In the first twenty years following World War II, Americans participated in the democratic process and in civil society in record numbers. They participated in public meetings, belonged to labor unions, joined churches, and formed professional societies. These civic structures and habits of involvement empowered citizens to believe they could make a difference in their communities and laid the groundwork for some of the major social movements of the second half of the 20th Century. Civil rights, second-wave feminism, gay rights, and Latino rights all have their roots in the 1960s and continued their work over the following decades.
In this class, we will explore civic engagement through the lens of our recent history. We will look at how these movements developed and analyze how they achieved their goals. We will take lessons from our predecessors and apply them to our own efforts to make a contribution to the lives of people in our local, national or global communities.
After completing this course, you will be able to:
H-4:
L-3:
Students in this course will read articles, watch films, participate in online discussions, and create a final project to demonstrate their learning.
There is no required textbook for this course. All readings and films are available via library e-reserves or within the online course.
Readings:
Breving, B. (2007). Changing society: The lives of worker heroes who made a difference. Chapter "Dolores Huerta Nourishes the Poor" pp. 82-90."
Cobb, J. (2016). The matter of black lives. New Yorker, 92(5), 34.
Hirshman, L. (2012). Triumph: The gay revolution. Chapter 3 "It was the Sixties That Did It: Gays Get Radical, Radicals Get Gay." pp. 61-93.
McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. Retrieved from https://nationalseedproject.org/white-privilege-unpacking-the-invisible-knapsack
Mungello, D.E. (2008). A Spirit of the 60s. Gay & Lesbian Review Worldwide, 15(3). pp. 20-22.
(2012) Chicago SNCC and the Black Freedom Struggle. OAH Magazine of History, 26(1). pp. 55-57.
Rodriguez, A. S. (2011). Why Cesar Chavez led a movement as well as a union. Harvard Journal of Hispanic Policy, 23. pp. 15-21.
Rose, Margaret. (1990). From the fields to the picket line: Huelga women and the boycott, 1965-1975. Labor History, 31(3). pp. 271-293.
Zinn, H. (2003). A People’s History of the United States. Chapter 17 "Or Did it Explode?" pp. 443-467." & Chapter 19 "Surprises" pp. 503-539.
1.1 Introductions Discussion – Online Discussion
1.2 MLK or Malcolm X? – Online Discussion
2.1 Discussion: Understanding Privilege – Online Discussion
2.2 Discussion: Are You a Maker? – Online Discussion
2.3 Final Project Proposal – Submit to Dropbox
3.1 Discussion: Thinking About Tactics – Online Discussion
4.1 Discussion: Making Change today – Online Discussion
5.1 Social Change Today – Online Discussion
5.2 Final Competence Project – Longform Article (H4) or PowerPoint presentation (L3), Submit to Dropbox
In this course, you will develop the following competencies:
Competence |
Competence Statement and Criteria |
|---|---|
H4 |
Can analyze power relations among racial, social, cultural, or economic groups in the United States.
|
L3 |
Can assess the social and personal value of civic engagement for achieving change.
|
Discussions are an essential component of this course. You do not have other weekly assignments to submit to the dropbox, so it is expected that you participate fully in the discussions to get the most out of the course. The discussions in this course are designed to be back-and-forth conversations between you and your classmates. In order to receive full credit (20 points) for a given Discussion, you must make a contribution that is:
Substantive/Creative: This means that you offer a considered opinion, a thought–provoking speculation and/or new information. A substantive contribution does more than simply indicate "I agree" or "Me too," nor is a substantive contribution just one or two sentences. Make the post interesting to you, and your instructor (and your classmates) should find it interesting as well. "Creative" is an admittedly vague term but it is key to make these discussions more than repetition of dry facts. The key is to draw connections between the texts and topics and something else, be it an earlier reading / discussion in a previous module, a personal life experience, something in the news, etc. For an "A" post, you want to illuminate the subject matter at hand by relating it to some other topic like those mentioned above. I hope this will give us all a unique and fresh perspective on the topic at hand.
Interactive: This means that, in addition to posting your own view(s), you respond to at least two other students and that you do so by, asking a clarifying question or identifying and expanding on a particularly interesting point. You also interact by keeping track of the activity on your own initial post and reply to any questions posed by your classmates.
Timely: This means that you make your first post by the halfway point of the week; and that you make at least two additional posts later in the week. It is expected that you participate/post on a minimum of two days throughout the module, but more frequent participation is strongly encouraged. If a posting is late, it cannot receive an A grade. If you foresee a problem with this schedule down the line, now is the time to notify your instructor, so we can make arrangements.
Well-supported: Any facts/figures, quotations, or images must be cited (the website URL is fine). Many of the topics we cover in this course are still politically charged. If quoting from or citing a news source, you should do your best to identify the bias of that source. For example, the Wall Street Journal Opinion section leans conservative, while Salon.com leans liberal.
Note: An initial post that responds to the prompt and two replies are the minimum requirement, and will earn you a passing grade. For a B or an A, you must be an active participant in our class community. In addition, you may receive an extra credit point for a contribution that your instructor judges to be of exceptional quality.
Criteria |
Excellent |
Strong |
Satisfactory |
Poor |
|---|---|---|---|---|
Competence and Content |
60 points Project offers a unique or particularly insightful response to the assignment/competence. |
51 points Project responds to the assignment/competence in depth. |
45 points Responds to the assignment/competence demonstrating solid conceptual understanding. |
39 points Fails to respond to or adequately grasp significant elements of the assignment or competence. |
Organization |
10 points |
8.5 points Is logically developed and well organized. |
7.5 points Displays competence in logical development and organization, although project may exhibit occasional organizational weakness |
6.5 points |
Grammar & Mechanics |
10 points Is virtually free of grammar and usage errors. |
8.5 points Is virtually free of grammar and usage errors. |
7.5 points May have a few grammar, word usage and mechanical errors, but they do not obscure the reader's understanding of the project. |
6.5 points Contains several flaws in style, grammar, or usage that may lead to confusion in meaning. |
Style & Tone |
10 points Uses a style and tone appropriate to the purpose and audience. |
8.5 points Uses a style and tone appropriate to the purpose and audience. |
7.5 points Uses a style and tone appropriate to the purpose and audience, although there may be minor lapses in either |
6.5 points Fails to develop an appropriate tone. Contains several flaws in style. |
Sources & Citation |
10 points Smoothly integrates correct citations for any words, images, facts or ideas from a source using either MLA or APA parenthetic citation. |
8.5 points Includes correct citations for any words, images, facts or ideas from a source using either MLA or APA parenthetic citation. |
7.5 points Includes generally correct citations for any words, images, facts or ideas from a source using either MLA or APA parenthetic citation, although there may be minor mistakes in formatting. |
6.5 points Fails to cite sources or have incorrect citations that do not clearly indicate borrowed material. |
Grading Category |
% of Final Grade |
|---|---|
Discussions |
50% |
Competence Project Proposal |
5% |
Final Competence Project |
45% |
A = 95 to 100 |
A- = 91 to 94 |
B+ = 88 to 90 |
B = 85 to 87 |
B- = 81 to 84 |
C+ = 77 to 80 |
C = 73 to 76 |
C- = 69 to 72 |
D+ = 65 to 68 |
D = 61 to 64 |
F = 60 or below |
INC |
Grades below C- in SCPS courses do not satisfy competence and are not counted toward graduation.
This course consists of 5 modules. The estimated time to complete each module is one week.
To see specific course due dates, click on the Calendar on the course home page.
The following table outlines the course:
Module |
Readings |
Assignments |
|---|---|---|
Module 1: The 1960s, and Introduction and Civil Rights |
E-Reserve: Zinn, H. A People’s History of the United States, Chapter 17 “Or Did it Explode?” |
1.1 Introductions Discussion |
Module 2: Women Speak Up |
E-Reserve: Zinn, H. A People’s History of the United States, Chapter 19 “Surprises” McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. Retrieved from https://nationalseedproject.org/white-privilege-unpacking-the-invisible-knapsack Video: Makers, Part 2: Changing the World |
2.1 Discussion: Understanding Privilege 2.3 Final Project Proposal |
Module 3: From Stonewall to Act Up: Gay Rights |
E-Reserve: Chapter 3 “It Was the Sixties That Did It: Gays Get Radical, Radicals Get Gay” from Hirshman, Linda (2012). Triumph: The Gay Revolution. |
3.1 Discussion: Thinking About Tactics |
Module 4: Farm Workers: Chavez, Huerta, and the UFW |
E-Reserve: Breving, Bob. (2007). Changing Society: The Lives of Worker Heroes Who Made a Difference. |
4.1 Discussion: Making Change today |
Module 5: Fifty Years On: The Legacy of the 1960s |
Cobb, J. (2016). The matter of black lives. New Yorker, 92(5), 34. Demby, G. (2014). The Birth of a New Civil Rights Movement. Politico. Retrieved from http://www.politico.com/magazine/story/2014/12/ferguson-new-civil-rights-movement-113906 |
5.1 Social Change Today 5.2 Final Competence Project |
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.
This course was designed and produced by faculty and staff at SCPS of the School for Continuing and Professional Studies of DePaul University.
© 2017 School for Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS.