THE AMERICAN CIVIL RIGHTS MOVEMENT

HIS3ACR

2019

Credit points: 15

Subject outline

U.S. historian William H. Chafe has called the civil rights movement of the 1950s and 1960s "the most significant social movement in all of American history." This subject allows students to explore in detail the central protests of this important movement. Our chronology will largely concentrate on events between the landmark 1954 Brown v. Board of Education decision and the 1968 Poor Peoples' Campaign. As they examine the various protests, students explore how a mass movement mobilizes successfully. In particular, they will explore the remarkable story of how an allegedly politically feeble and dependent racial minority was able to secure substantial racial change from a powerful white majority. They will also assess the key role of Martin Luther King. In both their assignments, third year students will be expected to outline an argument which is more sustained, referencing which is more accomplished, and to utilize a wider range of sources than second year students.

SchoolSchool of Humanities & Social Sciences

Credit points15

Subject Co-ordinatorTimothy Minchin

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites 15 credit points of first year History or Art History and 15 credit points of another first year Humanities or Social Science subject

Co-requisitesN/A

Incompatible subjects HIS3UCR

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsEyes on the prize civil rights reader: documents, speeches, and firsthand accounts from the black freedom struggleRecommendedCarson, C. et al. (eds)2ND EDN, PENGUIN 1988
ReadingsEyes on the prize: America's civil rights yearsRecommendedWilliams, J.PENGUIN 1988
ReadingsTo redeem the soul of America: the southern christian leadership conference and Martin Luther King Jr.,RecommendedFairclough, A.UNIVERSITY OF GEORGIA PRESS 1987
ReadingsVoices of freedom: an oral history of the civil rights movement,RecommendedHampton, H. and Fayer, S.BANTAM 1990

Graduate capabilities & intended learning outcomes

01. Assimilate historians' lines of arguments and use of sources in relation to a particular historical problem, placing all in their contexts

Activities:
Short Topical Essay and Long Comparative/Thematic Essay
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Discuss disciplinary skills as articulated in readings and as modelled in lectures

Activities:
Tutorial discussion
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

03. Focusing on time and context, analyse continuity and change

Activities:
Short Topical Essay and Long Comparative/Thematic Essay
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Literacies and Communication Skills (Writing)

04. Identify and Reflect on the use of primary sources: the student's own, and other historians'

Activities:
Tutorial Discussion and Short Topical Essay and Long Comparative/Thematic Essay
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Literacies and Communication Skills (Writing)

05. Investigate aspects of the historiography and of the sources on a historical topic and frame a (relatively) original response in any one of a variety of history genres

Activities:
Short Topical Essay and Long Comparative/Thematic Essay
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

06. Write properly-referenced essays using primary and secondary sources to frame a line of argument about an aspect of the past

Activities:
Short Topical Essay and Long Comparative/Thematic Essay
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing)

Subject options

Select to view your study options…

Start date between: and    Key dates

Albury-Wodonga, 2019, Semester 2, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorTimothy Minchin

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.

Tutorial Week: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
One Long Comparative or Thematic Essay (2500 words)60 01, 02, 03, 04, 06
One Topic-Specific, Short Essay (1500 words)40 01, 03, 04, 05, 06

Bendigo, 2019, Semester 2, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorTimothy Minchin

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.

Tutorial Week: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
One Long Comparative or Thematic Essay (2500 words)60 01, 02, 03, 04, 06
One Topic-Specific, Short Essay (1500 words)40 01, 03, 04, 05, 06

Melbourne, 2019, Semester 2, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorTimothy Minchin

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Tutorial Week: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
One Long Comparative or Thematic Essay (2500 words)60 01, 02, 03, 04, 06
One Topic-Specific, Short Essay (1500 words)40 01, 03, 04, 05, 06

Mildura, 2019, Semester 2, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorTimothy Minchin

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.

Tutorial Week: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
One Long Comparative or Thematic Essay (2500 words)60 01, 02, 03, 04, 06
One Topic-Specific, Short Essay (1500 words)40 01, 03, 04, 05, 06

Shepparton, 2019, Semester 2, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorTimothy Minchin

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.

Tutorial Week: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
One Long Comparative or Thematic Essay (2500 words)60 01, 02, 03, 04, 06
One Topic-Specific, Short Essay (1500 words)40 01, 03, 04, 05, 06