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Steven Hoelscher, Chair Burdine 437, Mailcode B7100, Austin, TX 78712 • 512-471-7277

Laurie B. Green

Affiliate Faculty Ph.D., 1999, University of Chicago

Associate Professor
Laurie B. Green

Contact

AMS 391 • Gender/Race/Natl Id In Us Hist

31070 • Fall 2014
Meets M 200pm-500pm GAR 1.122
(also listed as AFR 381, HIS 389, MAS 392, WGS 393 )
show description

Problems of race, gender, and national identity continue to preoccupy Americans, both inside and outside of the academy. These subjects and their interrelatedness have become central to much historical inquiry among U.S. scholars, particularly in the last twenty-five years. Such work has profoundly influenced the ways in which many historians approach their research. This graduate research seminar offers students the opportunity to critically discuss major works in the recent historiography of gender, race and national identity in the 20th-century U.S., and to write a research paper on a related topic of their own choosing, preferably based on one of the archival repositories at the University of Texas at Austin. The course will pay particular attention to methodologies by which historians have approached these complex subjects. Our discussion of methodologies will address three core questions: 1) How did these ideas shape and, in turn, were shaped by historical social, economic, cultural and political developments? In other words, in what ways were they historical? 2) How did ideas about gender, race and national identity influence each other. Why, for example, has race frequently been elaborated in gendered terms of manhood and womanhood? Why have understandings of national identity and citizenship been so frequently bound up with ideas of race and gender, and with what consequences? 3) What methodologies have best allowed historians to grapple with the complexity of these ideas and their interrelations? Why does one element or another (e.g., gender), frequently drop out in the actual analysis? Conversely, why do some well-intentioned historians wind up with a “gender chapter” (i.e., a chapter on women), rather than showing its integrality to the entire project?

Course Structure

During the first part of the course we will assess various methodological approaches. We begin with a set of theoretical pieces, and then examine significant monographs that address gender, race and national identity in the context of specific thematic problems. In the early weeks of the course, students also develop ideas for research projects, identify sources, and write a brief proposal. We will visit research libraries on campus. During the middle part of the course, we suspend class meetings while students work independently and attend office hours with the professor. In the final three classes, we reconvene for students to read and comment on each others' drafts.

Texts:

Arredondo, Gabriela. Mexican Chicago: Race, Identity, and Nation, 1916-1939 (2008)

Baldwin, Davarian L. Chicago's New Negroes: Modernity: The Great Migration, & Black Urban Life. Chapel Hill: University of North Carolina Press, 2007.

Greene, Julie. The Canal Builders: Making America's Empire at the Panama Canal. New York: Penguin Press, 2009.

Holt, Thomas. The Problem of Race in the 21st Century. Cambridge: Harvard University Press, 2000.

Lui, Mary Ting Yi.  The Chinatown Trunk Mystery: Murder, Miscegenation, and Other Dangerous Encounters in Turn-of-the-Century New York City. Princeton: Princeton University Press, 2005. 

Ngai, Mae. Impossible Subjects: Illegal Aliens and the Making of Modern America. Princeton: Princeton University Press, 2004.

Reverby, Susan. Examining Tuskegee: The Infamous Syphilis Study and its Legacy. Chapel Hill: University of North Carolina Press, 2009.

Grading:

1) Regular class attendance, completion of readings, and thoughtful participation in class discussion, including submission of 1-3 questions on reading for that week. These questions/comments will be due by 11 a.m. on the class meeting day.  (20%)

2) Presentation of 15-20 minutes on 1-3 archival documents you are using in your project (10%)

3) Proposal and bibliography (10%)

4) Penultimate draft of research essay, due the Monday before class for discussion either Week 13, 14, or Week 15

6) Final essay, 20-25 pages, due Thursday, May 13, 4:00 p.m., at my office, GAR 2.116. Grade for final paper includes assessment of revisions from original draft. (60%)

AMS 321 • The Us In The Civil Rights Era

30805 • Fall 2013
Meets TTH 330pm-500pm UTC 3.134
(also listed as AFR 374D, HIS 356P, MAS 374 )
show description

A half century after the high point of the Civil Rights Movement in the U.S., most American students learn about the 1955 Montgomery Bus Boycott, the 1957 Little Rock conflict over school desegregation, the 1963 March on Washington, and the fire hoses in Birmingham. Far fewer encounter the less-televised moments of civil rights history, the meanings of freedom that included but went beyond desegregation, and the breadth of participation by local people. It is even less common to consider other movements that paralleled the black freedom movement among, for example, Mexican Americans, Native Americans, and Asian Americans. Taking a comparative perspective, this upper division lecture course explores these aspects of the civil rights era. It also examines their larger historical context within American culture from the Second World War to the present. Finally, we consider questions about the writing of history: What does it mean to look back at such historic events with the benefit of hindsight?  How did they come about?  What changed?  What did not?  

Texts:

Possible texts-

Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare            :

Mankiller, Wilma. Mankiller: A Chief and Her People. 

Garcia, Mario T. Blowout! Sal Castro and the Chicano Struggle for Educational Justice

Martin, Waldo E.  Brown v. Board of Education: A Brief History with Documents

Sellers, Cleveland.  The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC           

Strum, Philippa. Mendez v. Westminster: School Desegregation and Mexican American Civil Rights. 

Takaki, Ronald.  Double Victory: A Multicultural History of America in World War II

Grading:

Three reading handouts  (5% each, 15% total)

Three in-class exams  (20% each, 60% total)

Five-page essay  (25%)

Regular class attendance (5%)

AMS 370 • Women In Postwar America

30865 • Fall 2013
Meets W 300pm-600pm PAR 210
(also listed as HIS 350R, WGS 345 )
show description

This course intensively examines U.S. women's history between World War II and the 1970s. In doing so, it also explores popular perceptions of womanhood, manhood and sexuality that became central to the cultural politics and social conflicts of the postwar period. By weaving together these topics – women’s history, popular culture, and postwar social movements – we raise fresh questions about well-known episodes of U.S. history. Why, for example, do most Americans remember Rosa Parks only as a demure seamstress who initiated the Montgomery Bus Boycott because she was too tired to give up her seat to a white? If every young woman hoped to be like Donna Reed or June Cleaver in the fifties, then where did the sixties movements come from? We also explore how various groups (e.g., suburban girls, working-class women, civil rights activists, immigrants, and others) negotiated ideas of family, work and sexuality. In doing so, we examine roots of issues that continue to have political purchase today, such as reproductive rights, sexuality, job equity, welfare, race, and ethnicity.

Course Activities:This is primarily a discussion seminar, but class will occasionally include short lectures and films. Readings include historical documents, memoirs, scholarly articles and full-length historical studies. The course has a writing flag, and is designed to help you develop skills in historical writing and analysis. Students will write regularly to encourage critical thinking and class discussion of readings. Graded assignments include weekly reading summaries, a short media research paper based on popular magazines of the postwar era; and a “Postwar Women’s Memoir Project” based on interviews with women who came of age between World War II and the 1970s.

Texts:

* Bailey, Beth. Sex in the Heartland

* Douglas, Susan J. Where the Girls Are: Growing Up Female with the Mass Media 

* Gilmore, Stephanie, ed. Feminist Coalitions: Historical Perspectives on Second-Wave Feminism in the United States

* Grace, Nancy M. and Ronna C. Johnson, eds., Breaking the Rule of Cool: Interviewing and Reading Women Beat Writers

* Lee, Chana Kai. For Freedom’s Sake: The Life of Fannie Lou Hamer

* Meyerowitz, Joanne, ed. Not June Cleaver: Women and Gender in Postwar America, 1945-1960 (noted as NJC on syllabus)

* Santiago, Esmeralda. Almost a Woman

* Shakur, Assata. Assata: An Autobiography

Grading:

10% Attendance, promptness, class participation

30% 350-word weekly analyses of readings (6 essays, 5% each)

20% Media research essay, 5 pages 

35% Final Postwar Women’s Memoir Project essay, 8-10 pages

5%  Group Presentation on Memoir Projects

AMS 321 • Women/Socl Movements In The Us

30755 • Spring 2013
Meets TTH 200pm-330pm UTC 4.134
(also listed as HIS 365G, WGS 340 )
show description

This upper-division lecture course examines women’s participation in well-known and lesser-known social movements during the twentieth century, more deeply than is possible in a U.S. history survey course. Throughout, we explore women’s activism in movements they initiated, such as the woman suffrage movement, the women’s movement in the black Baptist Church, the birth control movement, Mexican American women’s unionization, the women’s liberation movement, and the conservative women’s movement. However, we also consider women’s participation in movements initially organized by men, such as union movements in which they formed ladies’ auxiliaries, or jointly by men and women, such as the Montgomery Bus Boycott, or the Chicano movement. In addition to exploring the scope and contours of women’s activism, a central concern will be the significance of historical understandings of gender in these movements. In what ways did the forms of women’s activism reflect contemporary understandings of womanhood? In what ways did women’s participation reshape these cultural perceptions?

 

This is primarily a lecture course, but we will regularly hold short discussions and conduct work in small groups. Both during and outside of class, we will work with copies of original historical documents made available through Women and Social Movements in the United States, 1600-2000, an online resource. We will also screen and analyze short films and film clips. Weekly readings will include a range of materials, from original historical documents and autobiographies to scholarly essays and longer studies.

AMS 391 • Concepts In Urban History

30846 • Spring 2013
Meets M 200pm-500pm BEN 1.118
(also listed as HIS 389 )
show description

This graduate research seminar introduces students to innovative, contemporary approaches to the history of cities and metropolitan areas. Urban history has undergone important transformations in the past two decades, as scholars reconceptualize the city as a locus of change by analyzing the contested historical meanings of urban space. Although the course will examine studies from earlier periods, such as Horace Cayton and St. Clair Drake’s famous 1945 study of black Chicago, we will largely focus on more recent historiography. Most readings will concentrate on the U.S.; however, we will also read shorter studies of urban areas outside the U.S. We consider such themes as the racialization and gendering of urban space, migration, the built environment, popular culture and the urban imaginary, disease and medicine, the relationship between city and region, environmental history, and political and economic development.

The seminar also provides the opportunity for students to produce original research papers that draw on these methodologies. Students will be encouraged to – but not required to -- make use of materials at one of UT’s archives; to this end we will visit or discuss research libraries on campus. In addition to submitting final papers, students will also present their work at the end of the course in panel discussions aimed at encouraging larger thematic dialogues.

 

Course Structure

During the first half of the course we will assess various approaches to urban history through the reading of monographs that focus on specific cities and metropolitan areas. Each student will be responsible for the presentation of a supplementary reading two times during the semester. In the early weeks of the course, students develop ideas for research projects, identify sources, and write a brief proposal. During the third quarter of the course, we suspend class meetings while students work independently and attend office hours. In the final classes, we reconvene for students to present drafts in a conference panel format.

[NOTE: This course is taught from a historical perspective; however, students working in other disciplines are welcome to bring their perspectives into class discussion. Likewise, although most students will work on a U.S. topic, this is not required.]

 

Course Requirements

1) Regular attendance, completion of readings, and thoughtful class discussion (10%)

2) Presentations in two class meetings on a recommended reading (10% each or 20% total)

3) Proposal and preliminary bibliography (included in final grade for essay)

4) Penultimate draft of research essay (evaluation will be included in final grade for essay)

5) Final essay, 25-30 pages (60%)

6) Class presentation of research findings as part of panel (10%)

 

Possible readings

Blair, Cynthia M. “I’ve Got to Make My Livin’: Black Women’s Sex Work in Turn-of-the-Century Chicago

Brooks, Charlotte, Alien Neighbors, Foreign Friends: Asian Americans, Housing, and the Transformation of Urban California

Chauncey, George. Gay New York: Gender, Urban Culture, and the Making of the Gay World

Fernandez, Lilia. Brown in the Windy City: Mexicans and Puerto Ricans in Postwar Chicago

Klingle, Matthew. Emerald City: An Environmental History of Seattle

Nicolaides, Becky M. My Blue Heaven: Life and Politics in the Working-Class Suburbs of Los Angeles, 1920-1965

Roberts Jr., Samuel. Infectious Fear: Politics, Disease, and the Health Effects of Segregation

Self, Robert. American Babylon: Race and Struggle for Postwar Oakland.

AMS 321 • The Us In The Civil Rights Era

30656 • Fall 2012
Meets TTH 330pm-500pm SAC 5.102
(also listed as AFR 374D, HIS 356P, MAS 374 )
show description

The year 2010 marks the 55th anniversary of the Supreme Court’s implementation decision in Brown v. Board of Education decision, the 65th anniversary of Mendez v. Westminster (a school desegregation case that helped pave the way for Brown), and the 45th anniversary of the Voting Rights Act. These events had an enormous impact on American politics and culture. But what does it mean to look back at such historic events decades later, with the benefit of hindsight?  How did they come about?  What changed?  What did not?  To answer these questions and provide a historical understanding of the modern Civil Rights Movement, this course examines the Civil Rights Movement and the U.S. within the larger context of American society, from World War II to the 1970s. Using a comparative approach, the course traces social movements initiated by African Americans, Mexican Americans, Asian Americans and Native Americans. At the same time, we explore the politics, popular culture and social life of this era, considering such topics as the Cold War, mass media, urbanization, and the Vietnam War. Throughout we address such broad themes as American democracy and citizenship, race and racism, gender and sexuality, labor and class conflict. Although the class is primarily a lecture course, students are encouraged to engage critically with the course content through a variety of small and large group discussions and assignments.

 

Course requirements:

1) Three reading handouts                 (5% each, 15% total)

2) Three in-class mid-term exams      (20% each, 60% total)

3) Five-page essay,                            (25%)

 

Tentative Reading List:

Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare         :

Crow Dog, Mary.  Lakota Woman

Glisson, Susan M., ed., The Human Tradition in the Civil Rights Movement

Martin, Waldo E.  Brown v. Board of Education: A Brief History with Documents

Oropeza, Lorena, ¡Raza Si! ¡Guerra No! Chicano Protest and Patriotism During the Viet Nam War Era

Sellers, Cleveland. The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC      

Takaki, Ronald.  Double Victory: A Multicultural History of America in World War II

AMS 370 • Civil Rts Mov From Comp Persp

30687 • Fall 2012
Meets W 300pm-600pm GAR 0.120
(also listed as AFR 374D, HIS 350R )
show description

This writing intensive seminar allows students who already have some familiarity with the history of the civil rights movements of the mid-twentieth century to more deeply explore themes that can be addressed only briefly in a broader lecture course. Readings and class discussions will concentrate primarily on African American and Mexican American struggles for civil rights, but also address the Asian American and Native American movements. Likewise, we compare rural and urban movements, and northern and southern ones. Using a comparative approach will allow unique insights that are usually missing in courses on the Civil Rights Movement. In this rethinking, students will consider the distinctiveness of each of these struggles while also viewing them in relation to each other, which participants frequently did at the time. In doing so, we explore how historical understandings of race, gender and class impacted these movements in distinct and shared ways. Just as importantly, this comparative perspective encourages students to gain new understandings of mid-twentieth century U.S. history as a whole.

This course has a substantial writing component. Over the course of the semester, students will deepen their understandings of the civil rights era by researching and writing a 5,000 word research paper using archival collections at the University of Texas or the Austin History Center. Papers also rely on published scholarly works and other sources such as newspapers. I work closely with students to help with this process.

Meets with AMS 370, MAS 374, AFR 374D

Course Evaluation:

Attendance and class participation, to be broken down as follows:

5%       attendance including promptness

10%     completion of readings and participation in class discussion

10%     15-minute oral presentation on research project

Research project, to be broken down as follows:

5%       Five brief assignments that form building blocks for the paper (1% each)

                        Note: These will not be graded but must be submitted for credit.

10%     First section, draft

15%     Second section, draft

20%     Full draft including third section and conclusion

25%     Final paper

 

Required Readings:

Maeda, Daryl J. Chains of Babylon: The Rise of Asian America.

Moody, Anne. Coming of Age in Mississippi.

Nelson, Alondra. Body and Soul: The Black Panther Party and the Fight Against Medical Discrimination.

Orleck, Annelise and Lisa Gayle Hazirjian, eds. The War on Poverty: A New Grassroots History, 1964-1980.

Oropeza, Lorena. ¡Raza Si! ¡Guerra No! Chicano Protest and Patriotism during the Viet Nam War Era.

Phillips, Kimberley L. War! What is it Good For? Black Freedom Struggles and the U.S. Military from World War II to Iraq.

Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations (7th edition) NOTE: Be sure you purchase the correct edition.

AMS 391 • Gender/Race/Natl Id In Us Hist

30920 • Spring 2012
Meets M 300pm-600pm GAR 1.122
(also listed as AFR 381, HIS 389, WGS 393 )
show description

Problems of race, gender, and national identity continue to preoccupy Americans, both inside and outside of the academy. These subjects and their interrelatedness have become central to much historical inquiry among U.S. scholars, particularly in the last twenty-five years. Such work has profoundly influenced the ways in which many historians approach their research. This graduate research seminar offers students the opportunity to critically discuss major works in the recent historiography of gender, race and national identity in the 20th-century U.S., and to write a research paper on a related topic of their own choosing, preferably based on one of the archival repositories at the University of Texas at Austin. The course will pay particular attention to methodologies by which historians have approached these complex subjects. Our discussion of methodologies will address three core questions: 1) How did these ideas shape and, in turn, were shaped by historical social, economic, cultural and political developments? In other words, in what ways were they historical? 2) How did ideas about gender, race and national identity influence each other. Why, for example, has race frequently been elaborated in gendered terms of manhood and womanhood? Why have understandings of national identity and citizenship been so frequently bound up with ideas of race and gender, and with what consequences? 3) What methodologies have best allowed historians to grapple with the complexity of these ideas and their interrelations? Why does one element or another (e.g., gender), frequently drop out in the actual analysis? Conversely, why do some well-intentioned historians wind up with a “gender chapter” (i.e., a chapter on women), rather than showing its integrality to the entire project?

Course Structure

During the first part of the course we will assess various methodological approaches. We begin with a set of theoretical pieces, and then examine significant monographs that address gender, race and national identity in the context of specific thematic problems. In the early weeks of the course, students also develop ideas for research projects, identify sources, and write a brief proposal. We will visit research libraries on campus. During the middle part of the course, we suspend class meetings while students work independently and attend office hours with the professor. In the final three classes, we reconvene for students to read and comment on each others' drafts.

 

Course Requirements

1) Regular class attendance, completion of readings, and thoughtful participation in class discussion, including submission of 1-3 questions on reading for that week. These questions/comments will be due by 11 a.m. on the class meeting day.  (20%)

2) Presentation of 15-20 minutes on 1-3 archival documents you are using in your project (10%)

3) Proposal and bibliography (10%)

4) Penultimate draft of research essay, due the Monday before class for discussion either Week 13, 14, or Week 15

6) Final essay, 20-25 pages, due Thursday, May 13, 4:00 p.m., at my office, GAR 2.116. Grade for final paper includes assessment of revisions from original draft. (60%)

Possible Texts (subject to change)

Arredondo, Gabriela. Mexican Chicago: Race, Identity, and Nation, 1916-1939 (2008)

Baldwin, Davarian L. Chicago's New Negroes: Modernity: The Great Migration, & Black Urban Life. Chapel Hill: University of North Carolina Press, 2007.

Greene, Julie. The Canal Builders: Making America's Empire at the Panama Canal. New York: Penguin Press, 2009.

Holt, Thomas. The Problem of Race in the 21st Century. Cambridge: Harvard University Press, 2000.

Lui, Mary Ting Yi.  The Chinatown Trunk Mystery: Murder, Miscegenation, and Other Dangerous Encounters in Turn-of-the-Century New York City. Princeton: Princeton University Press, 2005.  

Ngai, Mae. Impossible Subjects: Illegal Aliens and the Making of Modern America. Princeton: Princeton University Press, 2004.

Reverby, Susan. Examining Tuskegee: The Infamous Syphilis Study and its Legacy. Chapel Hill: University of North Carolina Press, 2009.

AMS 321 • The Us In The Civil Rights Era

30585 • Fall 2011
Meets TTH 930am-1100am UTC 3.134
(also listed as AFR 374D, HIS 356P, MAS 374 )
show description

A half century after the high point of the Civil Rights Movement in the U.S., most American students learn about the 1955 Montgomery Bus Boycott, the 1957 Little Rock conflict over school desegregation, the 1963 March on Washington, and the fire hoses in Birmingham. Far fewer encounter the less-televised moments of civil rights history, the meanings of freedom that included but went beyond desegregation, and the breadth of participation by local people. It is even less common to consider other movements that paralleled the black freedom movement among, for example, Mexican Americans, Native Americans, and Asian Americans. Taking a comparative perspective, this upper division lecture course explores these aspects of the civil rights era. It also examines their larger historical context within American culture from the Second World War to the present. Finally, we consider questions about the writing of history: What does it mean to look back at such historic events with the benefit of hindsight?  How did they come about?  What changed?  What did not?  

 

Course requirements and grading structure:

Three reading handouts  (5% each, 15% total)

Three in-class exams  (20% each, 60% total)

Five-page essay  (25%)

Regular class attendance (5%)

Students are also responsible for completing assigned readings.

This course WILL use + and – letter grades.

 

Possible required readings:

Coursepack of primary documents and articles

Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare            :

Crow Dog, Mary.  Lakota Woman

Glisson, Susan M., ed., The Human Tradition in the Civil Rights Movement

Martin, Waldo E.  Brown v. Board of Education: A Brief History with Documents

Oropeza, Lorena, ¡Raza Si! ¡Guerra No! Chicano Protest and Patriotism During the Viet Nam War Era

Sellers, Cleveland.  The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC   

Takaki, Ronald.  Double Victory: A Multicultural History of America in World War II

 

This course partially fulfills the legislative requirement for American history. 

AMS 370 • Women In Postwar America

30650 • Fall 2011
Meets TTH 330pm-500pm GAR 0.120
(also listed as HIS 350R, WGS 345 )
show description

Course Overview: This course intensively examines U.S. women's history between World War II and the 1970s. In doing so, it also explores popular perceptions of womanhood, manhood and sexuality that became central to the cultural politics and social conflicts of the postwar period. By weaving together these topics – women’s history, popular culture, and postwar social movements – we raise fresh questions about well-known episodes of U.S. history. Why, for example, do most Americans remember Rosa Parks only as a demure seamstress who initiated the Montgomery Bus Boycott because she was too tired to give up her seat to a white? If every young woman hoped to be like Donna Reed or June Cleaver in the fifties, then where did the sixties movements come from? We also explore how various groups (e.g., suburban girls, working-class women, civil rights activists, immigrants, and others) negotiated ideas of family, work and sexuality. In doing so, we examine roots of issues that continue to have political purchase today, such as reproductive rights, sexuality, job equity, welfare, race, and ethnicity.

 

Course Activities: This is primarily a discussion seminar, but class will occasionally include short lectures and films. Readings include historical documents, memoirs, scholarly articles and full-length historical studies. The course has a substantial writing component, and is designed to help you develop skills in historical writing and analysis. Students will write regularly to encourage critical thinking and class discussion of readings. Graded assignments include weekly reading summaries, a short media research paper based on popular magazines of the postwar era; and a “Postwar Women’s Memoir Project” based on interviews with women who came of age between World War II and the 1970s.

 

Possible Readings:

* Bailey, Beth. Sex in the Heartland

* Douglas, Susan J. Where the Girls Are: Growing Up Female with the Mass Media 

* Gilmore, Stephanie, ed. Feminist Coalitions: Historical Perspectives on Second-Wave Feminism in the United States

* Grace, Nancy M. and Ronna C. Johnson, eds., Breaking the Rule of Cool: Interviewing and Reading Women Beat Writers

* Lee, Chana Kai. For Freedom’s Sake: The Life of Fannie Lou Hamer

* Meyerowitz, Joanne, ed. Not June Cleaver: Women and Gender in Postwar America, 1945-1960 (noted as NJC on syllabus)

* Santiago, Esmeralda. Almost a Woman

* Shakur, Assata. Assata: An Autobiography

 

Evaluation and Requirements:

10% Attendance, promptness, class participation

20% 350-word weekly analyses of readings (6 total)

20% Media research essay, 5 pages 

35% Final Postwar Women’s Memoir Project essay, 8-10 pages

 

This course partially fulfills the legislative requirement for American history. 

AMS 321 • The Us In The Civil Rights Era

29763 • Spring 2010
Meets TTH 930-1100 UTC 3.134
(also listed as AFR 374D, HIS 356P, MAS 374 )
show description

HISTORY OF THE U.S. IN THE CIVIL RIGHTS ERA

HIS 356P / Unique #39760

Same as AFR 374D / 35507, AMS 321 / 30410, MAS 374 / 35937

Spring 2010    UTC 3.134    T TH 9:30 – 11:00

Prof. Laurie Green, Department of History

 Americans recently marked the 50th anniversary of the Supreme Court’s Brown v. Board of Education decision (1954), the 40th anniversary of both the Civil Rights Act (1964) and the Voting Rights Act (1965).  And next year is the 40th anniversary of the assassination of Dr. King. These events had an enormous impact on American politics and culture. But what does it mean to look back at such historic events with the benefit of hindsight?  How did they come about?  What changed?  What did not?  To answer these questions and provide a historical understanding of the modern Civil Rights Movement, this course examines the Civil Rights Movement within the larger context of American society, from World War II to the 1970s.

 Course requirements and grading structure:

  • Three reading handouts  (5% each, 15% total)
  • Three in-class exams  (20% each, 60% total)
  • Five-page essay  (25%)
  • Students are also responsible for regular class attendance and assigned readings.
  • This course WILL use + and – letter grades.

 Required readings:

Coursepack of primary documents and articles

Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare            :

Crow Dog, Mary.  Lakota Woman

Glisson, Susan M., ed., The Human Tradition in the Civil Rights Movement

Martin, Waldo E.  Brown v. Board of Education: A Brief History with Documents

Oropeza, Lorena, ¡Raza Si! ¡Guerra No! Chicano Protest and Patriotism During the Viet Nam War Era

Sellers, Cleveland.  The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC           

Takaki, Ronald.  Double Victory: A Multicultural History of America in World War II

Important Notes:

  • Regular attendance is required.  After 2 unexcused absences, you will be asked to provide a written excuse (medical emergency or U.T. official business are considered excusable). Students are responsible for obtaining notes on material and announcements missed in class.  Although you may discuss lectures with the instructor or TA, lecture notes will not be provided for missed classes
  • Arrive on time and do not leave before end of class. Any exceptions should be discussed with professor beforehand.
  • Films screened in class are required course material.  Most films will be placed on reserve at the AV Library after being shown in class.
  • Papers must be submitted on the due date unless a written medical excuse or documentation of family emergency is provided.  Papers must be submitted in hard copy, not electronically.  Late papers will result in a loss of 10 points for each day they are late.  Papers should be typed, double-spaced, with 12-point type, and 1" margins. A handout on the paper assignment will be available prior to the due date.
  • Exams must be taken on the scheduled date unless a written medical excuse or documentation of family emergency or university-related conflict is provided.  Make-up exams will be granted for anyone who misses an exam, but those without such documentation will have 10 points deducted from the exam grade.
  • Blackboard will be used by the instructor and TA to post class announcements, office hours, lecture outlines, and assignments, including reading handouts.
  • Special accommodations will be provided, upon request, for qualified students with learning disabilities.  Contact the Dean of Students office at 471-6259 or 471-4641.
  • Academic Integrity: The University of Texas adheres strictly to guidelines regarding academic integrity, including cheating and plagiarism.  These guidelines extend to all material found on the worldwide web, as well as to all print material.  Penalties for violations may include loss of credit for the course. For the history department’s guidelines, see: http://www.utexas.edu/cola/depts/history/about/academic_integrity/

            COURSE SCHEDULE

Week 1:  Introduction: Why Study the Civil Rights Movement Today?

Week 2:  READ: Takaki, Introduction through ch. 5

Week 3:  READ: Takaki, ch. 6-7, Coursepack selection (“Rosie”)

Written Assignment: Reading handout on Takaki

Week 4: READ: Glisson, ch. 7, Oropeza, ch. 1

Week 5:  READ: Coursepack selections (Dudziak; Fairclough)

Week 6: READ: Glisson, ch. 2; Martin, 7-19, 76-86, 91-100, 110-120

EXAM #1  Bring blue books and ink pens.                             

Week 7: READ: Martin, 121-23, 137-51, 156-62, 168-98, 199-223; Coursepack selections (Ruiz, Mendez, Robinson)

Written Assignment: Reading handout on Martin

Week 8:  READ: Coursepack selections (Blue, Daniel)

Week 9:  READ: Sellers, ch. 1-5, Glisson, ch. 8-11

Week 10:  READ: Sellers, ch. 6-9

Exam #2  Bring blue books and ink pens.

Week 11:  READ: Coursepack selection (Green), Cone, ch. 3-4, 7-8, Sellers, ch. 11-12, 14-19

Week 12:  READ: Cone, ch. 9, Oropeza, ch. 2-3

5-Page Essay due.

Week 13:  READ: Oropeza, ch. 4-5, Glisson, ch. 14

Week 14:  READ: Glisson, ch. 13, 15, 16, Mary Crow Dog, ch. 1-11 (ch. 12-16, optional)

Writing Assignment: Reading handout on Mary Crow Dog

Week 15: READ: Coursepack selection (Kozol)

EXAM #3  Bring blue books and ink pens.

AMS 391 • Gender, Race, & Natl Identity

29900 • Spring 2010
Meets TH 200pm-500pm GAR 1.122
(also listed as HIS 389, WGS 393 )
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Graduate standing required. Permission from instructor required.

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