HIS3240 : Civil Rights in America, 1948-1975
- Offered for Year: 2019/20
- Module Leader(s): Dr Benjamin Houston
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
It took almost 100 years before a sustained and coordinated challenge was mounted against the Reconstruction legacy of Jim Crow in the southern states. When it came, it was explosive, and radically altered race relations in the USA, both in the northern and southern states. In this module, we will look at the origins and early development of the civil rights movement, the relationship between civil rights and black nationalism, the strategies of both mainstream and marginal organisations, and how the era forced Americans to reconsider key issues of equality, racism, liberty and nation.
The module aims:
•To enable students to investigate in depth these complex themes in history
•To introduce students to historical research and guide them in the analysis of primary documents and texts
•To encourage students to read widely and critically in the secondary literature, and to develop the capacity for independent study
•To enable students to focus on specific issues of their own interest and develop their own interpretations of aspects of the historical period
Outline Of Syllabus
Outline syllabus is intended as a guide only: week-by-week topics may be slightly different to the following:
1. Segregation and early efforts towards desegregation
2. Impact of lynchings and violence
3. Education as a theatre for desegregation
4. Role of religious organising
5. Activist judges: the importance of the Supreme court
6. The legal route: Martin Luther King
7. The ballot or the bullet?
8. Freedom summer
9. Double jeopardy: black and female
10. Black power, race riots
11. Legacy of civil rights
12. Nonviolent direct action
13. Grassroots organising
14. Presidential politics
|Guided Independent Study||Assessment preparation and completion||54||1:00||54:00||1/3 of guided independent study|
|Guided Independent Study||Directed research and reading||54||1:00||54:00||1/3 of guided indendent study|
|Scheduled Learning And Teaching Activities||Small group teaching||12||3:00||36:00||Seminars|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||4||1:00||4:00||N/A|
|Guided Independent Study||Independent study||52||1:00||52:00||1/3 of guided independent study|
Teaching Rationale And Relationship
Seminars encourage independent study and promote improvements in oral communication, problem solving skills and adaptability.
The format of resits will be determined by the Board of Examiners
|Written Examination||180||1||A||75||Take Home Exam (48hr)|
|Prof skill assessmnt||1||M||25||Seminar Participation: seminar discussion, class presentations, and similar activities as assigned by the lecturer|
Assessment Rationale And Relationship
The 48hr take home exam test acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided and to write clearly and concisely.
Documentary commentary exercises and examinations test knowledge and understanding of the texts set for the module.
Ability to compare and contrast related source texts on a common subject.
Ability to expound and criticize a textual extract lucidly, succinctly and with relevance in a relatively brief space, and, in an exam, under pressure of time.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
This module can be made available to Erasmus students only with the agreement of the Head of Subject and of the Module Leader. This option must be discussed in person at the beginning of your exchange period. No restrictions apply to study-abroad, exchange and Loyola students.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree unless they have compelling reasons not to do so. If this is the case, they are offered the alternative of writing one 3,000 word essay to be handed in by 12.00 p.m. of the Friday of the first week of the assessment period. This will replace all assessment work required of other students on the module. In order to take up this option, students need to discuss it with the Study Abroad Co-ordinator and their module leader, having checked with their home university that the new assessment will be accepted by them. The Study Abroad Co-ordinator will have the final say on such issues.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will require the provision of an alternative assessment before the end of teaching week 12. The alternative form of assessment for all semester 1 non-EU study abroad students will be two 1,500 word essays in addition to the other coursework assessment. The essays should be set so as to assure full coverage of the course content.
Study-abroad, exchange proper and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.