This document provides an overview of a university course on contemporary social movements. The course will focus on several major social movements and examine them through various social movement theories. It will be taught in a combination of lectures, discussions, activities and films. Students will be evaluated based on class participation, two in-class essay exams, a project proposal, and a final project where they can choose from options like interviewing a movement activist or writing a manifesto. The course aims to help students understand how and why social movements emerge and evolve over time.

1. CONTEMPORARY SOCIAL MOVEMENTS
SYA 4930-001
Fall 2010: August 22, 2011 – December 9, 2011
TR 3:00 p.m. – 4:20 p.m. CPR 209
Instructor:
Jennifer Earles jlearles@mail.usf.edu
Office Hours: Tuesday 2:00 – 3:00 p.m.
Office Location: CPR218
Office Phone: 813-974-1862
Course Description:
This course will focus on social movement theories and, in particular, contemporary social
movements such as the New American Left, the American civil rights movement, the women’s
movement, the American Indian Movement, the gay and lesbian movement, the environmental
movement, the New American Right movement, and the global justice movement. The course
will empower students to develop an appreciation and understanding of how and why people
collectively mobilize, how movement actors define social problems, goals, and organizational
strategies, how they construct identities and grapple with difference, how these movements have
sustained and transformed, and how their successes have created broader societal changes.
Through our examination of contemporary social movements, we also will explore how factors
such as the state, counter-movements, pop culture, and the availability of external cultural and
political resources shape movement dynamics.
In an effort to make this course both educational and enjoyable, classes will entail a combination
of lectures, class discussions, class activities, and films. Our interactive classroom will be based
on the active participation of each student in her/his own education as well as in the learning
process of her/his peers. Lectures and discussions will cover readings as well as additional
materials necessary for student success in the course. Hence, your class attendance and active,
informed participation are expected.
Annotation: My goal for this course is to introduce students to various social movement theories
including collective behavior theory, resource mobilization, political process, and new social
movement theories. We will focus specifically on how sociologists have and continue to make
sense of social movements including how movements emerge, sustain, grow, and decline. Using
the specific movement examples listed above, we also will think about potential outcomes of
social movements, how movement actors utilize (or combat) resources like the media, and how
sociologists go about collecting data and analyzing data about social movements and their actors.
Required Readings:
1) Staggenborg, Suzanne. 2011. Social Movements. New York: Oxford University Press.
2) McCarthy, Timothy Patrick and John McMillian. 2010. Protest Nation: Words that
Inspired a Century of American Radicalism. New York: The New Press.

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Class Etiquette:
Because this is a course designed to be interactive, respect for opinions voiced in class is
essential and I expect everyone to treat each other courteously and with respect. In order for us to
learn from each other, we have to allow each other to make mistakes, and to offer unpopular
positions for debate. However, name-calling and other forms of verbal harassment will not be
tolerated. As facilitator, I reserve the right to end any discussion that I perceive is damaging to
any individual in the classroom. The use of non-sexist and professional language is expected in
written correspondence and during class discussions.
You also must show respect to the instructor, yourself, and others by enabling limiting class
disruption. This entails: (1) Arriving to class on time and not leaving before the session has
concluded. (2) Turning off cell phones and beepers before entering the classroom. (3) Refraining
from using notebook computers except to take notes on the content of our class session. (4)
Refraining from using notebook computers except to take notes on the content of our class
session. USF’s guidelines for classroom conduct are available at
http://www.ugs.usf.edu/catalogs/0304/adadap.htm.
Academic Integrity:
The University of South Florida has an account with an automated plagiarism detection service
which allows instructors and students to submit student assignments to be checked for
plagiarism. I reserve the right to 1) request that assignments be submitted as electronic files and
2) electronically submit assignments to SafeAssignment, or 3) ask students to submit their
assignments to SafeAssignment through myUSF. Assignments are compared automatically with
a database of journal articles, web articles, and previously submitted papers. The instructor
receives a report showing exactly how a student’s paper was plagiarized. For more information
about SafeAssignment and plagiarism, go to http://www.c21te.usf.edu. Click on Plagiarism
Resources. For information about plagiarism in USF’s Undergraduate Catalog, go to
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
Special Accommodations:
Any student with a disability is encouraged to meet with me privately during the first week of
class to discuss accommodations. (See http://www.asasd.usf.edu). Each student must bring a
current “Memorandum of Accommodations” from the Office of Student Disability Services
which is a prerequisite for receiving accommodations. Accommodated examinations through the
Office of Student Disability Services require two weeks’ notice.
Religious Observances:
If you anticipate the necessity of being absent from class due to a religious observance, you must
provide notice, in writing, of the date(s) of the expected absence(s) to me by the second class
meeting.
Syllabus Flexibility:
The course syllabus is designed to act as a contract between teacher and student. However, due
to increased interest in a particular subject, school cancellations, interest in applicable current
events etc., I reserve the right to revise the readings and assignments as I see appropriate.
Students will always be involved in any changes.

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COURSE REQUIREMENTS
Requirements % of Grade Description Due Dates
Participation/
Attendance
10% Students are allowed no more than two
absences throughout the semester. Students’
grades will be deducted 5 points for each
additional class missed.
Attendance will be taken each day of
scheduled class.
Essay Exams 2 at 25%
each (50%
total)
At mid-term and at the end of the semester,
students will take an in-class essay exam
focusing on the assigned readings and our
class discussions. You will have one class
period to complete the exam in class.
Each essay exam will be given in class
on the following dates:
1. Tuesday, October 4
2. Tuesday, November 29
Project Proposal 10% Students will submit a 2-page project proposal
for their final projects.
Project Proposal due in class:
Thursday, October 27
Final Project 30% Students will choose from and complete one
of the projects listed in the syllabus.
Final Project due in class: Thursday,
December 1
Class Participation/Attendance (10% of final grade):
Attendance, participation, and preparation are important aspects of any college course. You are
expected to have completed all reading assignments prior to the class for which they are due and
are expected to actively participate in class discussions, either by actively talking or actively
listening. Occasionally, we also may complete in-class writing assignments which will be
included in this grade. Each student will be allowed to miss two classes before points are
deducted. You do not need to contact me prior to missing these two classes. If you miss more
than two classes, however, you will lose 5 points from this grade category for each day missed. If
you have a legitimate, written excuse for missing more than two days of class (medical
emergency, etc.), then you must contact me in advance or as soon as possible to discuss your
options.
Annotation: This portion of the grade is designed to ensure students hold themselves
accountable to attending class and to actively participating. While I do not expect that all
students will speak up during class discussions, I do expect students to actively listen. I also plan
to provide students with individual or group activities to be completed in class. This will ensure
students read prior to coming to class and will help them to develop the skills they need to write
about the materials in a short time period and/or to produce a cohesive argument within a group
setting.
Essay Exams (2 @ 25% each):
You will take two essay exams throughout this course. The exams will be given in class at mid-
term and at the end of the semester and will cover both the assigned readings, as well as our class
discussions. Essays should include an introduction paragraph, including a thesis statement,
several paragraphs dedicated to answering the given question and relating your answer to the
concepts and evidence we read about and discussed in class. You should conclude your essay

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with a final paragraph that summarizes your points and that offers some suggestions for future
research/activism related to the question.
Essays will be graded according to your understanding of the course concepts, creativity, and
basic structuring of the essay. There will be no make-up exams or exams given early, except with
a doctor’s note or prior arrangements made well in advance and subject to my discretion. If you
need to miss the exam for any reason, you must speak with me in advance, but this is
discouraged. I reserve the right to refuse to give make-up exams.
USF’s Undergraduate Catalog states that if a student has three or more examinations scheduled
on the same day, the student may petition the appropriate instructor to reschedule one of the
student’s examinations.
Annotation: At this point in students’ college careers, the development of writing skills is
paramount. I find that, even in upper-level courses, students are unaware of how to construct a
convincing, structured, and well-conceived essay. These essays will help students to understand
the importance of writing within the social sciences and to produce a cohesive argument around
a specific topic. I will provide students with a specific question which they should answer using
examples and concepts from the reading and from class discussions. I also will provide them, in
advance, with a rubric and examples of excellent essays (not related to their exam questions).
Final Project (30% of final grade):
Students should choose from one of the projects listed below:
Activist Interview Report:
If you complete this project, you should write a 5-page (12-point font, Times New Roman,
double-spaced, 1” margin at all sides; your name, class information, title, etc. should not take up
more than 3 double-spaced lines of the entire paper) report based on an interview you conducted
with a social movement activist. The activist should be involved in a campus or local movement
or some other kind of activism. Some questions to consider include: a) what is the nature of your
grievance?; b) what kind of change do you want to bring about? …a change in policy, law,
practice, cultural values?; c) what paths are utilized to bring about change?; d) what resources are
needed to use these paths effectively?; e) what strategies are employed to raise awareness of the
issue among the public? f) what kinds of purposive, material, or solidarity incentives are offered
to those who join your movement?; g) what tactics are employed to press for these changes, and
what are their potential risks and benefits?; h) how are authorities likely to respond to the tactics
chosen?; i) does the media or internet serve as a valuable resource? You are encouraged,
however, to think of additional questions which relate specifically to your activist’s chosen issue.
Students also are expected to incorporate concepts and materials from the class, including
aspects of social movement theory, into their papers. In addition to the interview, you may
consider observing or participating in an event which focuses on your activist’s issue of interest;
this will make your project/paper more interesting and dynamic. A works cited page should be
included and you should cite at least four separate scholarly sources. The works cited page is not
included in the page requirement for this project. You should avoid texting and other online
abbreviations in your writing.

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Annotation: This option will allow students to actively engage with a social movement actor
and to ask questions based on the knowledge they gained in class. This may also encourage
students to become actively involved with a specific social movement. I will encourage students
to work closely with me to construct their questions and final papers so as to effectively apply
the concepts we learn in class with the data they gather in the field.
Social Movement Manifesto:
If you choose this project, you should complete an 8-page (12-point font, Times New Roman,
double-spaced, 1” margin at all sides; your name, class information, title, etc. should not take up
more than 3 double-spaced lines of the entire paper) social movement manifesto. You should
include 1) a description of a current issue of your choosing; 2) an analysis of the issue (causes,
who is affected, how it is being approached, etc.); 3) your vision for tackling this issue; and 4)
your strategy for organizing a social movement around this issue. You should consider following
one of the social movement theories which we have covered in class. I will post examples of
manifestoes under Course Documents in Blackboard. Remember: a manifesto is NOT a typical
essay. A manifesto is a public declaration of principles and intentions associated with your social
movement. A works cited page should be included and you should cite at least five separate
scholarly sources. The works cited page is not included in the page requirement for this project.
You should avoid texting and other online abbreviations in your writing.
Annotation: This option will encourage students to think about which kinds of social movement
work interests them. Students must consider their long-term goals and objectives, their tactics,
and how they would like society to look following the achievement of those goals. I will provide
students with several examples of manifestoes in addition to those we read in class.
Academic Essay:
As the culmination of the course, you should prepare an 8 to 10-page (12-point font, Times New
Roman, double-spaced, 1” margin at all sides; your name, class information, title, etc. should not
take up more than 3 double-spaced lines of the entire paper) final paper that addresses areas of
your own research as it relates to social movements. The argument of your paper will be based
on your own work. A works cited page should be included and you should cite at least five
separate scholarly sources. The works cited page is not included in the page requirement for this
project. You should avoid texting and other online abbreviations in your writing.
Annotation: This option will allow students who are working toward an undergraduate thesis to
produce a paper that is specifically related to their work. While the paper must address some
aspect of social movement theory and research, I will encourage students to expand upon their
research. This also will help prepare students who plan to attend graduate school as to what they
might expect that this at this level.
Project Proposal (10% of final grade):
You will be asked to submit a 2 (12-point font, Times New Roman, double-spaced, 1” margin at
all sides; your name, class information, title, etc. should not take up more than 3 double-spaced

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lines of the entire paper) page project proposal early in the semester. Proposals should include a
description of the project and topic. A separate working bibliography should be included with
your proposal. This bibliography should include those scholarly articles/books you are thinking
of including in your final project.
Annotation: This assignment will encourage students to begin considering their options and
resources for the final project early in the semester. Proposals also push students to write
persuasively and systematically with their audience in mind.
Note about Assignments:
I will not accept late assignments without written documentation of a medical or personal
emergency. No exceptions. If you plan to be absent on the day an assignment is due, you may
turn your work in early.
.Final Grade:
90-100 = A 77-79 = C+ 67-69 = D+
87-89 = B+ 73-76 = C 60-66 = D
83-86 = B 70-72 = C- 61-65 = D-
80-82 = B- > 60 = F
The grade of an “I” for “Incomplete” will be considered only when, due to circumstances beyond the control of the student, the student cannot
complete the course work, only a small portion of the required work remains undone, and the student is otherwise passing the course. If these
criteria are met and the instructor decides to grant the student an “I” grade, the student will have 1 month from the end of the course to complete
any assignments or exams.
S/U Policy: If you wish to take this class with a satisfactory/unsatisfactory grade designation, notify me early in the semester. S/U contracts must
be negotiated in writing within the first week of the term. See the Undergraduate Catalog for more information.
Class Schedule:
Readings should be completed prior to the class for which they are listed. Readings found in
Staggenborg’s Social Movements are marked with a SS. Readings found in McCarthy and
McMillian’s Protest Nation are marked with a MM.
Week 1:
Defining Social Movements
Readings:
1. For August 23: Introduction to class. No assigned readings.
2. For August 25: Chapter 1; pp: 1-11 SS.
Annotation: This chapter encourages students to begin thinking about the influence of social
movements in our everyday lives and how actors bring about changes in culture, public opinion,
and government policies. This reading specifically defines social movement (Tilly, Tarrow,
McAdam, Gamson, McCarthy and Zald, Oberschall, etc.) and discusses the origins of social
movements in the Western world. This chapter also defines important concepts like contentious
politics, countermovement, SMO, SMI, SMS, and the notion of community. Many of these
concepts are integral to future discussions we will have in class.

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Week 2:
Theories of Social Movements and Collective Action
Readings:
1. For August 30: Chapter 2 (Collective Behavior Theory); pp. 1-16 SS.
2. For September 1: Chapter 2 (Resource Mobilization, Political Process, and New Social
Movement Theories); pp. 17-27 SS.
Annotation: This week’s readings will help students to think about how sociologists, in
particular, have conceptualized social movements, social movement work, and the actors
involved. We will consider how political movements influenced, changed, and shaped
intellectual movements within the academy and how sociologists approach research with
movement actors.
Week 3:
Issues in the Study of Social Movements and Collective Action
Readings:
1. For September 6: Chapter 3 (Movement Emergence and Movement Maintenance,
Growth, and Decline); pp. 28-41 SS.
2. For September 8: Chapter 3 (Movement Outcomes, Media, and Methods of Research);
pp. 42-50 SS.
Annotation: This assigned chapter will introduce students to concepts of recruitment,
participation, mobilization, strategies, and campaigns. Students will think about how social
movements come to be, the resources required, the efforts required to sustain them, and which
strategies could potentially produce certain outcomes. As a class, we also will consider the
various ways sociologists research social movements, as well as the key issues related to the
macro, meso, and micro levels of society.
Week 4:
The Protest Cycle of the 1960s
Readings:
1. For September 13: Chapter 4 (The Protest Cycle of the 1960s); pp. 51-62 SS
AND
10. Students for a Democratic Society, The Port Huron Statement; pp. 60-70 MM.
2. For September 15: 13. Martin Luther King Jr., Letter From Birmingham Jail; pp. 80-99
MM.
Annotation: Chapter 4 will introduce students to the protest cycle of the 1960s and will
encourage them to think about how and why large-scale protests manifested during this time
period. This chapter also describes the impact of the American civil rights and the New Left on
changing American institutions and values and how these movements often serve as an exemplar
in sociological research. The Port Huron Statement introduces students to the New Left and to
the ways social movement actors can critique American values and institutions such as
conformity, militarism, and racism. We also will discuss the ways this statement and the efforts

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of the New Left, no matter how radical, often left out the concerns of women. MLK’s Letter
From Birmingham provides students with a specific example of how social movement leaders
map out social movement organization, mobilization, and participation. In particular, the letter
discusses the non-violent, direct-action campaign against the injustices MLK maps out in
Birmingham.
Week 5:
The Women’s Movement
Readings:
1. For September 20: Chapter 5 (Origins and Mobilizing Issues); pp. 63-72 SS.
2. For September 22: 12. Betty Friedan, The Feminine Mystique; pp. 76-79 MM.
AND
17. Robin Morgan, No More Miss America; pp. 122-24 MM.
Annotation: Chapter 5 outlines the origins of the second-wave of American feminism, as well as
the political (personal), cultural, and economic bases for the movement. It also discusses the
movement’s origins in the New Left and the civil rights movement and women’s frustrations
there. This portion of the chapter also discusses how women organized through specific
organizations like the ERA campaign, women’s health organizations, and support systems for
women who experienced abuse. The Feminine Mystique will give students an example of liberal
feminism which we will contrast with examples from next week’s readings.
Week 6:
The Women’s Movement
Readings:
1. For September 27: Chapter 5 (Feminist Survival, Global Women’s Movement, and
Maintenance and Growth); pp. 72-82 SS.
2. For September 29: 22. Kate Millett, Sexual Politics; pp. 163-65 MM.
AND
27. The Combahee River Collective Statement; pp. 212-16 MM.
Annotation: Chapter 5 explores how the women’s movement evolved from the second to the
third wave, how it expanded from national to international, and how feminists have sustained the
movement. Kate Millett’s piece will provide students will an example of radical feminism which
also describes the movement’s rationale and goals. The Combahee River Collective introduces
students to Black feminist theory and practice and introduces issues such as sexual harassment,
classism, and heterosexism in conjunction with feminism.

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Week 7:
The American Indian Movement
Readings:
1. For October 4: Mid-Term In-Class Essay Exam.
2. For October 6: 25. The American Indian Movement, Trail of Broken Treatises; pp. 185-
206 MM.
Annotation: The Trail of Broken Treatises encourages students to think about the different ways
actors make sense of their experiences and how these ideas influence social movement
philosophies and tactics. AIM, specifically, advocated a more militant protest strategy toward
ongoing institutionalized discrimination. This piece also will make students aware of the
grievances and activist efforts of populations that remain hidden to the dominant culture.
Week 8:
The Gay and Lesbian Movement
Readings:
3. For October 11: Chapter 6 (Origins, Liberation, and Equal Rights); pp. 83-90 SS.
4. For October 13: 23. Carl Whittman, Refugees from Amerika; pp. 166-75 MM.
Annotation: The first part of chapter 6 explains the origins of the gay and lesbian movement in
the 1960s. In particular, the author draws upon scholars like Mary Bernstein to talk about the
differences in social movement tactics used by various actors. The choice whether or not to
“celebrate or suppress their differences from the majority,” as the author suggests, depends on
strong or weak organizational infrastructure, outside support, and political connections.
Whittman’s manifesto provides students with an example of open confrontation to heterosexual
standards.
Week 9:
The Gay and Lesbian Movement
Readings:
1. For October 18: Chapter 6 (AIDS Activism, Queer Politics, Marriage, and Influences);
pp. 91-99 SS.
2. For October 20: The Woman Identified Woman by Radicalesbians; this document can
be found here: http://scriptorium.lib.duke.edu/wlm/womid/
Annotation: The latter part of chapter 6 discusses some of the issues tackled by the gay and
lesbian movement and the ways the movement transformed because of these issues. This chapter
also points out many of the contemporary cultural changes brought about because of gay and
lesbian activist efforts and the idea of queer politics. The Radicalesbians piece gives students an
opportunity to analyze how gender and sexuality intersect for women in conjunction with any
social movement.

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Week 10:
The Environmental Movement
Readings:
1. For October 25: Chapter 7 (Origins, Public Support, Participation, and Debates); pp.
100-109 SS.
2. For October 27: 11. Rachel Carson, Silent Spring; pp. 71-75 MM.
*2-page final project proposal due Thursday, October 27 in class.
Annotation: The beginning of chapter 7 once again discusses the origins of this particular
movement and allows students to understand the difficulties activists faced in gaining public
support in support of the environment. The chapter also compares environmental activism in
various countries and over time. This provides students with an understanding of how national
discourses can influence concern for a healthy planet. Carson’s Silent Spring often is credited
with beginning the 1960s environmental movement. This excerpt will help students to
understand how activists frame their argument in order to garner public support.
Week 11:
The Environmental Movement
Readings:
1. For November 1: Chapter 7 (Greenpeace, Green Lobbies, and Grassroots); pp. 112-21
SS.
2. For November 3: Vandana Shiva’s Principles of Earth Democracy; this document can be
found here: http://www.earthlight.org/2002/essay47_democracy_pff.html
Annotation: The second half of chapter 7 provides students with examples of activist strategies
like confrontation, lobbying, boycotting, protesting, and direct-action. Shiva’s Earth Democracy
will also allow students to explore a radically different approach to humans’ relationship with the
earth. It also approaches the idea of local living and responsibility to local community with the
earth at the center of all knowledge systems.
Week 12:
The New American Right
Readings:
1. For November 8: Chapter 8 (Origins); pp. 122-29 SS.
2. For November 10: The Sharon Statement; this document can be found here: Sharon
Statement: http://www.yaf.com/sharonstatement/.
Annotation: Chapter 8 discusses the origins of the New Right and counters the notion that the
conservative movement of the 70s and 80s was simply a countermovement against the New Left.
The origins section also brings up the problems of racism, sexism, and classism in connection
with some of the actions of the radical right. The Sharon Statement will allow us to discuss how
the New Right began utilizing notions of individual freedom, liberty, and a weak government

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early within the movement. We also will discuss how conservatives still use these same
discourses.
Week 13:
The New American Right
Readings:
1. For November 15: Chapter 8 (Issue Campaigns and the Future); pp. 129-48 SS.
2. For November 17: Excerpt from Underdogma; this document can be found under
Course Documents
Annotation: Chapter 8 also explores some of the issues tackled by the New Right including the
anti-ERA battle, their “family values” or “pro-family” campaign, the anti-abortion campaign,
and their antienvironmental groups. This section will encourage students to compare this
movement with previous movements discussed and to consider which people comprise of each.
We also will discuss the various outcomes of these approaches. Underdogma is an excerpt from a
pro-Tea Party book and will give students an example of how the Party frames their arguments.
As students will find, the author often refers to the Constitution, the Revolutionary War, and
authors like Ayn Rand, Rush Limbaugh, and even Margaret Thatcher to encourage the reader to
“take back” the nation from Barack Obama and other “liberals.”
Week 14:
The Global Justice Movement
Readings:
1. For November 22: Chapter 9; pp. 149-65 SS.
2. For November 24: No class. Happy Thanksgiving.
Annotation: Chapter 9 discusses the ways activists have not simply opposed globalization, but
have promoted global democracy. The discussion of this movement allows students to consider
an international movement and the opportunities and problems that can arise from mobilizing
people across national lines.
Week 15:
Social Movements and Social Change
Readings:
1. For November 22: Chapter 10; pp. 167-71 SS.
2. For November 24: 29. Audre Lorde, The Master’s Tools Will Never Dismantle the
Master’s House; pp. 224-27 MM.
Annotation: Chapter 10 summarizes everything the students have learned and re-introduces the
ways theory connects with the study of social movements in everyday life. Lorde’s piece
encourages students to think beyond change policy and toward a radically different social order.
The Master’s Tools also encourages students to consider how social movement actors can tackle
the multiple oppressions of racism, classism, sexism, and homophobia.

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Week 16:
Social Movements and Social Change
Readings:
1. For November 29: Final In-Class Essay Exam
2. For December 1: Conclusions and Thoughts for Future Change
*Final Projects due in class on Thursday, December 1. No exceptions!
Annotation: The final class period will give us an opportunity to discuss students’ ideas for
future social movements, which issues most concern them, and to brainstorm about various
approaches we could use to achieve our goals.