DATE SYLLABUS PREPARED: 28 March 2003 REQUIRED TEXTS AND MAJOR RESOURCES: Common Reading (Books for purchase):

COURSE NUMBER: HIST 7220 COURSE TITLE: Seminar in Civil Rights Movement CREDIT HOURS: 3 hours (180 minute seminar meeting once weekly) PREREQUISITES: Graduate Standing COREQUISITES: None DATE SYLLABUS PREPARED: 28 March 2003 REQUIRED TEXTS AND MAJOR RESOURCES: Common Reading (Books for purchase): Taylor Branch, Parting the Waters: America in the King Years, 1954-1963 (New York: Simon and Schuster, 1988) Clayborne Carson, In Struggle: SNCC and the Black Awakening of the 1960s (Cambridge, Mass.: Harvard University Press, 1981) William H. Chafe, Civilities and Civil Rights: Greensboro, North Carolina, and the Black Struggle for Freedom (New York: Oxford University Press, 1981) Constance Curry et al., Deep In Our Hearts: Nine White Women in the Freedom Movement (Athens: University of Georgia Press, 2000) John Dittmer, Local People: The Struggle for Civil Rights in Mississippi (Urbana: University of Illinois Press, 1994) Steven F. Lawson, Running for Freedom: Civil Rights and Black Politics in America Since 1941 (New York: McGraw-Hill, 1991) Chana K. Lee, For Freedom s Sake: The Life of Fannie Lou Hamer (Urbana: University of Illinois Press, 2000) Patricia Sullivan, Days of Hope: Race and Democracy in the New Deal Era (Chapel Hill: University of North Carolina Press, 1996) J. Mills Thornton, Dividing Lines: Municipal Politics and the Struggle for Civil Rights in Montgomery, Birmingham, and Selma (Tuscaloosa: University of Alabama Press, 2002) Common Reading (Articles, Chapters, and Essays): (NOTE: the following readings will be available electronically via the WebCT environment) Jack M. Bloom, Ghetto Revolts, Black Power, and the Limits of the Civil Rights Coalition, and Class and Race: A Retrospective and Prospective, chaps. 7-8 in Class, Race, and the Civil Rights Movement (Bloomington: Indiana University Press, 1987), 186-224 Clayborne Carson, Civil Rights Reform and the Black Freedom Struggle and Steven F. Lawson, Commentary, in The Civil Rights Movement in America, ed. Charles W. Eagles (Jackson: University Press of Mississippi, 1986), 19-37 David C. Carter, The Williamston Freedom Movement: Civil Rights at the Grass Roots in Eastern North Carolina, 1957-1964, North Carolina Historical Review 76, no. 1 (January 1999): 1-42 James C. Cobb, Somebody Done Nailed Us on the Cross : Federal Farm and Welfare Policy and the Civil Rights Movement in the Mississippi Delta, Journal of American History 77, no. 3 (December 1990): 912-36 Vicki L. Crawford, Beyond the Human Self: Grassroots Activists in the Mississippi Civil Rights Movement, in Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941-1965, eds. Vicki L. Crawford et al. (New York: Carlson, 1990), 13-26

Proposed HIST 7220 Course Syllabus, 2 Charles W. Eagles, From Shotguns to Umbrellas: The Civil Rights Movement in Lowndes County, Alabama, in The Adaptable South: Essays in Honor of George Brown Tindall, eds. Elizabeth Jacoway, Dan Carter, and Robert McMath (Baton Rouge: Louisiana State University Press, 1991), 212-36 Charles W. Eagles, Toward New Histories of the Civil Rights Era, Journal of Southern History 66, no. 4 (November 2000): 815-48 Peter Goldman, Malcolm X: Witness for the Prosecution, in Black Leaders of the Twentieth Century, eds. John Hope Franklin and August Meier (Urbana: University of Illinois Press, 1983), 305-30 Charles V. Hamilton, Federal Law and the Courts in the Civil Rights Movement, and Mark V. Tushnet, Commentary, in The Civil Rights Movement in America, ed. Charles W. Eagles (Jackson, Miss., 1986), 97-125 Steven F. Lawson, Civil Rights, in Exploring the Johnson Years, ed. Robert A. Divine (Austin: University of Texas Press, 1981), 93-125 Steven F. Lawson, Debating the Civil Rights Movement: The View from the Nation, in Debating the Civil Rights Movement, 1945-1968, eds. Steven F. Lawson and Charles Payne (Lanham, Md.: Rowman and Littlefield, 1998), 3-44 Steven F. Lawson, Freedom Then, Freedom Now: The Historiography of the Civil Rights Movement, American Historical Review 96, no. 2 (April 1991): 456-71 Steven F. Lawson, Mixing Moderation with Militancy: Lyndon Johnson and African-American Leadership, in The Johnson Years, vol. 3, LBJ at Home and Abroad, ed. Robert A. Divine (Lawrence: University Press of Kansas, 1994), 82-116 Manning Marable, The Cold War in Black America, 1945-1954, chap. 2 in Race, Reform, and Rebellion, The Second Reconstruction in Black America, 1945-1982 (Jackson: University Press of Mississippi, 1984), 12-41 Allen J. Matusow, From Civil Rights to Black Power: The Case of SNCC, 1960-1966, in Twentieth Century America: Recent Interpretations, 2d ed., eds. Barton J. Bernstein and Allen J. Matusow (New York, Harcourt, Brace, Jovanovich, 1972), 494-520 August Meier, Epilogue: Toward a Synthesis of Civil Rights History, in New Directions in Civil Rights Studies, eds. Armstead L. Robinson and Patricia Sullivan (Charlottesville: University Press of Virginia, 1991), 211-24 Bruce Miroff, Presidential Leverage Over Social Movements: The Johnson White House and Civil Rights, Journal of Politics 43, no. 1 (February 1981): 2-23 Daniel Patrick Moynihan, The President and the Negro: The Moment Lost, Commentary 43, no. 2 (February 1967): 31-45 Charles Payne, Debating the Civil Rights Movement: The View from the Trenches, in Debating the Civil Rights Movement, 1945-1968, eds. Steven F. Lawson and Charles Payne (Lanham, Md.: Rowman and Littlefield, 1998), 99-138 Charles Payne, Men Led, But Women Organized: Movement Participation of Women in the Mississippi Delta, in Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941-1965, eds. Vicki L. Crawford et al. (New York: Carlson, 1990), 1-11 Bayard Rustin, From Protest to Coalition Politics, and Ronald Radosh, From Protest to Black Power: The Failure of Coalition Politics, in The Great Society Reader: The Failure of American Liberalism, eds. Marvin E. Gettleman and David Mermelstein (New York: Random House, 1967), 261-93 Daryl Michael Scott, The Politics of Pathology: The Ideological Origins of the Moynihan Controversy, Journal of Policy History 8, no. 1 (1996): 81-105 Anne Standley, The Role of Black Women in the Civil Rights Movement, in Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941-1965, eds. Vicki L. Crawford et al. (New York: Carlson, 1990), 183-202 Timothy B. Tyson, Robert F. Williams, Black Power, and the Roots of African American Freedom Struggle, Journal of American History 85, no. 2 (September 1998): 540-71

Proposed HIST 7220 Course Syllabus, 3 Timothy B. Tyson, Wars for Democracy: African American Militancy and Interracial Violence in North Carolina During World War II, in Democracy Betrayed: The Wilmington Race Riot of 1898 and Its Legacy, eds. David S. Cecelski and Timothy B. Tyson (Chapel Hill: University of North Carolina Press), 253-75 Selected Reading: (NOTE: the following book titles will not be required for purchase, but will be assigned to individual graduate students one book per student over the course of the semester who will present a synopsis of the author s subject matter and arguments to fellow seminar participants in conjunction with discussionleading responsibility. See Oral Presentation and Discussion-Leading under COURSE REQUIREMENTS / EVALUATION section below): John Egerton, Speak Now Against the Day: The Generation Before the Civil Rights Movement in the South (New York: Knopf, 1994) Glenn Eskew, But for Birmingham: The Local and National Movements in the Civil Rights Struggle (Chapel Hill: University of North Carolina Press, 1997) Adam Fairclough, Race and Democracy: The Civil Rights Struggle in Louisiana, 1915-1972 (Athens: University of Georgia Press, 1995) Cheryl Lynn Greenberg, ed., A Circle of Trust: Remembering SNCC (New Brunswick, N.J.: Rutgers University Press, 1998) Richard King, Civil Rights and the Idea of Freedom (Athens: University of Georgia Press, 1996) John Lewis, with Michael D Orso, Walking With the Wind: A Memoir of the Movement (New York: Simon and Schuster, 1998) Kenneth O Reilly, Racial Matters : The FBI s Secret File on Black America, 1960-1972 (New York: The Free Press, 1989) Charles M. Payne, I ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle (Berkeley: University of California Press, 1995) Howell Raines, My Soul is Rested: Movement Days in the Deep South Remembered (New York: Viking, 1983, 1977) COURSE DESCRIPTION: In-depth study of the civil rights movement, with emphasis on the U.S. South in the post-world War II period. Major topics, basic literature, and historiographical debates examined. COURSE OBJECTIVES: This course is an intensive introduction to the historiography of the civil rights era in American history, with particular but not exclusive emphasis on the U.S. South in the post-world War II era. The readings to be covered constitute only a tiny fraction of the geometrically-expanding literature on the civil rights movement. Still, graduate students should emerge from the seminar familiar with not only the basic events and chronology of the period, but also with the basic literature, including major themes and interpretive continuities and discontinuities in historical writing about the civil rights era. Students will seek to ascertain whether in the field of civil rights studies historians use of the perspectives and methods of social history, political history, cultural history, and economic history has been more fluid and integrative than in other areas of historical inquiry. Seminar participants should become more attuned to the overlapping intersections of analytical variables such as class, gender, and ideology, as well as the more obvious category of race.

Proposed HIST 7220 Course Syllabus, 4 Many of the assigned readings highlight the interactions between various African American protest movements and the state. Adopting an approach that is typically more thematic / topical than chronological / event-oriented, seminar participants will examine and debate case studies, organizational histories, biographical treatments, and other historical interpretations that illuminate the relationships between participants in African American freedom movements on the one hand and state structures, institutions, and their representatives on the other. Early in the course graduate students will grapple with conceptual definitions of the state and attempt to gauge its utility as an analytical tool. Throughout the semester seminar participants will scrutinize African American strategies and tactics of protest and assertion against a backdrop of both relatively fixed state structures and institutions and more dynamic responses by those in positions of authority. In the twentieth century history of African American freedom struggles it is often easy to discern a pattern of state responses from above only materializing after sustained pressure from below by those at the grassroots level advocating fundamental social reforms. Instances of positive intervention, or assistance, have emerged in counterpoint to more deep-rooted patterns of state repression and circumscription of civil rights, both by local authorities and by the federal government itself. In those cases when positive involvement by the state occurred most dramatically in the form of court decisions, legislation, and executive action in the 1950s and 1960s such assistance seldom came without a price in terms of the ability of African Americans to articulate freely their own agendas of reform. Participants in the seminar will engage these and other themes and issues, developing the skills of critical thinking and writing, rigorous analysis, and methodological awareness. COURSE CONTENT: See attached syllabus under heading Sample Schedule: Seminar in Civil Rights Movement for a projected breakdown of assigned readings by weekly meeting. COURSE REQUIREMENTS / EVALUATION: This course will require students to hone their critical reading skills and analytical ability with immersion in numerous secondary sources published about the history of the civil rights movement. The most important expectation the professor has of the seminar participants is that they will carefully read all assigned readings and that they will attend seminar meetings. The success of the seminar will be pegged to the quality of in-class discussions. In each meeting graduate students should demonstrate that they have approached the readings critically, both by the submission in advance of thought-provoking discussion questions (see immediately below) and ideally by clear-cut and active engagement with the themes of the reading through vocal participation in the seminar discussion itself.

Proposed HIST 7220 Course Syllabus, 5 Breakdown by Relative Weight of Grading Components: Engagement: this component of the grade will be based primarily upon the degree of seminar participants preparation for and the quality (not frequency) of their participation in seminar meetings (see below for details). Attendance at seminar meetings is mandatory (see Attendance Policy under Course Policy Statements below). Discussion Questions: graduate students will circulate to the professor and their peers in the seminar 3-4 discussion questions by e-mail 24 hours before each week s meeting. Questions will be evaluated on the basis of whether they reflect careful attention to themes and details in the week s assigned readings. Ideally, such questions will also have the potential to stimulate meaningful discussion. Oral Presentation and Discussion-Leading: each seminar participant will be required to deliver once during the course of the semester a brief oral presentation based on a critical reading of one of the texts listed under the heading Selected Reading above. These nine texts will be divided among students at the outset of the semester. In addition to delivering the oral presentation the graduate student will work collaboratively with the professor in planning discussion for that particular seminar meeting, laying out the major issues to be addressed, and actively facilitating debate in the meeting itself. Ideally, this discussion-leading responsibility serves as preparation for one kind of teaching many graduate students may ultimately undertake in the profession. Historiographical Essay, 7-10 pages in length: [due in class in the sixth meeting of the seminar] The professor will discuss expectations and circulate written guidelines for the historiographical essay assignment at the outset of the semester. Each seminar participant will be required to consult with the professor in advance about her or his topic choice, which ideally will serve as a means of mapping the historiographical terrain for the graduate student s approved seminar paper topic (see below.) It is expected that each student will do a limited amount of additional outside reading for this assignment (1000 pages or less of readings to be selected in consultation with the professor in addition to relevant Common and Selected readings appearing on the syllabus.) Second Historiographical Essay, 12-15 pages in length: [due in class in the fifteenth, final meeting of the seminar] This essay should be more ambitious than the first historiographical essay, but seminar participants will still be required to delimit carefully the historiographical terrain they seek to explore. As with the first historiographical essay, the professor will discuss expectations and circulate written guidelines for this paper at the outset of the semester and work closely with the students as they select and immerse themselves in their historiographical topics. Seminar participants will consult extensively with the professor about topic choices for the second historiographical essay and will have topics approved no later than the eighth meeting of the semester. At various stages in the second half of the semester, students will be required to turn in a prospectus for the historiographical essay and a briefly-annotated bibliography of secondary sources and listing of primary sources they plan to canvass. 15% 10% 15% 25% 35%

Proposed HIST 7220 Course Syllabus, 6 Grading Policy: All assignments and grading components will be evaluated on a percentage basis through the term. The percentage grade will then be converted into letter grades for the overall course grade. 100-90% = A 89-80% = B 79-70% = C 69-60% = D 59-0% = F COURSE POLICY STATEMENTS: The seminar will meet once each week for three hours. Attendance policy: Class attendance and participation is mandatory, and regular attendance is especially critical since the seminar will only convene once per week. Each unexcused absence will result in a 5 point penalty to the final grade, up to but not more than 15 points. The professor will monitor attendance carefully. It is the student s responsibility to furnish the professor with an official University-approved excuse (hard copy, no e-mail or telephone notifications) if the student wishes it to be treated as excused. The student will be expected to make up any work missed and demonstrate to the professor s satisfaction that she or he is fully caught up with the readings covered during the student s absence. Engagement: As noted above, attendance plays an important role in the determination of the Engagement component of the final grade. Other than attendance, graduate students are evaluated on the basis of how successfully they demonstrate to the professor that they are engaging the themes of the course. The two historiographical essays, oral presentation, and regular submission of discussion questions serve as the most important instruments of evaluation, as indicated by the weighted percentages detailed above, but there are other means, both verbal and written, by which graduate students may demonstrate their active engagement with the course s subject matter: 1) vocal participation in seminar discussions which the professor tracks throughout the course of the semester; 2) e-mail communication with the professor (also tracked in professor s database) indicating close attention to issues arising in course readings and in seminar meetings; and 3) meeting with the professor in office hours to discuss themes and issues arising in readings and seminar meetings. With all three of these options, the substance of contributions is every bit as important as their frequency; in other words, the emphasis is on quality, not quantity. Graduate students who speak up in seminar meetings only rarely or not at all, but whose contributions reflect immersion in and active engagement with seminar readings and other materials (whether via the rare bit of vocal participation in discussion, e-mail communication with the professor, or individual verbal communication with the professor either during office hours or after a seminar meeting), will be evaluated favorably. Students who speak up in seminar on a regular basis but whose vocal contributions regularly betray their failure to stay abreast of course readings or who fail to observe accepted norms of civil debate, will not be evaluated as favorably in this component of the overall grade. For the two major writing assignments, papers handed in late without a University-approved excuse will be docked one letter grade per day (for example, a B paper due on Friday that is turned in by 4:45pm close of departmental business on the following Monday will be recorded as a C, a D if received on Tuesday, etc.). Lateness to seminar meetings is distracting and disruptive, both to graduate student colleagues in the class and to the professor, and will also negatively affect the student s engagement grade. Class will begin promptly on the hour.

Proposed HIST 7220 Course Syllabus, 7 Critical Note to Users of Wireless Technology: The professor will require that seminar participants turn off their cell phones and any other wireless devices before coming to class; any exceptions to this policy must be discussed in advance with the professor. Critical Note on Plagiarism and Academic Dishonesty: All cases of academic dishonesty, including plagiarism in all its forms whether subtle or obvious, whether demonstrating an intent to deceive or not will result in a 0 being entered for the assignment in question and will also adversely affect the class engagement component of the student s final grade. The professor s definition of academic dishonesty includes turning in the same or substantively similar work to more than one professor without the full knowledge of both professors. Presenting the professor with forged or otherwise misleading written excuses for classes missed also constitutes academic dishonesty as defined at Auburn University. Nearly all cases in both these categories necessitate the professor reporting the offense to the University s Academic Honesty Committee, where penalties can be severe. Early in the semester the professor will circulate handouts with some key definitions, admonitions, and suggestions to aid students in recognizing the perils of plagiarism and academic dishonesty. It is the graduate student s responsibility to review these handouts exceptionally carefully and to raise any questions about these matters before a given assignment or exam. Seminar participants are likewise expected to carefully review the Academic Regulations section of the Tiger Cub for more information about University policies governing student conduct. Note Regarding Special Accommodations: Seminar participants needing special accommodations are asked to arrange a meeting during the professor s office hours the first week of classes, or as soon as possible if accommodations are needed immediately. If students have a conflict with the professor s posted office hours, an alternate time can be arranged. To set up a confidential meeting, please contact the professor by e-mail or telephone. Students will be expected to bring a copy of their Accommodation Memo and an Instructor Verification Form to the meeting. If students do not have an Accommodation Memo but need accommodations, they should make an appointment with the Program for Students with Disabilities, 1244 Haley Center, 844-2096 (V/TT), or for more information visit the website: www.auburn.edu/~studdis/ JUSTIFICATION FOR GRADUATE CREDIT: This seminar will help prepare graduate students for preliminary examinations in modern U.S. history (as a major or minor field), and in certain cases will offer a historiographical springboard for individual M.A. and Ph.D. students research agendas. The reading load and difficulty level is appropriate for graduate students studying for the M.A. and Ph.D. (and in special cases, exceptional graduate students in other Departments and Colleges, e.g. Political Science, Sociology, the College of Education). Seminar participants will be expected to demonstrate writing, analytical, and methodological skills that go well beyond those expected of undergraduates, and will also have the chance to improve oral exposition in a seminar atmosphere of rigorous intellectual debate. In particular, graduate students will be expected to demonstrate an awareness and understanding of events and historiographical trends linking the respective fields of U.S. history, African American history, and southern history in the post-world War II period. They will accordingly be able to comprehend the context in which historical interpretations emerge and to compare and contrast the various approaches historians have taken to the subjects discussed in the course.

Proposed HIST 7220 Course Syllabus, 8 SAMPLE SCHEDULE: SEMINAR IN CIVIL RIGHTS MOVEMENT = reading in assigned text for purchase = reading available electronically via WebCT = selected reading for in-class presentation by individual graduate student (these nine texts will be divided among seminar participants at the outset of the semester) MEETING ONE: THE (RE)CONSTRUCTION OF CIVIL RIGHTS HISTORY... WHO OWNS THE MOVEMENT? Introductory Discussion and Seminar Logistics MEETING TWO: SEEDBEDS OF STRUGGLE: CIVIL RIGHTS IN THE NEW DEAL AND WORLD WAR II ERAS Steven F. Lawson, Running for Freedom: Civil Rights and Black Politics in America Since 1941 (New York: McGraw-Hill, 1991), iv-30 Patricia Sullivan, Days of Hope: Race and Democracy in the New Deal Era (Chapel Hill: University of North Carolina Press, 1996) Timothy B. Tyson, Wars for Democracy: African American Militancy and Interracial Violence in North Carolina During World War II, in Democracy Betrayed, 253-75 Charles V. Hamilton, Federal Law and the Courts in the Civil Rights Movement, and Mark V. Tushnet, Commentary, in The Civil Rights Movement in America, ed. Charles W. Eagles (Jackson, Miss., 1986), 97-125 John Egerton, Speak Now Against the Day: The Generation Before the Civil Rights Movement in the South (New York: Knopf, 1994) MEETING THREE: CIVIL RIGHTS AND WARS OF IDEOLOGY Steven F. Lawson, Running for Freedom: Civil Rights and Black Politics in America Since 1941 (New York, McGraw-Hill, 1991), 31-306 Manning Marable, The Cold War in Black America, 1945-1954, chap. 2 in Race, Reform, and Rebellion, The Second Reconstruction in Black America, 1945-1982 (Jackson, Miss., 1984), 12-41 Daryl Michael Scott, The Politics of Pathology: The Ideological Origins of the Moynihan Controversy, Journal of Policy History 8, no. 1 (1996): 81-105 Richard King, Civil Rights and the Idea of Freedom (Athens: University of Georgia Press, 1996)

Proposed HIST 7220 Course Syllabus, 9 MEETING FOUR: PART I: CIVIL RIGHTS THROUGH THE LENSES OF BIOGRAPHY AND AUTOBIOGRAPHY Taylor Branch, Parting the Waters: America in the King Years, 1954-1963 (New York: Simon and Schuster, 1988), ix-523 John Lewis, with Michael D Orso, Walking With the Wind: A Memoir of the Movement (New York: Simon and Schuster, 1998) PART II: THE HISTORIOGRAPHICAL ESSAY AS GENRE Steven F. Lawson, Civil Rights, in Exploring the Johnson Years, ed. Robert A. Divine (Austin: University of Texas Press, 1981), 93-125 Clayborne Carson, Civil Rights Reform and the Black Freedom Struggle and Steven F. Lawson, Commentary, in The Civil Rights Movement in America, ed. Charles W. Eagles (Jackson: University Press of Mississippi, 1986), 19-37 MEETING FIVE: PART I: BIOGRAPHICAL AND AUTOBIOGRAPHICAL PERSPECTIVES (CONT. D) Taylor Branch, Parting the Waters: America in the King Years, 1954-1963 (New York: Simon and Schuster, 1988), 524-1065 Howell Raines, My Soul is Rested: Movement Days in the Deep South Remembered (New York: Viking, 1983, 1977) PART II: THE HISTORIOGRAPHICAL ESSAY AS GENRE (CONT. D) Steven F. Lawson, Freedom Then, Freedom Now: The Historiography of the Civil Rights Movement, American Historical Review 96, no. 2 (April 1991): 456-71 Charles W. Eagles, Toward New Histories of the Civil Rights Era, Journal of Southern History 66, no. 4 (November 2000): 815-48 MEETING SIX: BUILDING THE BELOVED COMMUNITY: ORGANIZATIONAL HISTORY AS MOVEMENT HISTORY Historiographical Essay, 7-10 pages in length, due in class Clayborne Carson, In Struggle: SNCC and the Black Awakening of the 1960s (Cambridge, Mass.: Harvard University Press, 1981) MEETING SEVEN: CIVILITIES AND CIVIL RIGHTS: SOCIAL INSURGENCIES ENCOUNTER THE STATE AT THE LOCAL LEVEL: CASE STUDIES FROM NORTH CAROLINA William H. Chafe, Civilities and Civil Rights: Greensboro, North Carolina, and the Black Struggle for Freedom (New York: Oxford University Press, 1981) David C. Carter, The Williamston Freedom Movement: Civil Rights at the Grass Roots in Eastern North Carolina, 1957-1964, North Carolina Historical Review 76, no. 1 (January 1999): 1-42

Proposed HIST 7220 Course Syllabus, 10 MEETING EIGHT: CIVILITIES AND CIVIL RIGHTS, CONTINUED: SOCIAL INSURGENCIES ENCOUNTER THE STATE AT THE LOCAL AND STATE LEVELS: MISSISSIPPI AND LOUISIANA John Dittmer, Local People: The Struggle for Civil Rights in Mississippi (Urbana: University of Illinois Press, 1994) Adam Fairclough, Race and Democracy: The Civil Rights Struggle in Louisiana, 1915-1972 (Athens: University of Georgia Press, 1995) MEETING NINE: GENDERED PERSPECTIVES ON CIVIL RIGHTS HISTORY Constance Curry et al., Deep In Our Hearts: Nine White Women in the Freedom Movement (Athens: University of Georgia Press, 2000) Anne Standley, The Role of Black Women in the Civil Rights Movement, in Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941-1965, eds. Vicki L. Crawford et al. (New York: Carlson, 1990), 183-202 Charles Payne, Men Led, But Women Organized: Movement Participation of Women in the Mississippi Delta, in Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941-1965, eds. Vicki L. Crawford et al. (New York: Carlson, 1990), 1-11 Cheryl Lynn Greenberg, ed., A Circle of Trust: Remembering SNCC (New Brunswick, N.J.: Rutgers University Press, 1998) MEETING TEN: GENDER, CLASS, AND THE COMMUNITY ORGANIZING TRADITION: MISSISSIPPI AS A CASE STUDY Chana K. Lee, For Freedom s Sake: The Life of Fannie Lou Hamer (Urbana: University of Illinois Press, 2000) Vicki L. Crawford, Beyond the Human Self: Grassroots Activists in the Mississippi Civil Rights Movement, in Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941-1965, eds. Vicki L. Crawford et al. (New York: Carlson, 1990), 13-26 Charles M. Payne, I ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle (Berkeley: University of California Press, 1995) MEETING ELEVEN: CONCEPTUAL APPROACHES TO WRITING CIVIL RIGHTS HISTORY: CASE STUDIES FROM ALABAMA J. Mills Thornton, Dividing Lines: Municipal Politics and the Struggle for Civil Rights in Montgomery, Birmingham, and Selma (Tuscaloosa: University of Alabama Press, 2002), v-379 Glenn Eskew, But for Birmingham: The Local and National Movements in the Civil Rights Struggle (Chapel Hill: University of North Carolina Press, 1997)

Proposed HIST 7220 Course Syllabus, 11 MEETING TWELVE: CONCEPTUAL APPROACHES, CONT. D: ALABAMA AND MISSISSIPPI J. Mills Thornton, Dividing Lines: Municipal Politics and the Struggle for Civil Rights in Montgomery, Birmingham, and Selma (Tuscaloosa: University of Alabama Press, 2002), 380-583 James C. Cobb, Somebody Done Nailed Us on the Cross : Federal Farm and Welfare Policy and the Civil Rights Movement in the Mississippi Delta, Journal of American History 77, no. 3 (December 1990): 912-36 MEETING THIRTEEN: ALL THE WAY WITH LBJ : THE VIEW FROM THE OVAL OFFICE Steven F. Lawson, Debating the Civil Rights Movement: The View from the Nation, in Debating the Civil Rights Movement, 1945-1968, eds. Steven F. Lawson and Charles Payne (Lanham, Md.: Rowman and Littlefield, 1998), 3-44 Daniel Patrick Moynihan, The President and the Negro: The Moment Lost, Commentary 43, no. 2 (February 1967): 31-45 Steven F. Lawson, Mixing Moderation with Militancy: Lyndon Johnson and African-American Leadership, in The Johnson Years, vol. 3, LBJ at Home and Abroad, ed. Robert A. Divine (Lawrence: University Press of Kansas, 1994), 82-116 Bruce Miroff, Presidential Leverage Over Social Movements: The Johnson White House and Civil Rights, Journal of Politics 43, no. 1 (February 1981): 2-23 MEETING FOURTEEN: SAY IT LOUD! : BLACK POWER, ROOTS AND OUTCOMES Timothy B. Tyson, Robert F. Williams, Black Power, and the Roots of African American Freedom Struggle, Journal of American History 85, no. 2 (September 1998): 540-71 Peter Goldman, Malcolm X: Witness for the Prosecution, in Black Leaders of the Twentieth Century, eds. John Hope Franklin and August Meier (Urbana: University of Illinois Press, 1983), 305-30 Bayard Rustin, From Protest to Coalition Politics, and Ronald Radosh, From Protest to Black Power: The Failure of Coalition Politics, in The Great Society Reader: The Failure of American Liberalism, eds. Marvin E. Gettleman and David Mermelstein (New York: Random House, 1967), 261-93 Allen J. Matusow, From Civil Rights to Black Power: The Case of SNCC, 1960-1966, in Twentieth Century America: Recent Interpretations, 2d ed., eds. Barton J. Bernstein and Allen J. Matusow (New York, Harcourt, Brace, Jovanovich, 1972), 494-520 Charles W. Eagles, From Shotguns to Umbrellas: The Civil Rights Movement in Lowndes County, Alabama, in The Adaptable South: Essays in Honor of George Brown Tindall, eds. Elizabeth Jacoway, Dan Carter, and Robert McMath (Baton Rouge: Louisiana State University Press, 1991), 212-36 Jack M. Bloom, Ghetto Revolts, Black Power, and the Limits of the Civil Rights Coalition, and Class and Race: A Retrospective and Prospective, chaps. 7-8 in Class, Race, and the Civil Rights Movement (Bloomington: Indiana University Press, 1987), 186-224 Kenneth O Reilly, Racial Matters : The FBI s Secret File on Black America, 1960-1972 (New York: The Free Press, 1989)

Proposed HIST 7220 Course Syllabus, 12 MEETING FIFTEEN: FINAL MEETING, FINAL THOUGHTS... TOWARD A SYNTHESIS OF CIVIL RIGHTS HISTORY? Second Historiographical Essay, 12-15 pages in length, due in class Charles Payne, Debating the Civil Rights Movement: The View from the Trenches, in Debating the Civil Rights Movement, 1945-1968, eds. Steven F. Lawson and Charles Payne (Lanham, Md.: Rowman and Littlefield, 1998), 99-138 August Meier, Epilogue: Toward a Synthesis of Civil Rights History, in New Directions in Civil Rights Studies, eds. Armstead L. Robinson and Patricia Sullivan (Charlottesville, Va., 1991), 211-24