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This document outlines the requirements and grading structure for a course on the culture of the 1960s. Students must attend class, complete assignments on time, and register for an online presentation platform. Grades are based on research assignments, tests, and a final biographical presentation. The course will cover major movements like the civil rights movement, anti-war movement, women's rights movement, and environmental movement. Key events and figures from each decade are listed.
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The document outlines the syllabus for a gender studies course, including warnings about course content involving sex and sexuality, assignments such as participating in discussion groups and contributing to a course wiki, and a final exam that will be comprehensive and involve writing two essays to answer questions about all material covered in the course.
AAPB as a Digital Library for Teaching Media Literacy
Webinar with Professors Kathryn Ostrofsky and Joshua Glick about using AAPB as a Digital Library for Teaching Media Literacy.
More information at https://americanarchivepb.wordpress.com/2019/10/04/upcoming-webinar-oct-16th-aapb-as-a-digital-library-for-teaching-media-literacy/.
American Archive of Public Broadcasting: a Digital Library for Teaching Media...
American Archive of Public Broadcasting: a Digital Library for Teaching Media...WGBH Media Library and Archives
Webinar hosted by American Archive of Public Broadcasting staff with presenters including Ryn Marchese (AAPB, WGBH), Kathryn Ostrofsky (Clark University), and Joshua Glick (Hendrix College).SISBritishPopularCulture
This course explores British popular culture through a cultural studies framework. It examines how identity, class, gender, race and sexuality are represented in popular forms like film, television and advertising. Students will analyze theoretical debates, apply theory to visual texts, and engage with British cultural sites through field trips and film screenings. Key topics include the study of popular culture, gender representation, class and taste, and analyzing local Brighton culture.
IntroductionIn this paper complete all the required activities a.docx
Introduction
In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Directions
Question 1
Watch the clip linked below that describes race as a social constructed category. Why is a color-blind approach to racial inequality not effective? Describe examples of how racial inequality is reproduced by social institutions. Why Color Blindness Will NOT End Racism | Decoded | MTV News (Links to an external site.)
Question 2
The racial gap in wealth is a good example of intersectionality in social problems.
· Explain how homeownership and neighborhood segregation is an example of the connection between wealth and racial inequalities.
· How have policies and histories impacted the current racial gap in wealth?
· To inform your response watch the following film clip, research the history and current state of segregation and home value in your city (or nearest major city), and examine the graph below.
Video Clip:
Race the House we Live In (Links to an external site.)
Reasearch:
The Washington Post: America is more diverse than ever- but still segregated (Links to an external site.)
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable ...
E-Studies Lecture #5- DEBATE-Abdul Alkalimat
e-Black Studies: Introduction to Afro-American Studies, A PEOPLES COLLEGE PRIMER
http://www.scribd.com/doc/101374216/e-Black-Studies-Introduction-to-Afro-American-Studies-A-PEOPLES-COLLEGE-PRIMER
Student Protest Movement
There were several key reasons for the growth of student protest movements in the 1960s. Students were dissatisfied with strict social norms and the ongoing Vietnam War. The civil rights movement inspired students to protest for equality and against racism. The emerging counter-culture embraced freedom of expression, music, drugs and sexuality. Rising student populations and expectations of change further fueled demonstrations against the government and universities.
Reading Journals (10 or 100 points total 8) Each week for weeks.docx
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable URL: https://www.jstor.org/stable/2567581
Accessed: 22-01-2020 05:46 UTC
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The Problem of Biculturalism:
Japanese American Identity and
Festival before World War II
Lon Kurashige
On May 23, 1934, Mihiko Shimizu persuaded the leading association of Japanese
immigrants in Los Angeles to establish a celebration in honor of their American-
born children. Such a Nisei, or second-generation, festival, he asserted, was needed
to reenergize the small businesses of Little Tokyo, which no longer enjoyed the rapid
growth and prosperity they had in the 191 Os and 1920s.1 Shimizu saw the sluggish
market for his dry goods as an indication of a long-term trend that would prove
more devastating to Japanese retailing than the current depression.
The art of protest this page intentionally left bla
This book examines the cultural dimensions of several important social movements in the United States from the 1950s through early 2000s. It focuses on the civil rights movement, the Black Panther Party, feminist movements, the Chicano movement, the American Indian Movement, anti-apartheid activism, the AIDS crisis response, the environmental justice movement, and the 1999 Seattle WTO protests. The book analyzes how these movements used art, music, literature, film and other cultural forms to further their goals and shape popular understanding. It seeks to understand social movements through their rich cultural expressions and consider culture's role in driving social change.
questions 1 This week, we look at several examples of early.docx
questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let's discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars.
How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII).
Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?
question 2:As it's Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I'd like to invite everyone to consider the particular presence of continued "race" inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as "the black problem" has been particularly thorny.
Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) "blacked up" using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture.
But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?)
As always, be specific and avoid clichés, triteness, and hyperbole/exaggeration. Consider also the emergen ...
American Colonists Protest Song
Students take on the role of a member of the Sons or Daughters of Liberty and write a song, in the genre of their choice, to protest one or more of the British Acts or actions between 1763 and 1774 that eventually led to the American Revolution.
AFRO 474 BFM Spring 2017.Pdf
This document provides information for a course on the history of the Black freedom movement from 1955 to the present. The course will be taught by Dr. Sundiata Keita Cha-Jua and will take place on Tuesdays and Thursdays from 9:30-10:50 AM in classroom 159 of Altgeld Hall. The course will explore the strategies and impacts of the Civil Rights and Black Power movements through an analysis of primary sources and theoretical frameworks. Students will complete written assignments including papers analyzing primary documents and conducting original research. The goals of the course are to examine how the Black freedom movement transformed African Americans' status and to assess ongoing issues of racial oppression.
Lesson 7 - Ethical Scholarship
The document discusses research writing and proper citation. It provides examples of citing different sources like books, journal articles, magazine articles, and websites. It explains the components of citations like author name, year, title, publisher. It also demonstrates formatting references in alphabetical order at the end. Students will learn to quote, paraphrase, and reference sources correctly using the Author-Date style.
History vault-black-freedom-naacp-research
ProQuest offers researchers an amazing collection of resources on the NAACP and the Black Freedom Movement. This presentation lists 75 topics that can be research using ProQuest History Vault and other ProQuest resources. Many of the 75 topics can be divided into multiple other topics. Several years ago, for example, in a discussion with one of our advisers, it was suggested that there should be a thesis or dissertation on almost every NAACP branch. there are more than 200 NAACP branches document in the NAACP Papers collection in History Vault.
Freedom dreams freedom now University of Illinois at Chicago
Going Beyond What Movements are ‘Against’ to What They are ‘For’
Freedom Dreams Freedom Now asks the following questions: What language
do we have that reflects the kind of world we want to live in? Is there a rubric
under which “a” movement can rally today? What are the components of a
shared analysis of this moment, what is needed, what is possible and how?
What are new slogans, texts, terms that help us forge a collective analysis?
What are the freedom dreams of this generation of activists?
Freedom Dreams Freedom Now is an intergenerational gathering of scholars,
artists and activists commemorating the 50th Anniversary of Freedom Summer
1964 and mapping the landscape of contemporary social justice work.
We will engage in political and analytical quilting to connect different debates,
communities and movements.
6GM- HIST- 60s
The document summarizes research on music, advertisements, and inventions from the 1960s. It discusses influential rock bands like the Rolling Stones and the Beatles and how their music reflected social issues of the time. Advertisements from the 1960s portrayed changing social roles for women. Inventions from the decade included communications satellites, which aided global connectivity, and medications like Valium, which addressed anxieties from the Vietnam War and Cold War. Students concluded that 1960s music best captured cultural shifts and the social movements of the era.
Monday, October 24
The document provides an overview of literary movements throughout American history and outlines an assignment for students. It includes:
1) A definition of literary movements as trends within historical periods unified by shared influences.
2) A list of major American literary movements from Puritan/Colonial to Contemporary eras.
3) Details on an assignment for students to research authors within a movement, develop a thesis statement, and identify preliminary sources using GENBIT strategy.
History Vault Black Freedom - NAACP Papers
ProQuest offers several resources that can help students complete research on topics related to the Black freedom struggle and civil rights movement in the 20th century, including the ProQuest History Vault, Black Historical Newspapers, and the NAACP Papers. These collections contain primary sources from civil rights organizations, government records, personal papers, and African American newspapers that can be used to research topics such as the history of the NAACP and other organizations, important people and events in the civil rights movement, and forms of racial discrimination. The document provides 75 example research topics that could be explored using these ProQuest sources.
Sc2220 lecture 1 2011
This document provides an overview of a Gender Studies course, including expectations and assignments. It introduces key topics like feminism, waves of feminism in America and Singapore, and changing gender relations over time. The final exam will consist of three comprehensive essay questions testing knowledge from lectures, readings, films and tutorials. Participation is required on the course Wiki to discuss and analyze assigned materials.
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IntroductionIn this paper complete all the required activities a.docx
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The art of protest this page intentionally left bla
The art of protest this page intentionally left bla
questions 1 This week, we look at several examples of early.docx
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Freedom dreams freedom now University of Illinois at Chicago
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sixties_intro
- 1. Culture of the Sixties Spring 2009
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