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History 4151-A: Black Lives Matter: African American Social Movements and Political Activism in Twentieth Century America, Fall 2020

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History 4151-A: Black Lives Matter: African American Social Movements and Political Activism in Twentieth Century America, Fall 2020 History 4151-A: Black Lives Matter: African American Social Movements and Political Activism in Twentieth Century America, Fall 2020 Professor and Course Information: Professor: Heather Murray Contact Information: [email protected] at ext. 1281 Course Meetings: Tuesdays, 2:30-5:20 pm on zoom Office Hours: Tuesdays, 9am-11am on zoom and by appt. Course Description and Objectives: In the 2010s, African American activists declared “Black Lives Matter” as a response to the shootings and murders of African American citizens at the hands of police; just a generation before, activist StokeLy CarmichaeL (Kwame Ture) procLaimed “BLack Power,” a slogan that some historians see as the more assertive, radicaL cLaim. Is BLack Lives Matter the fundamentaLLy modest cLaim of a moderate movement, reminiscent of the “Am I Not a Man and a Brother?” sLogan of British and American aboLitionists, over 200 years ago, as some other historians also have argued? This course expLores the origins and antecedents of the BLack Lives Matter movement in the United States. We will ask what—if anything—this movement has in common with other BLack activist movements and rights cuLture over the course of the twentieth century, such as anti-Lynching activism, civil rights, and Black Power. Is Black Lives Matter a fundamentaLLy turn-of-the-MiLLennium era movement, given its interest in intersectionality (especiaLLy the reLationship between race and sexuaLity), and its animation by American crime poLicies in the 1990s? I hope this course aLLows us an opportunity to meditate upon both the Limitations and the iLLuminations of studying contemporary history, and how it is or is not informed by longer durée narratives. How have new architectures of oppression taken the pLace of older ones 1 thought to have been rectified, and how has Black Lives Matter responded to these reaLities? And how have contemporary sociaL movements energized and shaped African American historiography? We will read an array of historiography (schoLarLy pieces that combine historicaL narrative and an anaLysis of primary sources: what you wiLL be producing in your research papers), critical race theory, sexuality studies, legal studies, as welL as political and cultural theory. And we wiLL situate BLM and other activist movements in gLobaL contexts. However, the axes of comparison in this course wiLL not just be nations, but ideas: centraL themes wiLL include the spectacle of vioLence, raciaLized bodies, the poLiticization of crime and incarceration, the nature of sociaL and cuLturaL activism, internaL coLoniaLism, consumer culture and deindustriaLization, as welL as ideas about raciaL and sexuaL “minorities”. Reading/Life’s Joy: All of your readings are available electronically and listed on your syllabus (secondary articles and primary sources.) Sometimes there are scans of book chapters to supplement these readings, which will be available for you on BrightSpace. The recommended readings exist for your pleasure and interest and to build bibliographies, but you are NOT responsible for them each week, so please don’t panic about the length of the syllabus! Assignments and Grading: Reading and Talking: 30% PLease note that this refers to active presence and engagement with the readings and contributions to cLass, as weLL as your engagement with your coLLeagues. PLease come and taLk to me earLy on about strategies to heLp you taLk more if you foresee probLems here. Primary Source Presentation and Transcript of Prepared Remarks: Total: 10% In this short presentation (15 minutes: pLease be aware of time!), you wiLL be asked to find, anaLyse and make an argument about a primary source (or smaLL set of primary sources) reLated to the theme under discussion for that particuLar week that iLLuminates our historiographicaL readings. It shouLd not be the primary source assigned for that week, but one that you have found yourseLf. Sometimes a primary source wiLL be suggested to you within our historiographicaL readings themseLves that you wiLL want to investigate further, and at other times our readings wiLL provoke you to find a different primary source altogether. In your presentation you should address: what does this source mean and why is it historicaLLy significant? Why did the readings caLL to mind this source for you, in particuLar? What themes does it embody from this week’s readings? Perhaps the source offers a thematic departure from this week’s readings and takes us in another direction, or poses a chaLLenge to the generaL drift of the week’s readings? And why is this significant? 2 The source you choose can be written (a politicaL speech, a newspaper article, piece of literature, court case, etc.) or visual (a photograph, a painting, a fiLm cLip, an advertisement, a political poster, propaganda, a museum curation or exhibit, etc.). We will start in the second week, and because of the size of this class, we will need two per class. I wouLd Like you to use this assignment as practice at giving a schoLarLy conference presentation, since these presentations are typically 15 minutes Long. In other words, speak from prepared remarks since that is the convention at history conferences—from 7 pages doubLe spaced pages. Write a taLk rather than a paper per se. You will hand in these prepared remarks at the end of your presentation and they will be part of your grade for this assignment. You need not have a lot of power point or any at all. Please remember that video cLips must be distributed in advance as zoom does not have the bandwidth for videos to be shown in class. PLease feeL free to distribute your primary source in advance so that the cLass can see (i.e. send it to me!) You wiLL not be punished for any technological difficuLties! Please see Appendix 1 for some usefuL questions when interrogating primary sources, as weLL as some usefuL databases and primary source coLLections that you might use for this assignment. Mini-Presentation 5%: These presentations are extra short—a maximum of 8 minutes for everyone so that aLL have a chance to speak--and wiLL take pLace during our Last officiaL meeting on Tuesday, December 8. In this one, now that you have been through the whole course, I would like you to take up the question of whether or not Black Lives Matter indeed needs to be understood as a deveLopment that emerged over the course of the twentieth century, or even before that, or if you see Black Lives Matter as being more recent, late twentieth century or even twenty first century, in its animating origins. Why? PLease make reference to at least three different course readings in your discussion. In other words, use Black Lives Matter as a springboard to taLk about historicaL antecedents, continuities, and ruptures. You need not hand in a transcript for this one, but if you are speaking from prepared remarks it shouLd be no more than 4 pages doubLe spaced. N.B.: All written work will be handed in on Bright Space and I will send instructions about how to do so. The best format for Bright Space is MS Word. Research Essay Proposal, Due Monday, October 27 (yes, during the reading week, but I thought you might need the weekend—I am gLad to accept them earLier), Approx. 5-7 pages double spaced, 25%: The research paper in this course can cover any topic as long as it addresses the Black political, sociaL and/or cuLturaL activism that has animated the twentieth century. You are free to choose a topic that addresses any of our centraL course themes such as raciaLized bodies, violence, the poLiticization of crime and incarceration, internaL coLoniaLism, the reLationship between sexuaL and raciaL “minorities”, etc. I aLso weLcome comparative work and topics that are transnational in scope. 3 This proposal should: CLearLy identify your research paper topic and incLude a statement as to why it is significant (pretend you are at a German academic conference where everyone wiLL ask you: but why shouLd we care about this?) Pose critical questions of your subject. Topic, significance and questions wilL probabLy comprise about a page of your proposaL. Include a short discussion of historical context to situate your reader. So for exampLe if you are writing about the cuLturaL aspects of the BLack Power movement, you shouLd first give your reader a sense of what BLack Power was, and why cuLture was important in conveying this movement, assembLing some historicaL narrative using two or three secondary sources. This should be approx. two pages of the proposaL. IncLude a discussion of some of the major existing historiography on your topic (schoLarLy history, based on primary sources—what you are producing in this research paper!), and how you foresee that you wiLL contribute to this body of work (or depart from it, as the case may be.) This shouLd be about two pages. IncLude a discussion of the body of preLiminary primary sources that you foresee using to approach your essay, and comment on why these sources in particuLar wouLd iLLuminate your topic, as weLL as their Limitations. This shouLd be about a page. Please consult the primary sources/databases in Appendix 1 of your sylLabus! Include a bibliography (with the understanding that it is a work in progress), separated into primary and secondary sources. Feel free to subdivide your proposaL into sections such as Topic and Significance, CriticaL Questions, Context, Historiography/Secondary Sources, and Primary Sources. You can have additionaL pages beyond 7 if in the form of your bibLiography. Final Research Essay, Due Tuesday, December 15, 15-20 pages double spaced, 30%: Again, this anaLyticaL research paper can cover any topic in the history of Black sociaL, political and cultural activism that have animated the twentieth century.
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