COM 495 001
Instructor:
Office:
E-mail:
Rhetoric of the Civil Rights Movement
Fall 2011
Dr. Patricia Comeaux
Lakeside Hall, Rm. 240
Office Phone: 962-3265
comeauxp@uncw.edu Note: Please use E-mail (as a written note) instead of a
phone message to briefly explain to me why you cannot be in class (include date of
class you miss). In that way, I can keep a record in my file.
Office Hours: TR: 11:00 to 12:00 and 2:00 – 3:15
MW: 3:00 – 5:00 or by appointment
Texts:
The Eyes on the Prize Civil Rights Reader: Document, Speeches, and Firsthand accounts from
the Black Freedom Struggle, 1954-1990 by Clayborne Carson, et al. (editors). (New York: Penguin
Books, 1991).
Debating the Civil Rights Movement by Steven Lawson and Charles Payne (New York: Rowman
nd
& Littlefield, 2 Edition, 2006)
Additional Readings on our Blackboard (BB) site as assigned. Also there are many
available resources on our BB site that will prove useful for your assignments and papers.
Required: Active email account that you check frequently. I will use this account to communicate
with you throughout the course. Make sure you clean out your email not to exceed disk quota. Call help
desk: 962-4357 if you experience problems with your university email.
Required Use of Blackboard (an internet environment) which we serve as a major extension of our
classroom through assignment details, assigned readings and reading resources (books, academic
articles and URL links), and student examples of excellence. You can access our course website through
the following URL: http://learn.uncw.edu details of access information below).
Description of Course:
This course examines the persuasive strategies of the key events, well known leaders and
ordinary citizens fighting for their civil rights during the era in American history from 1954-1985. Primary
source documents of speeches, documentary film, biographies and autobiographies will be used to
examine the most powerful mass protest movement in modern US history. In addition to viewing
documentaries and analyzing speeches and key events for their persuasive strategies, a focus will be on
a comparison/contrast of the distinctly different strategies used by the followers of Martin Luther King, Jr.
and the non-violent protesters with those of the followers of Malcolm X, Stokley Carmichael, the Black
Panthers and the call for forceful-violent resistance. Finally, the most recent civil rights protest occurring in
Jena, LA, 2007 will be examined in conjunction with Barack Obama’s speech on race relations (2008).
Guiding Questions/Frames for this course:
As James Carey states, ―As we communicate, so shall we be.‖ He means that we create and
perpetuate the rules, social and legal structures, and relationships, in our worlds. If that’s so, we
therefore can change those structures by the choices we make as communicators. This course is at
heart an exploration of those choices and what would result from different ones. So the guiding questions
for this course are:
How do we want to communicate (and be) with people of diverse cultures and religions in the 21st
century?
What kind of relationships do you want to create with members of cultural identities different than
your own– e.g., ethnicity, race, religion, etc?
What will you do (specific behaviors and attitudes) to communicate in ways in which you can be a
global citizen?
What does it mean to be a ―global citizen‖? What communication choices, patterns, behaviors, or
actions would you choose/enact if you were in fact a ―global citizen‖?
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Course Objectives or Learning Outcomes:
Demonstrate an understanding of rhetorical theories and criticism;
Demonstrate an understanding of the persuasive strategies of key figures of the civil rights
movement;
Demonstrate an understanding of the contrasting issues and strategies of the followers of the
non-violent protesters with those of violent protesters;
Demonstrate an understanding of strategies used by the leaders of the white resistance;
Demonstrate an understanding of how the legacy of discrimination in the past has impacted
America in the continuing struggle to address race relations;
Demonstrate applications of rhetorical strategies in multiple careers.
The Department of Communication Studies has identified an initial set of key objectives that are
common to all communication studies majors and that connect with the broader university goals
expressed in the UNCW Mission Statement. Each course and assignment that you encounter will have
one or more of these educational objectives. Each time you approach such assignments with effort and
attention to detail, you should be further developing your capacity to meet the outcomes listed here:
1. Capacity to construct and deliver an effective oral argument or performance of text, based on
thorough audience analysis and clear rhetorical objectives.
2. Capacity to construct effective written argument or media product based on thorough audience
analysis and clear rhetorical objectives.
3. Capacity to conduct original primary research; locate and critically evaluate secondary research;
and integrate such information into new communication products.
4. Capacity to analyze and critique messages in all forms and across objectives from an informed,
critical perspective.
NOTE: our course and its assignments address all 4 objectives.
Particulars about using Blackboard and Technical Support
Most important: you really need road runner or a similar fast access rather than dial-up to use
this environment. Dial up will probably frustrate you; so use university computers if you only have dial-up
at home…..
The easiest (and most reliable) access for Blackboard is through the URL:
https://learn.uncw.edu/ You can bookmark it on your computer. To log in: type your UNCW email
username (without @uncw.edu) in lowercase letters and your password. If you experience any login
difficulties (after trying several times), please contact the UNCW Technology Assistance center at 910962-4357 or tac@uncw.edu and in your message include the following information: COM 272
Organizational Communication, Instructor, Patricia Comeaux.
Your first task in Blackboard will be to make sure you ran a Browser check and disable your popup blocker for this site. Check to always allow pop-ups for this site. (also if you ever encounter a window
that says ―This application digital signature has an error. Do you want to run the application?‖ Click Run).
There are instructions on the log in page to run a browser check and do both of those and call the help
desk if you need assistance. Then you need to access the course—so try logging in NOW. There are two
example student papers on Personal Mastery that will prove very helpful for your first major assignment
(worth 50 points). These papers are .PDF files and you will need Adobe Reader to read them. If you do
not have an Adobe Reader you can download one for free at the following http://adobe.com. If you
experience any technical difficulties doing so, contact the UNCW help desk: 962-4357. They can address
any technical problems related to your Adobe download, your UNCW email account or other computer
problems associated with your course work at UNCW. There is also a feature on the course home page
called Ask Dr. C (Blackboard Link)—that link will give you assistance and the Dr. C. is not me!
Once you set up your Adobe Reader (done with the help of UNCW helpdesk, if need), the other
features we are using in Blackboard are fairly user friendly. In the discussions area, I have set up a topic
titled, General Questions. If you have any questions about technical stuff, you can post them under that
topic and most probably one of your classmates will respond with the know-how. On the other hand, if
you figured out how to do something or have advice for us for using the discussion area, feel free to post
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it there. You may also use that topic area for questions about the assignments or concepts in the text. In
that way, when I answer your question it may serve to clarify issues for others. However, you must alert
me (via email) that you have a question for me. I check email several times daily (even on weekends)
and email is the quickest most efficient way to communicate with me outside our classroom.
NOTE: I am not a technical whiz (not even close) but I am not afraid to ask for help. Make sure
you go to the right sources indicated above for the technical help you need. Notice that my name is not
listed for any of those sources.
NOTE from Blackboard: Internet Explorer 7 is not recommended for use in Blackboard. See the
Browser Tune Up Page for more information about supported browsers. http://www.webct.com/tuneup
Operating Principles and Class Structure:
TREAT THIS CLASS AS YOU WOULD A PROFESSIONAL CAREER AND ACT IN A RESPONSIBLE,
RESPONSIVE AND RESPECTFUL MANNER.
1.
Attendance and active participation is built into the course. There are no make-ups for any of the
group activities, which occur frequently.
2.
Papers and assignments are due on time, unless you negotiate with me prior to the due date.
4.
In the event that you are absent from class (for whatever reason), it is your responsibility to
secure any notes and handouts that are given in class. Most handouts and examples will be
posted on our Blackboard course website. Sometimes, the most efficient way to handle this is to
arrange to have a classmate (a member of your work group) get the notes and handouts for you.
5.
UNCW’S ACADEMIC HONOR CODE will be observed and enforced in this class. For
specific information, refer to the Student Handout and Code of Student Life.
6.
Regarding PLAGERISM: all papers will be submitted electronically and checked for
plagiarism. Just as students can find papers on the Internet, instructors can easily check the
originality of these papers. Recently, two students flunked one of my courses (Core course)
because of plagiarism. That was very upsetting and disappointing to me. I strive to help
students succeed and this kind of action makes it impossible for anyone to succeed.
7.
Success (and survival) in this class requires a commitment from each individual to read all assigned
course materials thoughtfully and critically. It also requires regular attendance and the ability and
willingness to participate in class discussions.
8.
And last, a part of the requirement of this course will be to have an activate E-mail account and use
it to correspond with me as needed for questions, concerns, etc.
Course Learning Activities and Assignments
POINTS
(NOTE; for each assignment all related documents are listed below and on our BB site)
Response Paper to CNN Documentary & Obama’s Speech on Race Relations (2-3 pages). . . . . . 30
Response Analysis Paper
Evaluation Form for Response Analysis Paper
Obama’s Speech on Race Relations (COMPLETE full copy)
Debate/Discussion (3 people) present and facilitate a debate/discussion on a
selected issues from ―Eyes on The Prize‖ & related readings .(20 individual & 20 group points . . . . . 40
NOTE: all the documents for this are in your Collection except for ― Principles and Strategies for
Facilitating a Discussion‖ (see BB Assignments and Reading Lists)
3
Rhetorical Analysis Paper (5 to 6 pages plus references) – see topic/ questions for Rhetorical
Analysis Paper which are related to the first portion of EYES Episodes 1-5 . . . . . . . . . . . . . . . . . . . 100
Topics/Questions for Rhetorical Analysis Paper
Rhetorical Analysis Paper
Evaluation Form for Rhetorical Analysis Paper
Organizing a Rhetorical Analysis
Comprehensive Analysis Paper (8 to 9 pages plus references) – see topics/questions for
Comprehensive Analysis Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Topics/Questions for Comprehensive Analysis Paper
Comprehensive Analysis Paper
Evaluation Form for Comprehensive Analysis Paper
Group and Learning Activities (ie. COM consultant project, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Participation and Commitment (this includes response papers in preparation for debates/discussions
as a participant as well as participation in the discussions . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 40
TOTAL . . . . . . . . . . . . 320
Attendance/Absence Policy
You are allowed three absences for sickness or personal business. Beyond that, the following will result:
 4 absences results in final grade lowered ½ letter grade
 5 absences result in final grade lowered full letter grade
 6 or more absences result in course failure
The total number of class points 300 and assignment grades as well as your final semester grade will be based
on a plus/minus system according to the following percentage scale:
A = 94 or above
A- = 90 - 93
B+ = 87 - 89
B = 83 - 86
B- = 80 - 82
C+ = 77 - 79 D+ = 67 -69
C = 73 - 76 D = 63 -66
C- = 70 - 72 D- = 60 -62
F
= 59 or below
POINTS EARNED (32)
= .80 x 100 = 80% = BPOINTS AVAILABLE ( 40)
To calculate your final semester grade, divide the total points earned by the total number available for the
semester (320). Remember to “adjust” your final letter grade to reflect the attendance policy
and absence scale stipulated above.
CLASS SCHEDULE
August
R - 25 Introduction to course, data sheets and opening dialogue: Word Association- American Civil
Rights Movement. Expectations & why teaching.
Benefits of course: persuasive/rhetorical strategies in all careers & ―As we communicate, so shall
we be‖ as a citizen of the world.
Overview of Rhetorical Theories; Review of our Blackboard course site (BB)
Syllabus: important issues—ethics, etc.
T -30
Rhetorical Frame for course:
Read & understand (be prepared for discussion) the following 3 readings on your BB site:
Dramatism of Kenneth Burke by Em Griffin
The Rhetoric of Aristotle by Em Griffin
The Rhetorical Situation by Lloyd F. Bitzer
*Bring copy of Overview of Selected Rhetorical Theories to class (on BB site)
Review the following reading on your BB site:
What Would a Theory of Communication be For ? by James Carey
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September
R - 1 CNN Documentary: ―Judgment in Jena, LA,‖ DON‖T MISS this 40 minute documentary which will
be the basis for your Response Paper and your group activity on
NOTE; we will watch the ending of the movie The Great Debaters with Denzel Washington based on a
true story; so you might want to watch it for your own interest before class —Great movie.
T– 6
COM Consultant Group activity (Learning Activities points)
R- 8
Response Paper DUE (30 points) –submit electronic and hard copies.
Overview of Assignments, our two texts, DVD series, resources on BB. Groups assigned for
Debates/Discussions. Excerpt: The Great Debaters discussion of related assignment.
T – 13 Graded Response Papers returned—Excellent examples on BB
Structuring and Writing an Excellent Persuasive Analytical Essay
Details and practice of Debates/Discussions; select dates for group debates/discussions.
READ: Prologue to EYES Reader, pp 1-34
R - 15 READ: EYES, Chapter One: Awakenings (1954-56) & Related
In class viewing EYES (DVD)—Episode 1: Awakenings (1954-56)
Also: Eyes on the Prize. Guide to Episodes # 1—see BB for Readings
The “Not-Buying Power” of the Black Community: Urban Boycotts and Equal Employment
Opportunity, 1960-1964
T - 20
Discussion/Debate: Group 1
R - 22 READ: EYES, Chapter Two: Fighting Back (1957-62) & Related
In class viewing EYES (DVD)—Episode 2: Fighting Back (1957-62)
Also: Eyes on the Prize. Guide to Episodes # 2—see BB for Readings
Martin Luther King, Jr. and the Quest for Nonviolent Social Change.
T - 27
Discussion/Debate: Group 2
R – 29 READ: EYES, Chapter Three: Ain’t Scared of Your Jails (1960-61) & Related
In class viewing EYES (DVD)—Episode 3: Ain’t Scared of Your Jails (1960-61)
Also: Eyes on the Prize. Guide to Episodes # 3—see BB for Readings
SNCC and the Struggle for Civil Rights (Note: Utopian Aspirations).
October
T- 4
Discussion/Debate: Group 3
R–6
No class: DUE electronically: Selected Question/topic for Rhetorical Analysis (Paper 2)
and Bibliographic sources
FALL Break October 10 and 11
R – 13 READ: EYES, Chapter Four: No Easy Walk (1961-63) & Related
In-class viewing (partial) EYES (DVD)—Episode 4: No Easy Walk (1961-63)
In-class viewing: Figures in Civil Rights Movement
Also: Eyes on the Prize. Guide to Episodes # 4—see BB for Readings
The Rhetoric of Martin Luther King, Jr.: Letter from Birmingham Jail.
And, “Letter from a Birmingham Jail” (MLK Speech). (NOTE: ―Letter‖ also on pages 153-158 in
EYES book). CP: pp. 34 – 35.
T -18
Discussion/Debate: Group 4
5
R – 20 READ: EYES, Chapter Five: Mississippi: Is this America? (1962-64) & Related
In class viewing EYES (DVD)—Episode 5: Mississippi: Is this America? (1962-64)
Also: Eyes on the Prize. Guide to Episodes # 5—see BB for Readings
**Moses: Rhetoric of Organizing (full title is Working in „Quiet Places‟: The Community Organizing
Rhetoric of Robert Parris Moses)
T - 25 Discussion/Debate: Group 5
R - 27 Rhetorical Analysis Paper Due (electronic & hard copies) NOTE: can request extension until
Monday, March 9.
READ: EYES, Chapter Six: Bridge to Freedom (1965) & Related
In class viewing EYES (DVD)—Episode 6: Bridge to Freedom (1965)
Also: Eyes on the Prize. Guide to Episodes # 6—see BB for Readings
**Armed Resistance in CR (full title is The Ballot and the Bullet: A Comparative analysis of Armed
Resistance in the Civil Rights Movement)
November
T – 1 Discussion/Debate: Group 6
R- 3
READ: EYES, Chapter Seven: The Time Has Come (1964-66) & Related
In class viewing EYES (DVD)—Episode 7: The Time Has Come (1964-66)
Also: Eyes on the Prize. Guide to Episodes # 7—see BB for Readings
Engaging Parrhesia in a Democracy: Malcolm X as a Truth-teller
T- 8
Discussion/Debate: Group 7 -
R - 10 READ: EYES, Chapter Nine: Power! (1966-68) & Related
In class viewing EYES (DVD)—Episode 9 Power! (1966-68)
Also: Eyes on the Prize. Guide to Episodes # 9—see BB for Readings
The Evolution of a Revolution: Stokely Carmichael and the Rhetoric of Black Power
T – 15 Discussion/Debate: Group 8
R – 17 READ: EYES, Chapter Ten: The Promised Land (1967-68) & Guide to Episode # 10 (BB site);
Assigned Readings (BB): MLK American Dream & Vietnam; and,
Beyond Vietnam: A Time to Break Silence (MLK speech)
T - 22 READ: EYES, Chapter Eleven: Ain’t Gonna Shuffle No More (1961-72) & Guide to Episode #
11—See BB for Readings.
Gym Crow Must Go.
Thanksgiving Break Nov 24
T – 29 READ: EYES: Chapter Twelve; A Nation of Law? (1968-71) & Guide to Episode # 12.
See BB for readings.
Rhetoric of Black Power: Moral Demand; And, Means and Ends in the 1960‟s
December
R - 1 READ: ―Debating the Civil Rights Movement: The View from the Nation‖ essay # 1, p. 3-42 in
book Debating the Civil Right Movement. Note: 2nd edition pages might be slightly different.
Lecture/Discussion
Due: Selected Question/topic for Comprehensive Analysis and Bibliographic sources
T – 06 READ: ―Debating the Civil Rights Movement: The View from the Trenches‖ essay # 2, 99-136 in
the book Debating the Civil Right Movement. Note: 2nd edition pages might be slightly different.
Facilitation by Dr. Comeaux
EXAM time period: Thursday, December 15, 11:30 to 2:30 Comprehensive Analysis Paper Due
(electronic and hard copies) Round table discussion of claims and findings
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