:
How do the authors define social movements? What were the origins, evolution, and end
results of these movements? How did they
influence one another?
c.
A
research topic of your choice on the 1960s.
Feel free to analyze a subject matter not covered in this class or to do
additional reading on one of the topics in the course. You should read the equivalent of at least
two books, preferably ones that offer different points of view from one
another.
Absences: If
you will be unable to attend class, you should inform me beforehand. If an emergency arises and you are unable to
reach me before the class, contact me as soon as possible to explain your
absence. If you miss more than two
classes, you will not be able to pass the course.
Late Assignments: No
late assignment will be accepted.
Plagiarism: All
work presented in class or turned in must be a student's own. Plagiarism or any
other form of academic misconduct will be dealt with in accordance with the
guidelines laid down by the University’s Committee on Academic Misconduct and
will seriously affect a student’s grade.
Class
Schedule
29 March: Introduction
View:
5 April: From
Civil Rights to the Tet Offensive
Terry
H. Anderson, The Movement and the Sixties,
Introduction and Part I
Library Orientation
12 April: The
Second Wave
Terry H. Anderson, The Movement and the Sixties, Part II
and Legacies
19 April The Black Freedom Movement
Barbara Ransby, Ella Baker and the Black Freedom Movement
26 April: The
“F” Word
Judith Ezekiel, Feminism in the Heartland
3 May: The
American Indian Movement
Wilma Mankiller and Michael Wallis, Mankiller: A Chief and Her People
10 May:
Denise Chong, The Girl in the Picture
17 May The Weather Underground
Bill Ayers, Fugitive Days
24 May: The
Counter-Revolution
Lisa McGirr, Suburban Warriors: The Origins
of the New American Right
31 May: Memorial
Day, No Class
1 June:
Final Papers Due by
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