STA/The Global 1960s

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Assignments

Week of 5/13: 1968 and beyond

Readings: Please read this over the course of the week: 1968

Monday: Overview of 1968

In class: American Embassy attack during Tet: http://www.youtube.com/watch?v=q1vJqTN-qVI

King “Mountaintop” sermon: http://www.youtube.com/watch?v=Oehry1JC9Rk

RFK on King assassination:  http://www.youtube.com/watch?v=_E3-_z5YP0M and

Wednesday: Excerpts from Makers: Women Who Make America on the EEOC and NOW @http://www.makers.com/documentary/

Thursday (Friday schedule): My Lai, part 1

Friday (Friday schedule):  Jack/David

Week of 5/6: The Counterculture

Readings: See this: The Making of a Youth Culture

Monday: Origins and Expressions of the “Youth Culture”

in class—excerpts from PBS “Summer of Love” from AmHist in Video@http://ahiv.alexanderstreet.com/View/571217/

Wednesday: Counterculture–continued 

Read: A Prophecy of a Declaration of Independence

in class-finish “Summer of Love”

Thursday: Reed and J.D.

Friday:  Mr. Dews in class

Please read: http://www.peacecorps.gov/about/history/speech/

In class audio clip: http://www.jfklibrary.org/Asset-Viewer/2DfDYdJEAE65QLj6otQQkQ.aspx

Week of 4/29: “The Times They Are A-Changin” –part 2

Monday: Feminism and Black Power

Please read: Friedan, NOW, and Carmichael (esp the NOW statement and Carmichael)

Wednesday: Challenging Conformity

Have another look at the Venn diagrams for further discussion–what might all this suggest about the increasing chorus for change in mid-1960s America?

Global 1960s Venn diagrams

Thursday: Valerie and Michael presentations

Friday:  Craig Windham, STA ’67 in class

Week of 4/22: “The Times They Are A-Changin” –The mid-1960s

Monday: No Class

Tuesday: “Waist Deep in the Big Muddy” (con’t)

Please read: A Credibility Gap

Wednesday: “The Times They Are A-Changin”

Please read: The Times They Are A-Changin

In class play “Waist Deep in the Big Muddy” by Seeger

Thursday: Presentation(s)!

Friday:  “The Whole Thing was a lie!”

Please read: Donald Duncan, “The Whole Thing was a lie,” from Ramparts magazine, February 1966 (handout)

Week of 4/15: From Port Huron to Saigon

Readings: see below

Monday: Restlessness at Home: The Sharon Statement and Port Huron

Please read abridged version of the Students for a Democratic Society (SDS) 1962 Port Huron Statement here: http://phstatement.lsa.umich.edu/phs.php and the Young Americans for Freedom 1960 Sharon Statement here: http://phstatement.lsa.umich.edu/sharon.php

Wednesday: JFK and Vietnam

Look over National Liberation Front Manifesto c. 1960: http://vietnam.vassar.edu/overview/docnlf.html; and read this: The Rusk McNamara Report 1961;

in class: clips from http://www.youtube.com/watch?v=1yRR08eqoLo; excerpts from Virtual JFK @51:00?; or Fog of War?

Thursday: Waist Deep in the Big Muddy: LBJ and Vietnam

Read pages 310-322  in Vadney, The World since 1945

http://www.youtube.com/watch?v=0lVBzfN1u6U

Friday:   Wrap-Up

Read Gathering Storms Politics and Vietnam in late 1964

In class play “Waist Deep in the Big Muddy” by Seeger

Week of 4/8: Imprisonment: Individual to Societal

Readings: see below

Monday: Please peruse this Stanford Prison Experiment website: http://www.prisonexp.org/

Then also view these two video clips: Zimbardo: http://www.youtube.com/watch?v=sZwfNs1pqG0

and Milgram: http://www.youtube.com/watch?v=pdb20gcc_Ns

Finally, please read this piece: http://www.bbcprisonstudy.org/includes/site/files/files/2007%20PSPB%20Banality%20of%20evil(1).pdf

Wednesday: Milgram and Zimbardo (continued)

Thursday: No class

Friday:  In-class writing assignment

Week of 4/1: Civil Rights in the early 1960s

Readings: MLK, Jr. “Letter from a Birmingham Jail”; Malcolm X “Message to the Grass Roots”

Monday: Intro to the 4th quarter–projects, etc.

Wednesday: Please read the MLK and Malcolm X pieces for class discussion Please consider the following questions as you read the documents assigned for tomorrow.

King’s letter

  • What does MLK’s letter suggest about the larger tactics of the movement? How and why did MLK seek to create “tension” while avoiding “violence”?
  • Do you agree with King (and Reinhold Niebuhr) that “groups tend to be more immoral than individuals”? (p. 162)
  • Does this document remind you of others that you’ve read (either in this course or for others)? Is so, which one(s) and why?
  • What justification does King offer for breaking a law? Do you find that a compelling justification? Would you do the same? Why/why not?
  • Why was King especially disappointed with the “white moderate”?
  • What was King’s view the black Muslim movement?
  • How did nationalist movements elsewhere in the world influence King’s thinking?
  • Is King’s letter a purely secular document? Should it be read as a religious piece? Some of both? Why?

Malcolm X’s “Message to the Grass Roots”

  • Where do King and Macolm X agree? Where do they disagree? What do make of those similarities and differences?
  • Why is this known as the “Message to the Grass Roots”?
  • In what ways does Malcolm X’s message reflect/rely on international developments?
  • How does Malcolm X define “revolution”? Why does he argue that there is no such thing as a “non-violent revolution”? Do you agree?
  • How does Malcolm X use the history of America race slavery to support his position?  Do you find that a compelling use of history?

Thursday: 

Friday:  

Week of 3/18: Dr. Strangelove

Readings: No readings, but please be in touch with us about your projects

  • Monday: More “Dr. Strangelove”
  • Wednesday: Conclusion of “Dr. Strangelove”
  • Thursday: On Break
  • Friday:  On Break

Week of 3/11:  Africa (continued) and a Test

Readings: See under documents for Kwame Nkrumah 1961 speech: “I Speak of Freedom” and forthcoming review sheet for Thursday’s test

  • Monday: Excerpts from “Amandla: a Revolution in Four-Part Harmony” (chapters 3-9)
  • Wednesday: Discussion about decolonization
  • Thursday: Test in class (see separate handout under Assignments)
  • Friday:  Semester research project and begin screening “Dr. Strangelove”

Week of 3/4:  Decolonization in Africa

Readings:  For Monday–chapter 6 in Vadney; For Wednesday–the short story packet

  • Monday: Decolonization of Africa (overview)/(assign Al-http://www.aljazeera.com/programmes/2010/08/2010831112927318164.html in the future?)
  • Wednesday: (Snowed out!) Mr. Wilson in class
  • Thursday: Mr. Wilson in class (all read Things Fall Apart in 2014?)
  • Friday:  More on short stories

Week of 2/25:  The Missile Crisis and Vietnam

Readings:  For Monday and Wednesday: prepare for simulation

  • Monday: Cuban Missile Crisis simulation
  • Wednesday: Cuban Missile Crisis simulation (continued)
  • Thursday: Missile Crisis: conclusions and consequences
  • Friday:  By Monday, 3/4 read Vadney, chapter 6 “Decolonization in Africa”

Week of 2/18: 1960 to the Missiles of October

Readings: For Thursday, read Vadney pp. 287-295; For Friday assigned readings in “The Cuban Missile Crisis” packet

  • Monday: No class-Presidents’ Day
  • Wednesday: Photograph Essay (see under Assignments) due in class
  • Thursday: Castro and the Bay of Pigs
  • Friday:  Toward the Missile Crisis–see readings in packet “The Cuban Missile Crisis”

Week of 2/11: “Legacies of Empire” Neocolonialism in Latin America 

Readings: For Monday, Vadney, pp. 257-264; 272-282; For Wednesday, Vadney, pp. 282-292; (also assign https://itunes.apple.com/us/podcast/louis-a.-perez-jr.-on-cuban/id129166905?i=124804680&mt=2) in 2014?

  • Monday: Neo-Colonialism and Revolution in Latin America (see Vadney above).
  • Wednesday:  Ms. Rusher in class:  See here for a useful overview of the Cuban Revolution. Please read handout distributed in class (including the transcript of the 1959 Guevara interview)–and also go this to this site and read the lyrics of the song  “En Eso Llegó Fidel” which we’ll listen to and discuss with Ms. Rusher.
  1. What made Cuba especially ripe for revolution in the late 1950s?  To what extent was it driven by economic factors?  Other factors?
  2. Think about similarities and differences between the Cuban Revolution and other revolutionary/nationalistic movements we’ve discussed.
  3. How and why were Guevara and Castro able to prevail in Cuba in the late 1950s?  What were the strategies employed by the leaders of the revolution in their efforts to mobilize Cubans behind overthrowing Batista?
  • Thursday:  Ms. Rusher in class:  Have a look at this document from George Kennan (read just the highlighted parts) for his 1950 assessment of Latin America and United States interests there.
  • Friday:  No Class-Faculty Professional Day

Week of 2/4: Asia in Crisis: China and Korea     

Reading: For Wednesday 2/6, please read this: One World Divisible excerpt #1; For Friday, read Vadney, pp. 148-164

  • Monday: STA Senior Skip Day–please consider seeing Labaree and Viola about interview or research projects
  • Wednesday:  See reading above.  We’ll discuss the Chinese Revolution, the Korean War, and implications of the two for the 1950s world system–see Bruce Cumings book
  • Thursday:  Please access this website and choose one advertisement from the 1950s to analyze for what it suggests to you about 1950s American notions of family and/or gender roles.  You can find advertisements from the 1950s by using the “date” tab to navigate to a window from which you can select something from the 1950s.  Please be prepared to share your findings with the rest of the class.
  • Friday:  Toward Vietnam (see reading above)

Week of 1/28: “From Cold Peace to Cold War”: The United States as a Global Power        

Reading: Vadney, chapter 2; documents on WordPress and in class

  • Monday: Read the first half (or so) of chapter 2 in Vadney. We’ll continue our discussion of the postwar world.  Think about how to answer the following:  “What were the forces–ideological and otherwise–behind the origins of the cold war?”
  • Wednesday:  Finish chapter 2 of Vadney (if you come up a bit short, that’s ok–but finishing is a good goal).  Think about the following:  “What is Vadney’s essential argument about the dynamics of the early cold war and how the United States used its new found power in the world?”
  • Thursday:  Cultural topics with Dr. Viola-stay tuned for details
  • Friday:  The “Second Cold War”–read excerpts from NSC-68 (see below for image of document–then click on for text)

Week of 1/21: Origins of the post-1945 International System

Reading: Thomas Patterson, “The Origins of the Postwar International System”

  • Monday: MLK Day/No classes
  • Wednesday: Course introduction–WordPress, email addresses, projects, what to expect
  • Thursday: Cultural dimensions of the course
  • Friday: 1945 and after discussion

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