357 Civil Rights by HC120209075558


									                                        History 357
             History of the Civil Rights Movement and the Black Revolution
                                  Daniel W. Aldridge, III
                                    Fall Semester 2001
                                     MWF 930-1020
                                      312 Chambers

Office Hours: MWF 1030-1230, or by appointment
Office Location: 321E Chambers
Email: daaldridge@davidson.edu
Office Tel. No.: 2776

Course Description
This course studies the history of the Civil Rights movement and the black revolution
with a primary focus on the period from the early 1950’s to the early 1970’s. Topics
covered include school desegregation, the “classic” period of the civil rights movement in
the 1960’s, and the rise (and fall?) of African American radicalism in the mid-1960’s and
early 1970’s.

The class will be conducted through a combination of lecture and discussion. Students
should be prepared at all times to respond to questions posed by the instructor and to
engage in informed discussion and debate which reflects reading and comprehension of
the assigned materials. The principles of academic freedom and strictly adhered to in this
classroom: students are encouraged to express any idea or point of view, but should do so
in a respectful and proper manner. Poor classroom etiquette will have a negative impact
on a student’s class participation grade.

Be aware that the instructor is fond of playing the “devil’s advocate.” Do not assume that
any position enunciated by the instructor represents his “true” feelings on a subject.
Remember that the goal of the course is to encourage the student to develop his or her
own points of view rather than to concur with the instructor’s. Also be forewarned that if
the instructor finds that some or all students are chronically unprepared to engage in
discussion of the assigned materials he reserves the right to assign spot quizzes that will
count towards the students’ final grade.

Course Materials
Please purchase the following books:
Charles Jones, ed. The Black Panther Party Reconsidered (“Jones”)
Clayborne Carson, et. al., eds., The Eyes on the Prize Civil Rights Reader (“Prize”)
David J. Garrow, Bearing the Cross (“Garrow”)
James T. Patterson, Brown v. Board of Education (“Patterson”)
Additional reading materials will be placed on reserve or distributed in class.

Assignments and Grading
Two 1000-word essays—20%
One 2500-word research paper—25%

Midterm Examination—20%
Final Examination—20%
Class Participation—15%

The grading scale is as follows:
A (93-100); A- (90-92); B+ (87-89); B (83-86); B- (80-82); C+ (77-79); C (73-76);
C- (70-72); D+ (67-69); D (60-66); F (below 60)

Students must attend class. For each unexcused absence above two the final numerical
grade (a percentage of 100) will be lowered by ½ point. Absences will be excused only
for a limited number of authorized athletic events, illness, and emergency. In order to be
granted an excused absence students are responsible for informing the instructor, before
class, when they will be absent whenever possible. Any student missing more than 25%
of class meetings without excuse will automatically fail the course.

Honor Code
All provisions of the Davidson Honor Code are in effect. In addition the instructor
considers the following practices to constitute violations of the Honor Code as well as
grounds for receiving a grade of “0” on a project.
Students may not submit the same research paper for this and another class.
Students may not submit a research paper they have prepared for a previous class at
Davidson College or any other institution or for any other person or purpose.
As one should infer from the preceding two paragraphs, students are strongly discouraged
from doing research papers on topics they have written about before. However, if a
student wishes to build upon research previously done in a lower-level class (meaning a
100-level, 200-level or high-school course) he or she must inform the instructor of that
situation at the time that he or she decides upon a research paper topic. The student must
also, at the same time, provide the instructor with a copy of the research paper done in the
lower-level class. The instructor reserves the right to deny the student permission to
submit a research paper on the same topic as in the lower-level class. If permission is
granted the research paper done for this class must be almost entirely based on new
research done for this class: in essence, the “new” research paper must be an entirely
different project from the original paper. A mere elaboration of the original paper will
not be deemed acceptable and will receive a grade of “0”. In addition, a failure to timely
comply with any of the disclosure requirements set forth in this paragraph will result in
the student’s receiving a grade of “0” for the research paper and will be reported to the
office of the Dean of Students.
Students may use computer programs or the Davidson College writing center for
proofreading of their papers. They may not submit their papers or a draft of their papers
to any other person (excepting the instructor) for proofreading or comment. The phrase
“other persons” includes, but is not limited to, parents, siblings, relatives, friends, fellow
students, and other faculty and staff members.

Both the midterm and final examinations will consist of a combination of multiple
choice, fill-in, and essay questions. Both the midterm and final examinations will be
closed book and closed note. Students should bring blue books for both the midterm and
final examinations. The midterm examination will cover all lecture and course materials
assigned before the time of the examination. The self-scheduled final examination will
cover all lecture and course materials assigned after the midterm and may touch on
selected (and specified) material from the first part of the course.

Class Participation
In assessing a student’s class participation the instructor considers both the quantity and
the quality of a student’s class participation. If a student’s comments indicate that he or
she did not read and reasonably comprehend the assigned course material said
unpreparedness will negatively affect a student’s class participation grade. Failure to
keep scheduled appointments with the instructor will also negatively affect a student’s
class participation grade. A large number of unexcused absences will also negatively
affect a student’s class participation grade.

All papers submitted for this class must include citations. Citations must be included
where the student is quoting from a source. All quotes must be placed in quotation
marks. If a quote is three or more sentences long a student must put the quote in bloc
form (meaning an indented sub paragraph).

Mr. Horace Debussy Jones made the following statement on June 24, 1944 opposing the
immigration of Star-Bellied Sneeches:

          Star-Bellied Sneeches are well-known for their proclivity to crime, vice
          and immorality. If we allow them to immigrate into the country they will
          destroy the moral tone to which Americans have become accustomed.
          They also are willing to work for wages far below that acceptable to even
          the humblest Americans and will bring down the high standard of living of
          which Americans are justly proud.1

Citations should also be included where a student is paraphrasing ideas which are not his
or her own. Students should also cite the source of information that is not commonly

As Emily J. Snood has noted, Sneeches have been viewed as alien and socially
undesirable in many countries.2

In 1957 there were 10,437 Sneeches in New York City alone.3

    Horace Debussy Jones, Autobiography of Horace Debussy Jones (London: Murgatroyd Press, 1952), 377.
    Emily J. Snood, A Defense of Sneeches (New York: Sneech Lovers Press, 1997), 244.

Students should use the footnote format for citation. Citations may be placed either at the
bottom of the page or at the end of the text. Here follows a brief summation of common
forms of citation. In cases where students are unsure of the proper form for citation they
should consult the instructor and/or Kate L. Turabian, A Manual for Writers of Term
Papers, Theses, and Dissertations.

The initial citation of a book or article should be in a full format. The first citation of a
book should consist of the author’s name, the book’s title in italics or underlining, the
place, publisher and year of publications in parentheses, and the page number referred to.

Emily J. Snood, A Defense of Sneeches (New York: Sneech Lover’s Press, 1997), 452.

The initial citation of an article should include the author’s name, the title of the article in
quotation marks, the name of the periodical or journal, the volume number, the date of
publication, if any, in parentheses, and the page number referred to.

J.J. Walker, “Dynomite Was My Catchphrase,” Journal of Popular Culture (May 2000):

When you are citing an item which is included in a larger volume (as you would when
citing a document which is collected in an anthology) you should include the item’s
author, its title, and then cite the larger volume as you would a book.

Elias J. Sneech, “The Sneeches’ Declaration of Independence,” in Elmer J. Fudd, The
Sneeches Speak Out (Boston: Susquehanna Press, 1994), 357-58.

After the initial citation the student should use a shorter form to refer to a previously cited
work. If you are referring to a work which was just cited, use “Ibid.” If you are referring
to a work which was cited two or more footnotes ago use a short form which indicates the
author, title and page referred to.

Emily J. Snood, A Social History of Sneeches, (Boston: Boogaloo Press, 1996), 452.
Ibid., 498.
Biz Markie, Where Am I Now? (Los Angeles: Bad Boy Press, 1993), 188
Snood, Social, 167.

When citing a website include the website’s name, its address, and the date you accessed
the website.

    Ibid., 66.

“The Virtual Source for Sneeches,” www.sneechpower.com (March 17, 2002).

All works should include a bibliography of works cited or consulted. Bibliographies are
similar to footnotes except that the author’s last name should appear first and that the
bibliography should be arranged in alphabetical order.

Markie, Biz. Where Am I Now? Los Angeles: Bad Boy Press, 1993.
Snood, Emily J. A Social History of Sneeches. Boston: Boogaloo Press, 1996.

Class Papers
Students will write two 1000 word (approximately 5 double-spaced pages) essays in
response to questions which I will provide. The essays will usually require students to
respond to an issue raised by the course materials. Late short papers will be penalized at
the rate of 5 points per day unless the student receives a prior extension from the

Students will also write a 2500 word (approximately 12 double-spaced pages) research
paper on a topic of their own choosing in consultation with the instructor. The research
papers must be substantially based on primary source material. The research paper is due
on December 5, 2001. Late research papers will be penalized at the rate of 10 points per
day. Extensions will only be given for the most dire emergencies.

Students may submit written assignments by email attachment. However, students bear
the risk of loss in cases where the assignment does not reach the instructor. Students are
responsible for ensuring that the instructor receives their assignments in a timely manner.

Students are strongly encouraged to schedule appointments with the instructor to discuss
their research projects. I also strongly encourage students to submit drafts of the research
paper or any other written project to me for critique. The instructor is glad to critique
drafts but will not give “shadow” grades and review of a draft does not guarantee that a
student will receive any particular grade.

Students are responsible for selecting their own topics for research papers. Students
should attempt to determine what areas or topics they would like to research. Students
should obtain some books, articles, and/or website information about the topic and
attempt to determine what sort of treatment of the topic they could “do” that would make
for a good 12 page paper. Students should also attempt to determine what sort of primary
sources about the topic are available.

In selecting a topic students should try to find a topic that they could research by using
the Davidson College Library or through inter-library loan. Avoid selecting topics that
require evidence that is not readily available (i.e. unpublished plantation records). Topics
must fit within the time parameters covered by the course.

Should the student choose to discuss his or her research project with the instructor (which
is highly advisable) the student should already have consulted some secondary materials
about the subject and have some idea about what he or she would like to write about. Do
not come to see the instructor if you are totally unprepared and do not ask the instructor
to pick a topic for you.

A good research paper has a strong thesis that the student ably demonstrates through a
solid use of primary and secondary evidence. In areas where there is some historical
debate students should demonstrate awareness of the differing interpretations of key
historians. Good papers are well-written, grammatically correct and largely free from
typographical errors and misspellings.

Do not wait until the last minute to start working on your research papers. You should
ideally start searching for a topic and materials during the first month of the course.

Course Schedule

M Aug. 20—no reading assignment

                                Prelude to the Revolution
W Aug. 22—Prize pp. 1-34

            The Brown Decision and School Desegregation in the North
F Aug. 24—Patterson, preface

M Aug. 27—Patterson, chs. 1, 2

W Aug. 29—Patterson, ch. 3; Prize pp. 61-95

F Aug 31—Patterson, chs. 4, 5; Prize pp. 97-106 (first paper assigned)

  The Emmett Till Case and the Montgomery Bus Boycott—Catalysts of a Revolution
M Sept. 3—Garrow, ch. 1; Prize pp. 35-43

W Sept. 5—Prize pp. 44-60

                   The Southern Christian Leadership Conference
F Sept. 7—Garrow, ch. 2 (first paper due)

         Sit-Ins and Freedom Rides: Direct Action and Civil Rights, 1960-1961

M Sept. 10—Garrow, ch. 3

W Sept 12—Prize pp. 107-132

                           The Albany Campaign, 1961-1962
F Sept. 14—Garrow, ch. 4

M Sept. 17—Prize pp. 133-146

                        The Birmingham Campaign, 1963
W Sept. 19—Garrow, pp. 231-264 (thru 1st full paragraph)

F Sept. 21—Prize pp. 147-162

                         The March on Washington, 1963
M Sept. 24—Garrow, pp. 264-286

W Sept. 26—Prize 163-165; additional readings will be distributed


           Alabama, St. Augustine, and Mississippi Summer, 1963-1964
M Oct. 1—Garrow, pp. 278-316 (thru first full paragraph)

W Oct. 3—Garrow, pp. 316-355

F Oct. 5—Prize pp. 166-203

                         Selma and Voting Rights, 1965
M Oct. 8—Garrow, pp. 357-394 (end of first paragraph)

W Oct. 10—Garrow, pp. 394-430

F Oct. 12—Prize pp. 204-227


                  The Rise of a New Black Radicalism, 1964-1970
F Oct. 19—Garrow, ch. 8

M Oct. 22—Garrow, ch. 9

W Oct. 24—Prize pp. 244-287

F Oct. 26—Prize pp. 288-332

M Oct. 29—Prize pp. 333-382 (second paper assigned)

          The Death of King and the End of the Civil Rights Era, 1967-1968
W Oct. 31—Garrow, ch. 10

F Nov. 2—Garrow ch. 11, epilogue

M Nov. 5—Prize pp. 383-438 (second paper due)

  The Black Panther Party and the Rise and Fall of the Black Revolution, 1966-1973
W Nov. 7—Jones (tba)

F Nov. 9—Jones (tba)

M Nov. 12—Jones (tba)

W Nov. 14—Prize pp. 500-557

                          After The Revolution, 1970-Present

   1. School Desegregation and Resegregation(?)
   F Nov. 16—Patterson, chs. 6, 7

   M Nov. 19—Patterson, chs. 8, 9, 10


   2. Busing, Affirmative Action and Reparations
   M Nov. 26—Prize pp. 591-613

   W Nov. 28—Prize pp. 625-655

   F Nov. 30—selection from Randall Robinson, The Debt (on reserve)

   M Dec. 3—optional class

   F Dec. 5—optional class (research papers due)

   The Final Examination will be self-scheduled.


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