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Austin Jews in the Civil Rights Era ANT 325U; JS 364; AMS 324J T/TH 12:30-2:00; Zoom Mtg. FALL 2020

Suzanne Seriff, Ph.D Office Hours: 11:00-12:00 T TH by appt on zoom Phone: 512 471-0816 [email protected]

Course Description: This season marks the 50th anniversary of a pivotal moment on college campuses and civil rights activism around the nation and across the globe. Austin Jews in the Civil Rights Era asks the question: What role did Longhorn and Austin Jews play in the social changes of the 1960s and early 70s—both on campus and beyond?

Revolution was in the air on college campuses in the 1960s and early 70s – UT included. De-segregation sit-ins, free love, anti-war protests, feminism, flower power, counter-culture were the (dis)order of the day. Were UT Jews allies or activists? Greeks or geeks? Feminists or Princesses? And what was the relationship between the campus and the wider Austin community? What about Austin’s Jewish merchants, bankers, lawyers, businessmen, leaders, and artist/entertainers? How were they involved in the movements for equity, justice and peace? Students will learn the art of oral history and digital storytelling to uncover the untold tales of Austin’s Jewish community in the Age of Aquarius.

In this course, we will examine a small piece of Austin’s historical development, thinking critically about how history is researched, written and presented to public audiences. With a focus on civil rights activism in the Austin Jewish community of the 1960s and ‘70s, we will document stories of inclusion in a multi-media digital storytelling map that we hope will become a foundation for UT’s interdisciplinary and cross-racial research on this era in Austin’s civil right’s history.

Seriff, Fall 2020 2 Austin Jews in the Civil Rights Era In the process, we will explore not only the impact of national civil rights struggles on UT’s campus and the wider Austin Jewish community, but also the involvement of Austin Jews in the struggle and the resistance. Our job will be to uncover some of the ways in which national protest marches, sit- ins, and other strategies for direct action catalyzed local action here in Austin, and the ways that local strategies became models for national movements. As a class we will research and discuss the legacy of these milestones and commemorations, build connections with individuals and organizations that continue to be involved in activism, and then work as a team to share our findings with the larger Austin community.

Experiential Learning Component As you can see, this course includes activities that can be described as “experiential,” a type of active learning that engages you in your own decision-making about how to conceive, shape, and produce your project. The activities leading up to the creation of the digital story map, and its public presentation, are all based on hands-on, experience-based practice. You will do some of these activities on your own and some will be completed as part of a team. Regardless, the goal is to support you in making your own decisions about how to proceed and then ask you to reflect on the trajectory of your project. Did it go as you expected? What was unexpected? What did you learn? What did you learn about what techniques work and which don’t work as well well? You have probably heard some of your teachers talk about learning from failure – hard as it may be to believe, in this course you can stumble and still get a good grade. I will evaluate the process of your doing and learning, not just the product. After all, once out of college or graduate school, you will have only yourself to guide your learning what you need to have a happy and successful life.

Here are some of the experiential learning components of our course: • You will have the opportunity to conduct original archival research on a specific topic of your choice within our larger class themes, making use of archival resources at world-class research institutions such as the Dolph Briscoe Center of American History, the Austin History Center, and the Harry Ransom Center. • You will have a chance to learn one of the most important tools of the public historian’s trade—oral history. Each student will have an Seriff, Fall 2020 3 Austin Jews in the Civil Rights Era opportunity to conduct and transcribe an oral history with a member of Austin’s Jewish community—including former UT students, faculty or staff members, as well as community store owners, clergy, and community members—by zoom or skype!. • You will explore and discuss with your classmates and the larger community theories of memory and commemoration—how memory is constructed and forgotten—followed by preparing for and conducting oral interviews. • You will have the opportunity to create two original entries to an Austin Civil Rights digital story map we will create together. • Finally, we will conceive and implement—together as a class—a mode of public presentation to share the seeds of our research, and, in the process, explore activist approaches to archiving, knowledge production, exhibitions, representation, and community engagement.

Throughout the semester, we will discuss ideas about how history is shaped by those who write and tell it; how memories and memorialization operate in the public sphere; and the powerful role that history can play in activism aimed at liberation and social change.

Course Objectives: At the conclusion of this course, students will build capacity in the following areas:

Skills

• Build a learning community that supports active engagement and critical thinking • Assess the assets and challenges of doing local history and documentary research as a tool for social and human rights activism • Acquire skills in using specific documentary techniques such as photography, interviewing, and audio work. • Acquire ability to critically analyze situations and problem-solve • Improve critical thinking, reading, analyzing and writing skills through interdisciplinary explorations of published academic texts, first Seriff, Fall 2020 4 Austin Jews in the Civil Rights Era person oral histories, primary archival documents, exhibitions, and film. • Learn how to conceive, shape and implement your own project within the context of a large group activity. • Develop competency in a range of oral communication skills including individual presentations, group presentations and facilitated dialogue.

Knowledge • Develop a more complex understanding of UT’s and Austin’s civil rights history and the role and response of Austin’s Jewish Community in these issues and actions • Understand the role of memory and academic historical research and public history programming in shaping public consciousness about the past. • Understand the need to analyze the economic, political, social, and cultural contexts in a community when considering approaches to human rights and documentary work • Recognize the value, power, and resource differences that impede human rights organizing and change efforts

Values • Value active citizenship and community participation • Appreciate the complexity inherent in representing the stories, views and images of others through local history research and documentary work. • Value individual worth and dignity and a person's unique characteristics of race, color, religion, ethnic or national origin, age, veteran status, ability, socioeconomic status, gender, gender identity, sexual orientation, and/or political orientation • Appreciate professional ethics, and recognize the individual's right to self-determination and active participation in social change and documentary work

Student Rights Seriff, Fall 2020 5 Austin Jews in the Civil Rights Era As a student, you have the right to criticize and question what you are hearing and reading, without fear of ridicule or threat of retribution. You have the right to support and affirm what is being discussed and shared, as well. You have the right to be treated equally and with respect. You have the right to be fully informed of course requirements and grading procedures. You have the right to receive prompt and comprehensive feedback on your assignments.

Teaching Methods and Course Structure

Community-Based/Experiential-Learning In this course, learning will take place both inside and outside of the classroom. UT and Austin in the Civil Rights Era is the focus of our class, both metaphorically as a collection of memories and as a physical location. Memory and experience are often closely associated with a specific place or location. With this in mind, we will experience Austin and the UT canvas through virtual field trips, historical analysis and our own independently conceived and executed fieldwork. In the end we will literally embed our documentary work in a digital map, a representation of a place and its meaning, and conceive together, as a group, a mode of public presentation of our findings—whether that be a symposium, a “teach in,” an online exhibition, or a series of podcasts, or something entirely different.

Community engagement, the core principle of our work for the semester, is entirely reliant upon nurturing and building personal relationships. In this course we will explore ethical approaches to this work, our responsibilities to each other as Austin and UT community members and the ways that community engagement can be a catalyst for social change. With this in mind, we will work collaboratively with civil and human rights activists in Austin to share their experiences through our mapping project.

Collaborative Learning

We all have things to learn and likewise, things to teach. With this is mind, there will be limited lecture in this class. Primarily we will engage in small group or large group discussions, community work and workshops. These discussions will require you to come to class having not only read the readings assigned for the week but prepared to engage them within the Seriff, Fall 2020 6 Austin Jews in the Civil Rights Era class community. Your weekly reflection, worth 15% of your final grade, will depend on your ability to digest, synthesize and address the readings in terms of the topic of the week.

As we move through the semester if some things don’t work, make sense or seem fair, say so. You are responsible for your learning. The teaching team is responsible for creating a safe, accessible, and resource rich context for your learning. Please approach me if you have thoughts about how we might create an even better learning environment

Cultural Diversity in the U.S. Flag By virtue of focusing on the inclusion and exclusion of the minority and historically marginalized population of Jewish, African American, Hispanic, female and gay students, faculty, and staff at UT in the 1960s and early ‘70s, this course fulfills the Cultural Diversity in the U.S. flag. We will further aim to explore how issues of inclusion and exclusion on UT’s campus and the wider Austin community intersect with questions of race, class, region, nation, gender, and religion as well as discussing and developing skills and strategies for living in a culture of multiple differences that often organize social hierarchies and relations of power. In keeping with this larger vision, one of the aims of the course will be to explore how the collection, circulation, and distribution of archives, material culture and oral histories of underrepresented peoples and histories can foster new forms of knowledge and public culture.

Independent Inquiry Flag The course will focus on independent archival, material cultural, and oral historical research and each student will produce a final project that contributes to a class-wide digital story map that we will create together to document sites of protest, engagement, desegregation, and resistance at UT and throughout Austin. We will explore collections in the Dolph Briscoe Center archives, as well as the Austin History Center and Harry Ransom Archive. The course pivots around each student’s completion of a narrated map mark as well as an oral history-based audio map marker with a former Longhorn or Austin community member from the 1960s or early 1970s. Students will have the opportunity to use that research to investigate a particular question, problem or project related to the larger theme of campus and community activism in the civil rights era of the United States. Seriff, Fall 2020 7 Austin Jews in the Civil Rights Era The culminating activity of the semester will be a public zoom symposium in December, in which students will present their own, original research through the digital story map and a facilitated dialogue with community participants from the civil rights era.

Course Requirements:

Required Readings Each week we will read a number of short articles, essays, and excerpts from anthologies and ethnographies, or digital materials. You will find these uploaded to the Canvas website for our class, or listed by URL in the syllabus. We will be reading excerpts from the following books. The excerpts and/or the ebooks will be available on our canvas page in a folder for each week under the FILE tab, or in a weekly module.

• Thorne Dreyer, Alice Embree and Richard Croxdale, eds. Celebrating the Rag: Austin's Iconic Underground Newspaper. Austin, Texas. New Journalism Project, 2016 (This text is designed to be a general resource for all weeks and as background material to prepare for your interviews) • Michael E. Staub, ed. The Jewish 1960s: An American Sourcebook. Brandeis University Press. 2004. • Dwonna Goldstone. Integrating the 40 Acres: The 50-Year Struggle for Racial Equality at the University of Texas. University of Georgia Press. 2006. • Gregory J. Vincent, Virginia A. Cumberbatch, Leslie A. Blair, eds. As We Saw It: The Story of Integration at the University of Texas at Austin. Tower Books, an imprint of Univ of Texas Press. 2018.

It is essential to read all assigned books, articles, and digital materials in order to fully participate in class. Readings for the week are due before the Tuesday class session.

Seriff, Fall 2020 8 Austin Jews in the Civil Rights Era CLASSROOM POLICIES: Personal Pronoun Use (She / He / They / Ze / Etc): Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name, unless they have added a “preferred name” with the Gender and Sexuality Center (http://diversity.utexas.edu/genderandsexuality/publications-and- resources/). I will gladly honor your request to address you by a name that is different from what appears on the official roster, and by the gender pronouns you use (she/he/they/ze, etc). Please advise me of any changes early in the semester so that I may make appropriate updates to my records. Attendance & Punctuality Class activities, discussions, and presentations constitute a major portion of the learning experience in this course. In other words, this course does not exist in textbooks and lecture notes; it grows out of the experiences and contributions of the students. Therefore, missed classes cannot be "recovered" by reading the text or borrowing class notes. Attendance and participation are expected for all class days. Because of the emphasis on collaborative learning, any absence interferes with your performance and the dynamic of the entire class.

By signing up for this class, you are making a commitment to attend all class meetings, be punctual, read thoroughly, and actively contribute to discussion. Of course we recognize that there may be unforeseen issues, illnesses, or personal crises that arise during the course of the semester, especially in the context of the pandemic. It is important that you communicate as quickly as possible with me to let me know of the situation, or if you need to miss a class/cannot complete an assignment on time due to an incapacitating illness or injury or unforeseen circumstance.

Grading Policies

This course emphasizes hands-on, experiential learning through original oral history research, oral presentations, group projects, dialogues, and community engagement. You are expected to complete all readings and Seriff, Fall 2020 9 Austin Jews in the Civil Rights Era projects, engage meaningfully in class dialogues and guest lectures, pose questions, and reflect critically on the issues they raise. You should come to class prepared to actively participate. Grades are based on class preparation and participation, weekly reflections, two map marker exercises, a transcribed oral history, and a final story map group presentation project, to be decided as a group as part of our experiential learning process. All assignments must be completed on time. Late assignments will not be accepted unless you have received prior consent from the instructor. All written assignments (including paper drafts) are to be turned in as electronic submissions via Canvas.

Final grades will be determined on the basis of the following university- prescribed plus/minus rubric. Please note: to ensure fairness, all numbers are absolute, and will not be rounded up or down at any stage. Thus a B- will be inclusive of all scores of 80.00 through 83.999. The University does not recognize the grade of A+.

A = 94-100; A- = 90-93; B+ = 87-89; B = 84-86; B- = 80-83; C+ = 77- 79; C = 74-76; C- = 70-73; D+ = 67-69; D = 64-66; D- = 60-63; F= 0-60

Grading Breakdown:

Here is a general grading system that will be used in this course:

A: Excellent --Writes insightful, coherent, original narration and reflection pieces. --Selects and creates compelling images for map locations. --Makes creative contributions to discussions. --Conducts a thorough interview with a community member that demonstrates good preparation and research. -- Creates an engaging and usable digital story map tour project that advances our community’s understanding of civil and human rights activism among the Jewish community in Austin and UT.

Seriff, Fall 2020 10 Austin Jews in the Civil Rights Era B: Strong --Writes authoritative but conventional narration and reflection pieces. --Selects and creates illustrative images for map locations. --Participates instructively in discussions. --Conducts a good interview with a community member that demonstrates some preparation. --Creates a usable tour project that demonstrates connections related to civil and human rights activism among the Jewish community in Austin and UT

C: Adequate --Writes competent narration and reflection pieces, but of limited scope or insight. --Selects and creates adequate images for map locations. --Participates superficially in discussions. --Conducts an adequate interview with a community member that demonstrates little preparation. --Creates an adequate tour project focused on civil and human rights activism among the Jewish community in Austin and UT

D: Inadequate -- Writes incoherent pieces that demonstrate a lack of understanding central concepts or course themes. --Fails to select images for map locations. -- Does not come to class or fails to participate. --Fails to complete the interview. --Fails to complete a tour project. Assignments

Classroom Discussion: Participation in classroom discussion is key to our effort to build a learning community that supports active engagement and critical thinking. It is a place to test ideas and respond to the ideas of others. As a group, our goal is to create a classroom environment in which we all feel respected and heard but we do not have to agree, a place where individual ideas and perspectives are welcome. 20%.

Seriff, Fall 2020 11 Austin Jews in the Civil Rights Era Weekly reflections: You are responsible for posting a written reflection in the Discussion section on our Canvas site each week by 9pm, Monday evening. Reminder: The reflection assignments are 300-500 word writing assignments (2 pages) that integrate, synthesize, question, confront or connect ideas from the readings, classroom discussions, and your own experiential learning process. Each reflection assignment must reference ideas from at least 2 of our readings or your research. Even if you are not using formal quotations, please reference your sources by using footnotes or parentheses so that we know which sources you are drawing from. These assignments will demonstrate your ability to think critically and to connect academic and community-based work. These postings will help guide our class discussions for the week. You should find freedom in your responses to react honestly, creatively, humorously, and thoughtfully to the week’s materials. Your posts may raise questions about a case study, take issue with authors’ arguments, make connections to contemporary cultural circumstances, and share individual reflections on the subject. But they must, first and foremost, reflect a critical understanding of the week’s readings by referencing the readings themselves. There will be a total of 15 posts. 15%.

Documentary Google Map Project: Practice is an essential element to your learning in this course. We will be working together to create a map that documents a set of locations that we deem important to the history of civil and human rights in Austin. Each student will be required to create 2 map markers that include photographs, writing and/or audio tracks.

Map Marker 1: For this marker you will be asked to research an historical example of activism from a member of the Jewish community on or off campus that coincides with our class focus. Based on that research you will write and record 90 seconds of narration about your site and create or select at least two photographs to accompany your narration. Proposals for the first marker are due October 1, 2020; final audio recording and photographs for this marker are due October 29, 2020. 15%

Audio Assignment/Map Marker 2: For this marker, you will be asked to work with a local organization and/or person in Austin who is associated Seriff, Fall 2020 12 Austin Jews in the Civil Rights Era with one of our class themes: anti-war protests, de-segregation, voter registration, reproductive rights, women’s rights, participatory democracy, counter culture. You will conduct a digitally-recorded interview with this person and work with him or her to select a location for the map that references an example of Austin’s struggle for civil or human rights in the 1960s and 70s. You will then edit a 90 second to 2 minute audio track that includes selections from your interview and create/select photographs to accompany your piece. Final audio recording and photographs due November 24, 2020. 20%

Interview Documentation: You are required to log (create a content outline) your oral history interview, get a signed release form and complete a cover sheet and field notes which will all be turned in together by December 9th by 5 p.m. We will choose a meeting time before December 9th for our presentation. 10%

Austin Civil Rights Public Presentation: Working as a class we will conceive and implement a final public presentation to share our work with our community partners and the larger Austin community. This may be a zoom symposium with guest speakers, a “teach in,” in the style of the Civil Rights era actions, a podcast, an online exhibit, or anything else we collaboratively and consensually develop. Your grade will be based both on your individual contributions to the project and the collaborative work you, as classmates, will do together to create the larger project. We will work together to develop an evaluation tool that for you to comment on the group’s process and the outcome project. 20%

UNIVERSITY POLICIES:

Academic Integrity: Each student in the course is expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Cutting and pasting, without credit, from any published source, including Wikipedia, is one common form of plagiarism. It is the student’s Seriff, Fall 2020 13 Austin Jews in the Civil Rights Era responsibility to be familiar with all of the rules on plagiarism and other forms of scholastic dishonesty. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT’s Academic Honesty and the University Honor Code which can be found at the following web address: https://deanofstudents.utexas.edu/conduct/standardsofconduct.php

Q Drop Policy: If you want to drop a class after the 12th class day, you’ll need to execute a Q drop before the Q-drop deadline, which typically occurs near the middle of the semester. Under Texas law, you are only allowed six Q drops while you are in college at any public Texas institution. For more information, see: http://www.utexas.edu/ugs/csacc/academic/adddrop/qdrop

Accessibility, Inclusivity, and Compliance:

The university is committed to creating an accessible and inclusive learning environment consistent with university policy and federal and state law. Please let your instructor know if you experience any barriers to learning so we can work with you to ensure you have equal opportunity to participate fully in this course. If you are a student with a disability, or think you may have a disability, and need accommodations please contact Services for Students with Disabilities (SSD at 471-6259 (voice) or 512-410-6644 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations. Please refer to SSD’s website for contact and more information: http://diversity.utexas.edu/disability/. If you are already registered with SSD, please deliver your Accommodation Letter to me as early as possible in the semester so we can discuss your approved accommodations and needs in this course.

COVID-19 Updates: Fall 2020 Semester:

Sharing of Course Materials is Prohibited: No materials used in this class, including, but not limited to, lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), in-class materials, review sheets, and Seriff, Fall 2020 14 Austin Jews in the Civil Rights Era additional problem sets, may be shared online or with anyone outside of the class unless you have my explicit, written permission. Unauthorized sharing of materials promotes cheating. It is a violation of the University’s Student Honor Code and an act of academic dishonesty. I am well aware of the sites used for sharing materials, and any materials found online that are associated with you, or any suspected unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in the Office of the Dean of Students. These reports can result in sanctions, including failure in the course.

Class Recordings: Class recordings are reserved only for students in this class for educational purposes and are protected under FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to Student Misconduct proceedings.

Zoom Etiquette: • Mute yourself unless you are speaking. This will cut down on background noise and limit any distractions. • Be mindful of your surroundings when on camera. We want to make sure we avoid as much distraction as possible. • Turn your camera off if you are leaving the meeting temporarily. • If the video or audio is choppy, try turning off your video. • Required Dress code: No shirt; no service! • RESOURCES University Resources for Students

COVID-19 Update: “Keep Learning” Resources This course may be offered in a format to which you are unaccustomed. If you are looking for ideas and strategies to help you feel more comfortable participating in our class, please explore the resources available here: https://onestop.utexas.edu/keep-learning/

Seriff, Fall 2020 15 Austin Jews in the Civil Rights Era Counseling and Mental Health Center Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress. All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is often helpful. If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. http://www.cmhc.utexas.edu/individualcounseling.html

The Sanger Learning Center Did you know that more than one-third of UT undergraduate students use the Sanger Learning Center each year to improve their academic performance? All students are welcome to take advantage of Sanger Center’s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc or call 512-471-3614 (JES A332).

Undergraduate Writing Center: http://uwc.utexas.edu/ Libraries: http://www.lib.utexas.edu/ ITS: http://www.utexas.edu/its/ Student Emergency Services: http://deanofstudents.utexas.edu/emergency/

BeVocal BeVocal is a university-wide initiative to promote the idea that individual Longhorns have the power to prevent high-risk behavior and harm. At UT Austin all Longhorns have the power to intervene and reduce harm. To learn more about BeVocal and how you can help to build a culture of care on campus, go to: https://wellnessnetwork.utexas.edu/BeVocal. Seriff, Fall 2020 16 Austin Jews in the Civil Rights Era

Important Safety Information:

COVID-19 Update: While we will post information related to the contemporary situation on campus, you are encouraged to stay up-to- date on the latest news as related to the student experience. https://coronavirus.utexas.edu/students

If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512- 232-5050. Your call can be anonymous. If something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns.

Title IX Reporting Title IX is a federal law that protects against sex and gender-based discrimination, sexual harassment, sexual assault, sexual misconduct, dating/domestic violence and stalking at federally funded educational institutions. UT Austin is committed to fostering a learning and working environment free from discrimination in all its forms. When sexual misconduct occurs in our community, the university can: 1. Intervene to prevent harmful behavior from continuing or escalating. 2. Provide support and remedies to students and employees who have experienced harm or have become involved in a Title IX investigation. 3. Investigate and discipline violations of the university’s relevant policies (https://titleix.utexas.edu/relevant-polices/).

Beginning January 1, 2020, Texas Senate Bill 212 requires all employees of Texas universities, including faculty, report any information to the Title IX Office regarding sexual harassment, sexual assault, dating violence and stalking that is disclosed to them. Texas law requires that all employees who witness or receive any information of this type (including, but not limited to, writing assignments, class discussions, or one-on-one conversations) must be reported. I am a Responsible Employee and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or Seriff, Fall 2020 17 Austin Jews in the Civil Rights Era staff member about a Title IX related incident, be sure to ask whether they are a responsible employee. If you would like to speak with someone who can provide support or remedies without making an official report to the university, please email [email protected]. For more information about reporting options and resources, visit http://www.titleix.utexas.edu/, contact the Title IX Office via email at [email protected], or call 512- 471-0419.

Seriff, Fall 2020 18 Austin Jews in the Civil Rights Era WEEKLY SCHEDULE (Please note: Schedule and Readings are subject to change due to the large number of independent variables in this field-based class. Please check CANVAS ANNOUNCEMENTS for weekly updates and/or schedule changes.)

Week 1 – Introduction to the Class : What Does Civil Rights Mean to Me?– Thursday Aug 27

Assignment due September 1: We will break into pairs. Please craft a 4-5- slide presentation about your partner/classmate. Your goal is to tell us their story and help us understand what brought them to this class. Please use images, words, sound, any tool that helps advance your story. You can use powerpoint or Prezi or another presentation format of your choosing. Please be as creative as you feel called to be.

Week 2 –– Introduction to Oral History and the Art of Remembering -- Sept 1-3

In Class Sept 1: Share powerpoint of classmates, offer feedback to one another. After class, please upload your presentation to the Assignment CANVAS site

Readings: • Donald A Ritchie: “An Oral History of our Time,” In Doing Oral History: Practical Advice and Reasonable Explanations for Anyone.Third Edition. New York: Oxford University Press, 2015: pgs 1-28 • Martha Norkunas “Teaching to Listen: Listening Exercises and Self- Reflexive Journals,” Oral History Review v. 38, no. 1 (Winter-Spring 2011) • Alessandro Portelli, The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History, Albany, N.Y.: SUNY Press, 1991), “What Makes Oral History Different?” pgs. 45-58.

• Recommended Reading:

Seriff, Fall 2020 19 Austin Jews in the Civil Rights Era • Alessandro Portelli, The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History, Albany, N.Y.: SUNY Press, 1991), pgs. 1-26 ("The Death of Luigi Trastulli,"); “Research as an Experiment in Equality,” Pgs. 29-44

Week 3 –Fifty Years After; Remembering the Civil Rights Era: The Art of Commemoration: -- Sept 8-10

Readings and Short Videos • Celebrating The Rag: Austin’s Iconic Underground Newspaper. Pgs. 1- 11 • People’s History of Texas; The Rag: Austin , 1966- 1977. Part I. http://peopleshistoryintexas.org/projects-2/the-rag- austin-underground-press-1966-1977/ • Voices of Counterculture in the SW: An exhibit of the New Mexican History Museum: http://www.santafenewmexican.com/pasatiempo/art/museum_sho ws/a-time-to-every-purpose-voices-of-counterculture-in- the/article_24c3dbdf-619a-52f7-9c99-0666e16e6ea6.html • Turn On; Tune In Community Storytelling Project: Sharing Stories of the counter culture in the southwest • https://www.storycenter.org/storycenter-blog//new-mexico-history- museum-title-tbd • Brian Horrigan,” Introduction” In The 1968 Project: A Nation Coming of Age. Minnesota Historical Society Press. 1968. Pgs 6-13. • Brad Zellar. “Epilogue” In The 1968 Project: A Nation Coming of Age. Minnesota Historical Society Press. 1968. Pgs. 148-159 • https://www.youtube.com/watch?v=H1LoWm8iX1c

Suggested Reading: Bret Eynon. “Cast upon the Shore: Oral History and New Scholarship on the Movements of the 1960s.” The Journal of American History, Vol 83, No. 2 (Sept 1996), pp. 560-570.

Week 4 ––1960s: The Transformation of Campus Cultures—Sept 15-17

Seriff, Fall 2020 20 Austin Jews in the Civil Rights Era Readings: • Helen Lefkowitz Horowitz, “The 1960s and the Transformation of Campus Cultures.” History of Education Quarterly, Vol 26, No.1 (spring 1986. Pgs. 1-38 • Richard Flacks, "The Liberated Generation: An Exploration of the Roots of Student Protest," Journal of Social Issues 23 (July 1967): 52- 75. • Miguel de Oliver: “Geography, Race and Class: A Case Study of the Role of Geography at an Urban Public University.” American Journal of Education, Vol 106, No. 2(Feb 1998) Pgs. 273-301 • Celebrating The Rag: Austin’s Iconic Underground Newspaper. Pgs. 18-22

Suggested Reading: Marti G. Harvey. The Evolution of the Rag: An Analysis of the Social, Political and Technological Influences on one Underground Newspaper in the 1960s. Unpublished MA Thesis, University of Texas at Arlington, 2010

Assignment Due Today: Please bring a quote/idea from one of the readings that you believe has relevance to today. Think about how your quote/idea could become a prompt for a classroom discussion. Please write this out and be prepared to give it to the instructor at the beginning of class.

Week 5 –– Jews in the Civil Rights Era; What’s Jewish about the 1960s? -- Sept 22-24

Readings: • Michael E. Staub, “Introduction” In The Jewish 1960s: An American Sourcebook. Pgs. Xv-xxiii • Michael E. Staub, ed. The Jewish 1960s: An American Sourcebook. Section 1; Going South. Pgs. 3-34 • Doug Rossinow: ‘The Break-through to New Life: Christianity and the Emergence of the in Austin, Texas, 1956-1964. American Quarterly, Vol 46, no. 3 (Setp, 1994), pp. 309-340. Seriff, Fall 2020 21 Austin Jews in the Civil Rights Era • Hollace Ava Weiner: “Conscience of a Community: Levi Olan, .” In Jewish Stars in Texas: and Their Work. Texas A & M College Press. 1999. Pgs. 210-234

SEPT 24 IN CLASS: Digital Story Map Planning Session I In preparation, please read: • Folklife and Fieldwork: An Introduction to Field Techniques (The Library of Congress): http://www.loc.gov/folklife/fieldwork/index.html • AFS Statement of Ethics: Principles of Professional Responsibility, here: http://www.afsnet.org/?page=Ethics In this first planning session, we will discuss the overall goals of digital story map project and determine key topics/themes, as well as a format and course of action for sharing those goals. Planning session will result in: A format for the public presentation A list and schedule of necessary steps Assignment of responsibilities Come prepared to share your suggestions for our group presentation. We will consider each suggestion in relation to the following questions: 1) What are the research questions/topics/themes that we will highlight in this public symposium? 2) What are the best formats for addressing these themes? 3) Can we address this question satisfactorily using the time, space, and resources that we have? 4) Does this topic/question serve our course mission? 5) Who will care? Who is our audience?

Week 6 ––– “You Say You Want a Revolution”: Direct Action at the University of Texas—Sept 29-Oct 1

Readings and Videos: • Martin Kulhman, "Direct Action at the University of Texas During the , 1960-1965," Southwestern Historical Quarterly 98 (1995): 551-566. • Bevery Burr. History of Student Activism at the University of Texas at Austin (1960-1988). Unpublished Thesis, University of Texas at Austin. 1988. • Thorne Dreyer: The Spies of Texas: How UT Austin Police Tracked the Lives of Sixties Dissidents. Texas Observer. Seriff, Fall 2020 22 Austin Jews in the Civil Rights Era • https://www.texasobserver.org/2343-the-spies-of-texas-newfound- files-detail-how-ut-austin-police-tracked-the-lives-of-sixties- dissidents/

• Oral History Interview with Jim Harrington, June 13, 2016, https://texashistory.unt.edu/explore/collections/CRBB/

• Celebrating The Rag: Austin’s Iconic Underground Newspaper. Pgs • Civil Rights in Black and Brown. https://texashistory.unt.edu/explore/collections/CRBB/

Guest Speaker: Thorne Dryer

First Draft Map Marker Due Date: Oct 1

Assignment Due Today: Students present 1 page proposals for their first map marker based on Austin Jewish Communities’ response/reaction to a national civil rights event. We recommend that you work with at least two different newspaper or primary sources for your event/marker. You will need to select a physical location, give reason for why you have selected this site, and cite at least 2 sources for your intended research. Please turn this proposal in to instructor at the end of the class period.

Week 7–– The Role of Jews in Participatory Democracy Oct. 6-8

Readings: • S. Robert Lichter and Stanley Rothman, “Jews on the Left: The Student Movement Reconsidered.” Polity, Vol 14, No. 2 (Winter, 1981), Pgs. 347-366 • Holly V. Scott: Student Citizen, Part II: The Early New Left Is Younger Than That Now: The Politics of Age in the 1960s. • Sean D. Stryker: Knowledge and Power in the Students for a Democratic Society. Berkeley Journal of Sociology, Vol 38, 1994. Pgs. 89-138

Seriff, Fall 2020 23 Austin Jews in the Civil Rights Era Oct 8: Digital Story Mapping (ARGIS) Workshop with Michael Shensky, UTLibe Learn to transform your original research into a 90 second digital audio story ready for a final story map entry

Week 8 – Mining the Archives: Primary Documents from UT and Austin’s Civil Rights Era: Analyzing Archival Documents/Photographs/Collective Memory–– Oct. 13-15

Readings: TBD October 13: We will meet with Margaret Schlankey, Head of Reference Services at the Dolph Briscoe Center for American History, for an archiving workshop on Civil Rights Era Austin

October 15: We will meet with an archivist at the Austin History Center to explore potential resources on Civil Rights Era Austin, as well as the Austin Jewish Community Archive at AHC

Assignment Due Today: Students bring draft written narration and photographs to class. Look for examples of other scripts on CANVAS or listen to narration on a few of our existing map markers for ideas.

Week 9 –– De-Segregation on and off the 40 Acres—Where were the Jews? Oct 20-22

Readings: • Gregory Vincent, Virginia A. Cumberbatch, Leslie A. Blair, eds. As We Saw It: The Story of Integration at the University of Texas at Austin. University of Texas Press. 2018 • Dwonna Goldstone: Integrating the 40 Acres: The 50-Year Struggle for Racial Equality at the University of Texas. University of Georgia Press. 2006 • “How UT Students—and Eleanor Roosevelt—Integrated the Drag” https://jimnicar.com/2014/10/01/how-ut-students-and-eleanor- roosevelt-integrated-the-drag/ Seriff, Fall 2020 24 Austin Jews in the Civil Rights Era • Seth Forman: “The Unbearable Whiteness of Being Jewish: The Jewish Approach Toward Black Power, 1967-1972” In Blacks in the Jewish Mind: A crisis of Liberalism. NYU Press, 1998. Pgs. 135-192 • Bryan Edward Stone, “’Are you going to Serve Us?’: Texas Jews and the Black Civil Rights Movement.” In The Chosen Folks: Jews on the Frontiers of Texas. University of Texas Press.2010. Pgs. 193-215 • Susan Reitereiser and Mike Miller: “Segregation and Civil Rights.” In Historic Movie Houses of Austin. Pgs. 107-116. Austin History Center.

Suggested Reading:. Michael E. Staub, ed. The Jewish 1960s: An American Sourcebook. Section 4; Black-Jewish Relations. Pgs. 87-136 Chaim I. Waxman. ‘The Pendulum Shifts, 1965-1975.” In Americas Jews. Temple University Press. 1983. Pgs. 104-134 Video: Civil Rights in Burnt Orange: https://vimeo.com/270483286

Oct 22: Guest Speaker: Mike Miller, Director, Austin History Center

Week 10 ––I Just Want to be a Cosmic Cowboy: The 1960s Counter Culture on UT’s Campus and the Wider Austin Community– Oct 27-29

Readings: • Michael E. Staub, ed. “The Making of a Jewish Counterculture” In The Jewish 1960s: An American Sourcebook. Pgs. 273-307 • Clifford Endres. “Homeless with the Armadillo.” In No Apologies: Texas Radicals Celebrate the ‘60s. Daryl Janes, ed. Eaken Press. 1992 ; Pgs. 237-248 • Michael Allen. “I Just Want to be a Cosmic Cowboy”: Hippies, Cowboy Code and Counterculture. Western Historical Quarterly, Vol 36. No. 3 (Autumn, 2005). Pgs. 275-299. • Celebrating The Rag: Austin’s Iconic Underground Newspaper. Pgs. and additional index entries under “counterculture”

Oct 29th: Adding Visual/Material-Media to your Digital Stories Workshop

Seriff, Fall 2020 25 Austin Jews in the Civil Rights Era Assignment Due Today: Students complete recordings of map markers and email audio files and photos to ProfessorSeriff. IMPORTANT PARAMETERS: Audio Files need to be .mp3 format. Photos need to be as close as possible (and not larger than) 320 pixels x 240 pixels x 72 dpi. Upload final script copy in written form on your CANVAS assignment page for Map Marker #1.

Week 11 ––Jewish Women and The Women’s Liberation Movement --Nov 3-5

Readings: • Michael E. Staub, ed. “Jewish Women and Feminism.” In The Jewish 1960s.: An American Sourcebook. Pgs. 317-348 • Nancy E. Baker. “Hermine Tobolowsky: A Feminist’s Fight for Equal Rights” In Texas Women: Their Histories, their Lives. University of Georgia Press. 2015. Pgs. 434-456 • Harold L. Smith: “Casey Hayden: Gender and the Origins of SNCC, SDS, and the Women’s Liberation Movement” In Texas Women: Their Histories, Their Lives. Elizabeth Hayes Turner, University of Georgia Press. 2015. Pgs. 359-388 • Frieda Werden. “Adventures of a Texas Feminist.” In No Apologies; Texas Radicals Celebrate the ‘60s. Daryl Janes, ed. Eaken Press. 1992: Pgs. 189-211. • Rachel Griess: “Fight Like a Girl: Preserving Feminist History in Austin, Texas.” Ms Blog, August 17, 2018 msmagazine.com • http://lifeandletters.la.utexas.edu/2018/07/fight-like-a-girl-how- womens-activism-shapes-history-2/ • Celebrating The Rag: Austin’s Iconic Underground Newspaper. Pgs.97-99, 195-206, 236-239, and additional index entries under “abortion rights,” “women’s liberation movement,” “women’s community calendar,” “women’s health organization.” https://www.youtube.com/watch?v=xF3m2g9InJE

Assignment Due Today, Nov 5th: Students contact potential interviewees and set up appointment. Students upload first set of map markers – See directions on CANVAS site.

Seriff, Fall 2020 26 Austin Jews in the Civil Rights Era

IN CLASS: Digital Map Making Session II Topic: Audio Editing and Google Map Posting our first round of map markers Refining Themes for Performance & Looking at Planning Roles Discussion: Hands On Introduction to Audacity audio editing system. Uploading files and practicing opening our ARCIS maps and creating map markers. What does a performance take? Who is going to do what? What is the role of the Interview materials? Continue Conversation about Who we might interview .

Assignment Due Today: Students contact potential interviewees and set up Week 12 – “What Are We Fightin’ For?”: The Jewish Stake in Vietnam: appointment. The Anti-War Movement on UT Campus and in the Austin Jewish Students upload map markers – See directions on Sakai Community –Nov 10-12 site.

Readings: • Michael E. Staub, ed. “The Jewish Stake in Vietnam.” In The Jewish 1960s.: An American Sourcebook. Pgs. 137-164 • Bruce Dancis: “From Protest to Resistance” In A Story of Protest and Prison During the . Cornell University Press. 2014. Pgs 66-85. • Terry DuBose. “Vietnam Veterans Against the War. In No Apologies; Texas Radicals Celebrate the ‘60s. Daryl Janes, ed. Eaken Press. 1992: Pgs. 149-158 • Celebrating The Rag: Austin’s Iconic Underground Newspaper. Pgs. 128-137, 150-154, and additional index entries under “anti-war movement” and “Vietnam War.”

November 12 Today will be an independent archive day to research and finalize materials for our digital map entries. Please make arrangements in advance

Seriff, Fall 2020 27 Austin Jews in the Civil Rights Era Week 13 – IN CLASS WORKSHOP-Nov 17-19

IN CLASS: Today we will develop first drafts of the following public presentation materials; 1. PR Materials and Flyer 2. labels 3. Digital Storytelling title pages 4. Invitations to Public Presentation

Week 14– Nov 24: ALL EXHIBIT MATERIALS DUE TODAY (objects, texts, media, fieldwork)

IN CLASS: Public Presentation Planning Session III: Layout and Design

Final Digital Stories for Story map; Final Presentation Materials; Rehearsal

Dec 3nrd PUBLIC PRESENTATION

A public zoom presentation featuring our final products, (specific format TBD), will be held the first week of December, 2020. This is a mandatory attendance date and is a significant part of your final grade. Invite your family and friends!

Week 15 –Class Review/Wrap Up– Dec 8

IN CLASS: De-Brief, Thank Yous, Celebration! • Class-wide de-brief of symposium • Return of all symposium materials • Thank yous to Symposium participants • Submission of final written de-briefs from class

Seriff, Fall 2020 28 Austin Jews in the Civil Rights Era