Course Description
    In 1962 the college students who eventually formed the Students for a Democratic Society (SDS) composed their manifesto for political activism, the Port Huron Statement. In this document, they noted that the events confronting their generation "were too immediate and crushing in their impact, [and] too challenging in the demand that we as individuals take the responsibility for encounter and resolution." The student activism of the 1960s, which resulted from a unique combination of historical circumstances, had far-reaching effects on every aspect of American society. In contrast, today's college students seem apathetic and apolitical. This may be, however, because they fail to understand either the long and inspiring history of effective social movements or the immediate importance of political activism to their lives. This course seeks to inform them of both, and to give them skills to organize campaigns for meaningful social change.

    We will begin with an historical survey of social movements in America. While this story originates even before the U. S. was a nation, we will start with the late nineteenth century, following the rise of industrial capitalism. Enormous economic and social transformations resulting from industrialization and urbanization led to massive upheavals in American society. A wide range of social movements, using a variety of strategies and tactics to realize their goals, grew out of this turmoil. In order to understand the nature of social change, we will study the U. S. as a cultural system, considering the connections between economic, social, and political structures and ideas. The goal of these assignments is to help students understand the history of social movements and to articulate their own ideologies of social change.

Course Objectives:
1. As always, to develop critical and analytical thinking and writing skills.
2. To comprehend several basic principles of historical thinking such as change and continuity over time, multiple causation with respect to historical events, and the origins of present social, political, environmental, and economic problems.
3. To give the students a basic knowledge of the major events, ideas, and personalities of a variety of social movements in American history.
4. To help the student develop a theory of social change and an ideology of significant social and political engagement in their communities.
5. To give the student hands-on experience in political activism and to expose them to the political processes of democracy (or what passes for democracy) and community organizing.
6. To encourage the students to examine what is necessary for a successful community.
7. To empower students as citizens and as human beings to bring about meaningful social change.

Course Requirements:
1. READINGS: While I will give some lectures, this is primarily a seminar based on student discussions. Therefore, your grade will depend heavily on attendance and class participation. Every class period students must turn in a brief write-up of the readings (2 or 3 paragraphs will suffice and these may be handwritten provided they are legible) which addresses the following questions:

Assigned Readings:
1. Robert A. Goldberg, Grassroots Resistance: Social Movements in Twentieth Century America.
2. Kim Bobo, Jackie Kendall, Steve Max. Organizing For Social Change: A Manual for Activists in the 1990s. Second Edition.
3. Center for Community Change, How to Tell and Sell Your Story.
4. Documents packet.

Week 1: August 25, INTRO., Why should you give a tinker's damn about activism?

Student activism: we will discuss a short (5 paragraphs) essay on student activism; The fundamentals of organizing; Discussion of your projects: what issues engage you and what do you want to work on? I will give a brief lecture providing background on social change in America during the last hour

Week 4: September 15, The Strategy Chart

Readings: Bobo et. al., chapter 4. Please bring a preliminary strategy chart for your campaign (see the activism project handout). We will spend the entire evening going over our strategy charts.

Week 5: September 22, Tactics for Social Change: Actions & Accountability.

Readings: Bobo et. al., chapters 5, 7, and 8. Please complete the assignments outlined in the activism project handout.

Week 6: September 29, Tactics for Social Change: The Media

Readings: How to Tell and Sell Your Story. Please complete the assignments outlined in the the activism project handout.

Week 7: October 6, Media work, con't.;

Readings: Bobo et. al., chapter 9. Complete the assignment outlined in the activism project handout.

Week 8: October 13, The Civil Rights Movement

Readings: Goldberg, chapter 7; Documents: Letter From a Birmingham Jail, 1963; The Black Panther Party Platform and Program, 1966; Video: Eyes on the Prize

Week 9: October 20, Civil Rights, con't,

Discussion of Eyes; Guest Speaker: John Johnson, Earth First! on civil disobedience.

Week 12: November 10, the Future of Environmentalism?? The Natural Step.

Readings: See web links on my web page and come prepared to discuss the Natural Step Movement.

Week 15: December 1, The Legacy of Activism

Readings: Goldberg, chapter 10. We will discuss Goldberg and begin the student presentations. Further, for your presentations read Bobo et. al., chapter 13, Being a Great Public Speaker. You will give a speech to the class on your topic and you will be graded by both myself and your peers on how well you "inspire" us to action.

Week 16: December 8, Student presentations, con't