To examine the changing character and nature of the long Civil Rights Movement from the late 19th century to the end of the 1960;

To assess the role and significance of individual leaders, their personalities and strategy-making, in relation to the importance of broader ‘structural’ forces that have transformative social and political effects;

To foster and develop undergraduates’ understanding of the historical processes by which societies may be changed and their established power relationships challenged and re-negotiated, using the American CRM as a case study.

(LO1) An ability to read, analyse and reflect critically and contextually upon secondary evidence, including historical writings and the interpretations of historians

(LO2) An understanding of the development of history as a discipline and an awareness of different historical methodologies.

(LO3) To achieve a critical understanding of historical process through analysis of a range of primary and secondary texts relating to the Civil Rights Movement.

(S1) Confidence, independence of mind, responsibility, organisation and time-management.

(S2) The ability to work collaboratively and to participate in group discussion

(S3) Gathering, analysing and organising information, including online and digital resources.

(S4) Structure, coherence, clarity and fluency of oral expression.

(S5) Structure, coherence, clarity and fluency of written expression

The lecture programme will be organised chronologically, covering the late 1800s through to the late 1960s. It will address the strategies and significance of key leaders who shaped the movement, such as Ida B. Wells and W.E.B Dubois in the 1890s and early 1900s, through to Martin Luther King and Malcolm X in the 1950s and 60s. Their roles will be considered within the broader context of those structural changes in US economy, culture and society that affected the CRM; indicative topics could include the Harlem Renaissance; the impact of the world wars and ‘the Great Migration’; mass political mobilisation and ‘grassroots’ activism.’  The seminar programme (five, two-hour seminars) will offer students the opportunity to work together to develop their skills as historians by analysing primary sources and engaging critically with key historiographical debates. The precise seminar exercises will vary according to the materials being dis cussed and the specific planned lesson outcomes but indicative formats (one or more of which might be utilised over the course of a two-hour session) would include debates; buzz groups; role play and brief ‘prepare and present’ tasks. The final two seminars hear and discuss assessed presentations by the students.

The majority of teaching will be delivered face-to-face on campus. Online delivery will be used to complement the on-campus delivery and where technology affords a better learning experience.

Lecture:
Eleven, one-hour lectures. The lectures provide a framework for the module, introduce the main themes, concepts and historical debates, and provide the context for the in-depth discussions in the seminars.

Seminar:
Five, two-hour seminars. These focus on detailed group analysis of key aspects of the module, and hear and discuss assessed presentations by the students.