You Say You Want a Revolution? Society, Culture, and Politics in the 1960s AMS 370, Unique number 30860
Professor: Julia Mickenberg Office: 420 Burdine Email: [email protected] Office phone: 232-2650 Office hours: Tuesday and Thursday 3:20-4:50
Course Description In this class we will explore the major social movements and the political, cultural and intellectual developments of the 1960s, as well as their origins in the 1950s and earlier. These include: post-war liberalism; the Great Society and the War on Poverty; the New Left; the Free Speech Movement; the peace movement; the civil rights movement; nationalist and liberation movements among African Americans, Chicanos, Asian Americans, American Indians, gays and lesbians, and women; the counterculture; the conservative movement; and the environmental movement. Throughout, we shall seek to learn not only what happened, but also why it happened. Moreover, as members of a university community, we will be attentive to the question of how political and social activity in the 1960s, activity inspired largely by young people in and around universities, has affected our lives today and our relationship to politics and civic life.
In the 1960s spirit of “participatory democracy” this class will be run as something of a cooperative enterprise. Rather than working on the model of expert teacher and student receptacles-of-knowledge, as students you will be actively contributing to the course content through your own research and presentations to the class. In other words, your active participation is essential to the success of the course. If you were hoping for a more passive learning experience, you should look elsewhere.
Course Texts: Required: Andrew Jameson and Ron Eyerman, Seeds of the Sixties Maurice Isserman and Michael Kazin, America Divided: The Civil War of the 1960s Fourth edition Alexander Bloom and Wini Breines, Takin’ It To the Streets: A Sixties Reader. Third edition Roberta Price, Huerfano: A Memoir of Life in the Counterculture
Additional packet of readings
Films (some shown outside class, some shown only in clips) Berkeley in the Sixties Black Panthers San Francisco State on Strike Chicago 1968 Easy Rider The Woman’s Film
Recommended Books: Doug Rossinow, The Politics of Authenticity; Liberalism, Christianity, and the New Left in America Theodore Roszak, The Making of a Counterculture: Reflections on the Technocratic Society
Recommended films: Making Sense of the Sixties (PBS series), Eyes on the Prize (PBS series on civil rights)
Requirements and Assignments: 1. Regular attendance—more than two absences in the class are likely to affect your grade; if you miss six or more classes you will fail the course.
2. Active, informed participation: be prepared to read and discuss approximately 120 pages per week.
3. Reading journal, in which you will record responses to assigned readings (topics noted throughout syllabus). I will collect individual entries sporadically, and mark them on a check, check minus, check plus scale based on the level of engagement with the readings that they show. Each entry should be dated, and should be between half a page and one page, single or double-spaced (typed).
At the end of the semester you will read over your own, individual entries, and turn them in as a portfolio, along with a two-page reflection on common themes, issues, or other things you discovered by reading over your entries. The portfolio will receive a letter grade, but, again, the grade will be based primarily on the level of thoughtful engagement (that is, the writing can be much more informal and unstructured than in formal writing assignments).
*Portfolio due Thursday, December 5th . 4. Team presentation: Fifteen to twenty-minute power-point presentation on a 1960s event, movement, issue, figure, or trend, focusing on media portrayals. Following initial background research, preparation generally involves scanning magazine and newspaper articles from the period, although you may also be able to find television and/or radio clips and some newspaper articles on line. You should not limit yourself to sources available on the internet: part of the point is for you to find sources that are a little harder to get to (use the library!).
Each member of your team (2-3 people) should try to find at least three sources. The presentation should thus include at least six examples of media from across the political spectrum. You should try to include mainstream and alternative media sources, representing a range of political viewpoints. To do this you will look at newspapers, at magazines (which you can find through the Reader's Guide to Periodical Literature, available on-line through the library's website), and the underground newspaper microfilm collection (see http://catalog.lib.utexas.edu/search?/Xalternative+press&searchscope=25&SORT=D/Xalt ernative+press&searchscope=25&SORT=D&SUBKEY=alternative%20press/1%2C1381 %2C1381%2CB/frameset&FF=Xalternative+press&searchscope=25&SORT=D&33%2C 33%2C). To find alternative news sources you can also look directly at sources such as The Berkeley Barb, The Rag (published in Austin); Ramparts, New Left Notes, Everywoman (1970-), Off Our Backs, Ms. and The Black Panther (1967-80). For right- wing sources you can draw upon the University of Iowa's right wing collection, using the guide (Microfilm 9208) to find relevant materials. The National Review is also a good source for conservative views.
The Briscoe Center for American History has complete runs of the Daily Texan and the Rag, as well as many other sources that may be helpful. Contact Brenda Gunn ([email protected], 512-495-4385) or Margaret Schlankey ([email protected] 512-495-4537) for further information/assistance.
As a team, you might divide the research tasks into several areas, eg. mainstream, alternative, and local coverage; and/or radical, conservative, and mainstream, recognizing that the alternative sources will be harder (but probably more fun) to find.
Your presentation should analyze and draw conclusions about the media portrayal of a particular event or phenomenon. For events and phenomena not sufficiently covered in class readings, this may require giving some background, but your focus should be on media portrayal, rather than on chronicling a series of events.
•Always be prepared to present on the Tuesday of your week, although some presentations—at instructor's discretion—will be pushed back to Thursdays. If you are absent or not prepared to present on the day of your presentation you will not receive credit. Because of the course's tight structure, there will be no opportunity to make up a missed presentation except under exceptional circumstances.
•Presentations should end with questions for discussion that link your material to assigned readings. Presenters are expected to help facilitate discussion for the week they are presenting.
•1-2 page handout/outline (with enough copies for all class members), bibliography, and print-out of power-point slides are due with presentation. Each member should hand in their own bibliography detailing the sources for your research.
There are suggested presentation topics on the syllabus, but these are only suggestions; as long as your idea fits with a given week's readings and discussions, it is probably okay.
LAITS offers free, formal power-point classes at regularly scheduled times, as well as (free) individual consultations by appointment.
5. Formal paper #1: You will write a 4-6 page paper focusing on and possibly expanding on the research that you conducted for the presentation. The paper should analyze relevant media coverage in detail, relating it to course readings, especially those due the week of your presentation. You may draw upon sources that team members in your group have found, but your paper should have its own focus and be quite different from other members of your team (eg. one group member’s paper could focus on the radical press, while another person focuses on responses in Texas news outlets, while another focuses on national, conservative news outlets). Obviously material in this paper will overlap with material in your presentation, but the paper can go into greater depth. Moreover, the form of this paper should be quite different from the presentation. In other words, your presentation should not involve simply reading your paper out loud. Those giving presentations before the paper is due can incorporate feedback on the presentation into their paper; those doing the paper before the presentation will be able to incorporate feedback on the paper into their presentation.
Due Monday, October 14th at 5:00 pm.
7. Final term paper (7-10 pages). This paper can use the topic of your first formal paper as a starting point for researching 1960s subject in greater depth and making sense of it in light of major course themes; or you can choose something entirely new. Think of this assignment as a combination term paper/final exam essay question: your paper should be focused on a particular topic, with readings and research to back up your arguments, but it should also be broader in scope as far as thinking about why your topic is significant for a more general understanding of the 1960s. For instance, if you did a presentation on utopian communities, you could use this as a starting point for discussing the utopian impulse in the 1960s, noting how it manifested in, for instance, the counterculture and the New Left as well as in communal experiments.
For this paper, you should draw directly upon readings from throughout the course (material from at least three weeks should be discussed) and include at least three scholarly sources from outside the course, as well as at least three primary sources, one or more of which should be from outside the course (using material from your presentation/paper #1 is fine). Paper should include a bibliography, and all material should be properly cited.
You will be turning in a rough draft and workshopping it prior to handing in a final, polished version of your paper.
Hand in all peer-reviewed rough drafts with your final paper.
Précis due: Thursday, October 31 Rough draft due: November 17 at noon Workshopping of rough drafts: November 18 Final paper due: December 6
Flags: This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group that has experienced persistent marginalization.
This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.
Grading: Reading journal: 25% Presentation: 15% Formal paper #1: 20% Final paper 25% Participation (includes in-class writing as assigned): 15%
Course Procedures: This course will be run as a seminar, which means that a lot of the learning takes place within the context of class discussion. If you are absent you are responsible for any work you missed. If you know about a future, unavoidable absence, let me know in advance and we can try to come up with arrangements for you to make up the work. Ask a classmate to fill you in if you miss class for an unavoidable reason.
Missing more than two classes is likely to affect your grade. If you miss more than six classes, for any reason, you will not pass the course.
You are expected to come to each class prepared to discuss assigned readings. You may also be asked to do informal, out-of-class or in-class writing as a prelude to discussion, or to take impromptu quizzes. These writing assignments may be collected and will count toward your class participation grade.
*Presenters for a given week are expected to take the lead in discussions for that week— always end your presentation by posing several questions for discussion.
JIGSAW READINGS: Occasionally assigned readings will be divided up so that part of the class reads some of the readings and part reads others. Students will share their thoughts about the readings and critical responses with students who read other pieces.
Films: Films, relating to the topics under discussion, will occasionally be shown outside of class. If you cannot make a scheduled film screening you may, in most cases, review the film in the Audio Visual Library, Flawn Academic Center.
Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259 (voice) or 512-410- 6644 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations.
Late papers, if accepted, will be downgraded, usually half a letter grade per day. Please contact me at least 24 hours in advance if you need an extension.
Plus or Minus grades will be assigned in the course.
You must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day (or by the first class day for holidays that fall within the first two weeks of the semester). If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.
University Honor Code: Student Honor Code states: "As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity."
Schedule (subject to change)
Week One: Introductions; What Came Before
Thursday, August 29 Introductions Sign-up for Seeds of the Sixties Presentation preference sheet
Week Two: Seeds of the Sixties
Tuesday, Sept. 3 Reading: 1. Breines and Bloom, “The Past as Prologue”; The 1950s as an Introduction to the 1960s” 2.. Isserman and Kazin, Introduction and Chapter One, “A Gathering of Forces” 3.Seeds of the Sixties: All read Chapter One, “Reinventing Partisanship”; Chapter Seven, “Taking Sides in the Fifties” 4. In Groups: Choice (assigned) of one of the following chapters in Seeds: •Chapter Two, “Mass Society and Its Critics: C. Wright Mills, Hannah Arendt, Erich Fromm”; •Chapter Three, “The Ecological Intellectuals: Fairfield Osborn, Lewis Mumford, Rachel Carson”; •Chapter Four, “Shaping New Kinds of Knowledge: Leo Szilard, Herbert Marcuse, Margaret Mead”; •Chapter Five, “The Reconceptualization of Culture: Allen Ginsberg, James Baldwin, Mary McCarthy”; •Chapter Six: “Making Politics Political: Saul Alinsky, Dorothy Day, Martin Luther King Junior”
5. Find and read approximately 30 pages of a work by author discussed in Seeds
•Journal: write a 1-page summary of the piece you found, linking it to the chapter you read and broader themes raised in the rest of the readings.
Thursday, September 5 Cold War Liberalism, the "Discovery" of Poverty, and the Origins of Dissent Readings: 1. Isserman and Kazin, Chapter Three, “The New Frontier of American Liberalism” and Chapter 6, “The Rise of the Great Society” 2. Godfrey Hodgson, “The Ideology of the Liberal Consensus” (blackboard)
Week Three: Origins of Vietnam and Stirrings of Civil Rights
Tuesday, September 10 Readings: 1. Isserman and Kazin, chapter Four, “Why Did the United States Fight in Vietnam,” and Chapter Five, “1963” 2. Leslie Gelb, “Causes of the War” (blackboard) Bloom and Breines, “Background to the War: Vietnam documents” pp. 155-168: The Vietnamese Declaration of Independence, Geneva Accords; John Kennedy and the “Domino Theory”; Henry Cabot Lodge on Removing Diem; The Tonkin Gulf Resolution; McGeorge Bundy and “Sustained Reprisal”; John T. McNaughton’s “Plan for Action for South Vietnam”; George Ball and the Internal Opposition; Lyndon Johnson on Why We Fight in Vietnam.
•Journal: Closely analyze one of the documents in #3, considering it especially in terms of Isserman and Kazin's or Gelb's discussion of Vietnam, and/or in relation to your understanding of Cold War Liberalism.
Thursday, September 12
Film clip: Eyes on the Prize: "Ain't Scared of Your Jails"
Week Four-- Civil Rights: The Movement Escalates
Tuesday, September 17 Reading: 1. Isserman and Kazin, Chapter Two: “Black Ordeal, Black Freedom” and Chapter Seven, “1965
PRESENTATIONS: Martin Luther King Jr.; SNCC/CORE and the Sit-Ins; Freedom Summer, Mississippi Freedom Democratic Party; Civil Rights in Austin
Thursday, September 19 Bloom and Breines, Chapter One: “’Keep on Walkin’, Keep on Talking’: Civil Rights 1965”: Anne Moody, “The Jackson Sit-In” Martin Luther King, “The Power of Non-violence” SNCC: Founding Statement James Farmer, “The Freedom Rides” John Lewis, “Wake Up America” Letters from Mississippi Fannie Lou Hamer and Rita Schwerner, Testimony Before the Democratic National Convention SNCC Position Paper: Women in the Movement Casey Haden and Mary King, “Sex and Caste: A Kind of Memo” Sheyann Webb, “Selma”
• Journal: Comment on the SNCC founding statement and two other documents in relation to the points raised by Isserman and Kazin in this week's readings. More specifically, what did "freedom" mean to each of these people?
Week Five: The New Left
Tuesday, September 24 Readings: 1. Isserman and Kazin, “The New Left” 2. Bloom and Brienes, Chapter Two, “‘My Generation’: The Student Movement and the New Left”: “The Port Huron Statement” C. Wright Mills, “Letter to the New Left” Casey Hayden, “Raising the Question of Who Decides” Jean Smith, “How to Help the Ones at the Bottom” Recommended: Rossinow, Introduction and Chapter One
PRESENTATIONS: Free Speech Movement; New Left in Austin; SDS key events
Thursday, September 27 Reading Due: Breines and Bloom, Chapter 2 (cont’d) Tom Hayden, “The Politics of the ‘Movement’” Connie Brown, “Cleveland: Conference of the Poor” Michael Rossman, The Wedding Within the War Mario Savio, “An End to History” “To the Students of Political Science 113” “Do Not Fold, Bend, Mutilate or Spindle” Marvin Garson, “Catch-801” Barbara Garson, “Freedom is a Big Deal Gregory Calvert, “In White America: Radical Consciousness and Social Change” Carl Davidson, “Student Power: A Radical View”
Journal: Using Mario Savio's "An End to History" and "The Port Huron Statement" as starting points, what would you say were the chief concerns of the New Left as it developed in the early 1960s? How did the free speech movement fit into the larger New Left?
Week Six: From the New Left to the Counterculture
Tuesday, October 1: Expressions of the Counterculture
Presentations Guerilla Theater/Living Theater, Drug culture; Dance in the 60s, Fluxus (art movement), Acid Rock, Human Be-In,
Reading Due: ALL 1.Allen Matusow, “The Rise and Fall of a Counterculture” (blackboard) 2. Isserman and Kazin chapter 8, “The Making of a Youth Culture” 3. Bloom and Brienes, Chapter 5, “‘Eight Miles High: The Counterculture” (intro.) 4. Recommended: Alma Guillermoprieto, "Dancing in the City: A Time When Only One Thing Mattered." The New Yorker (Feb. 10, 2003) http://archives.newyorker.com/?i=2003-02-10#folio=070
(Possible) film: Berkeley in the Sixties (viewing time t.b.a.)
GROUP A: Hippies Joan Didion, “Slouching Toward Bethlehem” (packet) Guy Strait, “What is a Hippie?” Helen Swick Perry, “The Human Be-In” The Digger Papers
GROUP B: Yippies/the Sexual Revolution Yippie Manifesto (also see copy in packet) Yippie reading list (in packet) Jerry Rubin, Do It Abbie Hoffman, “The Rising of the Pentagon” from Revolution for the Hell of It (packet) Unstructured Relations The Free Sex Movement
GROUP C: Communes/Religion/Drug Culture William Hedgepath, The Alternative Gary Snyder, “Bhuddism and the Coming Revolution” Malcolm Boyd, “Are You Running With Me, Jesus?” Confessions of a Middle-Aged Pot Smoker Donovan Bess, LSD: The Acid Test Carlos Castenada, The Teachings of Don Juan: A Yaqui Way of Knowledge
GROUP D Literature/Music/the Arts Richard Brautigan, Trout Fishing in America Pierre Biner, The Living Theatre Richard Goldstein, “San Francisco Bray” Janis Joplin, “Love, Janis” Danny Sugerman, “Nothing Would Ever Be the Same” John Sinclair, “Rock and Roll is a Weapon of Cultural Revolution” Tom Robbins, “To Dance”
•Journal: What do the expressions and practices you read about say about the values and politics of those embracing the counterculture? How radical were countercultural politics?
Thursday, October 3 Reading due: "Born to Be Wild: Outlaws of America, 1967-1969," from J. Hoberman, The Dream Life: Movies, Media, and the Mythology of the Sixties. (blackboard). Clip from Easy Rider Further discussion of readings
Week Seven: The experience of Vietnam
Tuesday, October 8 Reading Due: 1. John Garry Clifford, “Vietnam in Historical Perspective” (blackboard); 2.William Jefferson Clinton, “Letter to the Draft Board” (blackboard) 3. Tim O’Brien, “On the Rainy River” (blackboard) 4. Richard Hammer, “One Morning in the War” (blackboard) •George Skakel, One Soldier’s View: Vietnam Letters (168-74) My Lai (pp. 209-13)
Journal: What was the right thing to do if you were drafted?
PRESENTATIONS (Thursday): My Lai Massacre; Media coverage of Vietnam war; anti-war movement (focus on 1-3 major events and/or organizations)
Thursday, October 10
Reading Due: ALL: Bloom and Breines, Chapter Four: “’Hey , Hey, LBJ?’: Vietnam and the Antiwar Movement”—: Paul Potter, “The Incredible War” Carl Oglesby, “Trapped in a System” SDS Call for a March on Washington SNCC Position Paper on Vietnam Martin Luther King, Jr., “Declaration of Independence from the War in Vietnam”
Week Eight: Race and the War *Formal paper #1 due Monday, October 14 in my mailbox [people presenting this week can have until Friday to turn in papers].
Tuesday, October 15 Reading due: Malcolm X, “The Ballot or the bullet” “Violence in the City—An End or a Beginning?,” The McCone commission Report on Watts, and Watts: The Aftermath, Paul Bullock SNCC “The Basis of Black Power” “The Black Panther Platform: “What We Want, What We Believe”
Presentation on Watts, Black Panther Party, Black Arts movement, or Nation of Islam
Film: Black Panthers (vidcass 9158)
Thursday, October 17 Bloom and Breines, Chapter Eight, “‘Say It Loud, Say it Proud’: Black Nationalism and Ethnic Consciousness”: in that chapter: Eldridge Cleaver, Requiem for Non-violence Deborah Johnson and Flint Taylor, Police and the Panthers Harry Edwards, The Revolt of the Black Athlete” Larry Neal, “Black Art and Black Liberation”
Black Arts Movement web site (http://www.umich.edu/~eng499/) Look at key concepts, read at least one document and also read Images and Role of Women
Journal: Drawing from at least two of the primary source readings for this week, how would you define Black Power? How did its scope differ from the concerns of the civil rights movement's demands in the early 1960s?
Week Nine: Ethnic Nationalisms: Chicano Movement, Asian-American Movement, American Indian Movement
Tuesday October 22
Reading Due: Readings in Breines, Chapter Eight: Armando B. Rendon, “Chicano Manifesto” “El Plan de Aztlan” First National Chicana Conference Luis Valdez, “The Tale of the Raza” Amy Uyematsu, “The Emergence of Yellow Power” Jan Masaoka, “I Forgot My Eyes Were Black” “American Indian Youth Council” “Watts and Little Big Horn”
Journal: What distinguished the ethnic nationalist movements among African Americans, Mexican Americans, Asian Americans, American Indians, etc.? What elements did these movements share? Do you see concrete evidence in the readings of ways the other movements were influenced by black nationalism/black power?
Thursday, October 24 Reading due: Martha Cotera oral history http://digitalcollections.baylor.edu/cdm/compoundobject/collection/buioh/id/1563/rec/8
Recommended reading:"El Teatro Campesino: An Interview With Luis Valdez" http://www.communityarts.net/readingroom/archivefiles/2002/09/el_teatro_campe.php
Class visit from Martha Cotera
Week Ten: Conservative Backlash Tuesday, October 29 The Conservative Impulse in a Radical Age 1. Isserman and Kazin, Chapter 10, “The Fall of the Great Society”; I & K chapter 11, “The Conservative Revival ” 2. Breines and Bloom, Chapter 6, “‘Love It or Leave It”: The Backlash Against the Movements” (chapter introduction) Group A: The New Conservatism The Sharon Statement Barry Goldwater, 1964 Acceptance Speech
Group B: The Conservative Impulse in Politics Richard Nixon, “If Mob Rule Takes Hold in the U.S.” Ronald Reagan, “Freedom vs. Anarchy on Campus” Pete Hamill, “Wallace” Michael Novak, Why Wallace
Group C: Conservative Responses to 1960s Issues The John Birch Society and the Vietnam War Edwin Willis, “Communist Infiltration” Spiro T. Agnew, “Impudence in the Streets” Paul Goldberger, “Tony Imperiale Stands for Law and Order”
Group D: Cointelpro Who Were the Targets? (COINTELPRO) COINTELPRO and Homophobia COINTELPRO and Violence “Air Pollution?” Rev. David A. Noebel, “Rhythm, Riots and Revolution”
•Journal: Comment specifically on the readings done by your group; then consider the larger question: what became of the Great Society, and why?
Thursday, October 31 Continued discussion of readings Bring in a one-page précis of final paper, describing your central argument and discussing the sources that you will use.
Presentations: Goldwater campaign, Wallace Campaign, COINTELPRO exposés,
Week Eleven 1968
Tuesday, November 5
Reading Due: 1. Isserman and Kazin, Chapter 12, “1968” 2. Bloom and Brienes, Ch. Seven: “The Whole World is Watching…” Campus Explosions Tom Hayden, “Two, Three, Many Columbias” Columbia Strike Coordinating Committee, “Columbia Liberated” San Francisco State: Black Student Union and Third World Liberation Front, “List of Strike Demands” “Harvard: The Rulers and the Ruled” Harvard University Strike Poster “Santa Barbara” “University of Illinois” International Protests Students of the World Student Uprisings Rock Mexico Ronald Fraser, “Voices”
Presentations: 1968 convention; Columbia Revolt: MLK assassination
Thursday, November 7 The Democrats Divide Jeremy Larner, “The McCarthy Campaign” Lewis Chester, Godfrey Hodgson, and Bruce Page, An American Melodrama “The Kerner Report” Jeremy Larner, “The Chicago Democratic Convention” The Walker Commission, “Rights in Conflict” Tom Hayden, “The Trial” The Weather Underground Karin Ashley, et. al. ‘You Don’t Need a Weatherman…” (packet) “Bring the War Home” “Honky Tonk Women”
Journal: Discuss two or three documents assigned for this week in relation to points raised by Isserman and Kazin. How does the feeling of 1968 compare to expression in the early 1960s?
Films: San Francisco State, On Strike Chicago 1968
Week Twelve: Back to the Land Movements; Sixties Movements in the 1970s
Tuesday, November 12: Huerfano, chapters, t.b.a.
Presentation on Communes, 1968 Miss America Pageant (or other aspect of the women’s movement), Earth Day, Living Theater, Thursday, November 14, Huerfano, chapters, t.b.a
•Journal: Respond to any particular aspect of Huerfano, as well as noting your more general impressions.
Week Thirteen: Women’s Liberation
ROUGH DRAFT OF FINAL PAPER DUE SUNDAY, NOVEMBER 17 (ON BLACKBOARD) BY NOON
Conferences/workshops on Monday, November 18
Tuesday, November 19 3.Bloom and Breines, Chapter Eight, “‘She’s Leaving Home’: The Women’s Liberation Movement”: All -Betty Friedan, “The Problem That Has No Name” -Alice Rossi, “Job Discrimination and What Women Can Do About It” -NOW Bill of Rights -Gloria Steinem, “What It would Be Like If Women Win”
Group A: -“No More Miss America” -New York Radical Women, “Principles” -Redstockings Manifesto -Barbara Susan, About My Consciousness Raising -Pat Mainardi, “The Politics of Housework”
Group B: Women’s Political Action “Women Support Panther Sisters” “Women Destroy Draft Files” “Free Our Sisters, Free Ourselves” Robin Morgan, Goodbye to All That”
Group C: Our Bodies, Our Sexuality Anne Koedt, “The Myth of the Vaginal Orgasm” Barbara Susan, “An Abortion Testimonial” Radicalesbians, “The Woman-Identified Woman”
Thursday, November 21 No class (or, alternatively, workshopping of rough drafts posted Wed. Nov. 20, without my feedback)
Week Fourteen: Women’s Liberation II/ Gay Liberation Tuesday, November 26 I. Race, Ethnicity, and Feminist Issues Bloom and Breines, ch. 8: Debby D’Amico, “To My White Working-Class Sisters” Frances Beal, “Double Jeopardy: To Be Black and Female” Abbey Lincoln, “To Whom Will She Cry Rape?” Enriqueta Longauex y Vasquez, “The Mexican-American Woman” Francisca Flores, “Conference of Mexican Women: Un Remolino” Francisca Flores, “What is Reality?” Denise Oliver, “The Young Lords Party “Asian Women as Leaders” “Politics of the Interior” II. Gay Liberation Justin David Suran, “Coming Out Against the War: Antimilitarism and the Politicization of Homosexuality in the Era of Vietnam” http://www.jstor.org.ezproxy.lib.utexas.edu/stable/30041901?&Search=yes&term=W ar&term=Coming&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery% 3DComing%2BOut%2BAgainst%2Bthe%2BWar%26jc%3Dj100078%26wc%3Don %26Search.x%3D0%26Search.y%3D0%26Search%3DSearch&item=1&ttl=735&ret urnArticleService=showArticle
From Bloom and Breines, ch. 9: -Lucian K. Truscott, “Gay Power Comes to Sheridan Square” -Third World Gay Liberation, “What We Want, What We Believe” -Liberation Front Women, “Lesbians and the Ultimate Liberation of Women” -Frank Kameny, “Does Research into Homosexuality Matter” -Clark Polak, The Homophile Puzzle
Journal: What did movements based in gender and/or sexuality share with the New Left, ethnic nationalist, and/or anti-war movements? What made the movements based in gender and/or sexuality unique? You may focus on the women's liberation or the gay liberation movement or comment on both, but in either case draw upon at least three assigned readings. Pay special attention to NOW Bill of Rights, New York Radical Women, Radicalesbians, Double Jepoardy, and Suran's "Coming Out Against the War."
Thursday, November 28 No class—Thanksgiving Recess
Week Fifteen: Beginnings and Endings: Kent/Jackson State, Environmental Movement/Peoples Park Tuesday, December 3 Reading Due: (*=key readings) 1. Isserman and Kazin, Chapter 13, “Many Faiths: The 60s Reformation”; Chapter 14, “No Cease-Fire: 1969-1974” 2. Bloom and Breines “When the Music’s Over: Endings and Beginnings”: (intro.) People’s Park *John Oliver Simon, “The Meaning of People’s Park” Frank Bardacke, “Who Owns the Park?” Denise Levertov, “Human Values and People’s Park” “Their Foe is Ours” “Pig’s Park” Kent State and Jackson State *The President’s Commission on Campus Unrest, Kent State Tom Grace, “Get Off Our Campus” James Michener, “What Did They Expect, Spitballs?” The President’s Commission on Campus Unrest, Jackson State Woodstock and Altamont *“A Fleeting, Wonderful Moment of ‘Community’” Andrew Kopkind, “Coming of Age in Aquarius” Michael Lyndon, “The Rolling Stones—At Play in the Apocalypse” The Environment Paul Ehrlich, “The Population Bomb” Barry Commoner, “Lake Erie Water” Frances Moore Lappé, Diet for a Small Planet The End of the Decade *Julius Lester, “To Recapture the Dream”
Journal: Starting with Julius Lester's "To Recapture a Dream," assess the success of 1960s impulses from the perspective of the decade's end.
Possible film clip: Gimme Shelter
Presentations: Kent State/Jackson State. Woodstock, Watergate, Pentagon Papers
Thursday, December 5 Reading Due: Isserman and Kazin, conclusion Journal portfolio due
Friday, December 6, 5:00 pm: Final papers due