CAMPAIGNS AND REVOLUTIONS
COMM 2360 (001, 003)
Spring 2012
This syllabus serves as a contract for the expectations of this course. It also
contains information about assignments and the semester-long project.
Keep this packet and refer to it regularly to help guide you throughout the semester.
Instructor:
Office Location:
Office Hours:
Email:
Website:
Christy-Dale Sims, M.A.
Hellems 10 (basement, WEST wing of Hellems)
Mon 11:00-12:00; Wed 12:30-1:30; other days & times by appt
Christy.Sims@colorado.edu
https://learn.colorado.edu (please select the page for your class time)
Course Overview and Objectives
We see it every day—on the news, on twitter, on Facebook, on the streets—our world and
society is constantly changing. People advocate for causes they believe in, and denounce those they
don’t. Many of us try to remain impartial observers, committing to neither side. But some people are
persuaded to join movements to advocate for what they believe in, and when successful, these
movements can and do change our worlds. This course focuses on furthering our understanding of
what contemporary social movements are, how they evolve, the persuasive strategies they employ to
achieve their ends, who they affect and how.
This course requires your engagement and willingness to discuss and analyze happenings in
the world. The beginning of the semester is reading-heavy in order to provide a background from
which we will work all semester, after which much of the teaching will fall on the shoulders of you,
the student, in the form of class presentations. My aim it to help you critically assess the world
around you to better understand and engage with the social movements that continually alter
society. Please read this syllabus in its entirety to better understand what this course holds in store
for you.
General policies (These are important – please read them!):
1. All class members are expected to constructively engage in class discussions and to display
respect for one another. This doesn’t mean you need to agree, just that when you disagree,
you engage constructive methods of argument instead of personal attacks
2. Come prepared (read before coming to class) and be ON TIME.
3. Please turn your ipod and cell phone OFF. Please note: “Vibrate” is not the same as “OFF.”
4. Email policy: Your Colorado.edu email address is an official form of university
communication. I will regularly use it to contact you about class and assignments. If you
choose not to use your CU email address, I am not responsible for whether you receive class
emails and assignments. See me for a brief tutorial if you are not comfortable using CU
Learn.
5. Class website: We will be using the class Desire2Learn website extensively
(learn.colorado.edu). I am happy to provide a tutorial if you are unfamiliar with it.
6. Laptops: Laptops are welcome in class with the understanding that they will be used ONLY
for course work during this time. Abuse of this privilege will result in laptops being banned.
Readings
Readings are assigned to be completed in advance of class.
Textbook: Stewart, Smith & Denton, Jr. (2007) Persuasion and Social Movements, 5th ed.
Additional Readings: Available online through course D2L site: https://learn.colorado.edu
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Assignments and Grading Policy
Grading will be on a point system with the final grade determined by the percentage of total points
earned out of 1000. Grade assignment will be as follows: 93% and above=A; 90%-92%=A-; 8789%=B+; 83-86%=B; 80-82%=B- 77-79%=C+; 73-76%=C; 70-72%=C-; 67-69%=D+; 63-66%=D;
60-62%=D-; 59% or below=F
In-Class Assignments (290 total)
Classroom Citizenship and Participation
Quizzes (15 pts/each)
Argument Example
Glossary Assignment
Documentary Reflection (1 page)
Current Event Assignment
In-class Points TBD
Semester Project (460 total)
Topic Posting
Project Meeting
Presentation
Presentation Handout
Presentation Reflections (10 pts/each) 70
Research Bibliography
Peer Review Day
Profile/Case Study Final Paper
Take Home Final Exam
TOTAL CLASS POINTS
Point value
100
45
10
20
25
30
60
15
25
75
25
25
25
200
100
850
Attendance: This class is discussion-based. In order to discuss, you must be present. There is no
formal attendance policy, but attendance is expected. If absent, YOU are responsible for obtaining
material and information you missed from other class members.
Late Work: Work that is expected to be presented in class on an assigned day will not be accepted
late for any reason. In the case of university-excused absences, and with prior arrangement, other
types of assignments may be accepted at instructor discretion.
Quizzes & Exams: Early in the semester, you will complete three in-class short essay quizzes based
on the readings and class discussion, worth 15 points each. At the end of the semester you will
complete a take-home exam, due Tuesday, May 8, worth 100 points. Details to follow. In addition,
you will be expected to demonstrate your knowledge gained in the course through the completion of
your semester project.
Classroom Citizenship: This is a safe place for discussion, and although disagreements are not
discouraged, disrespecting others’ contributions to the discussion will not be tolerated. Avoid
personal insults and confrontations when you disagree with your instructor, classmates, and/or
guest speakers. Disruptive behaviors, such as talking while others are speaking (particularly during
group presentations and guest lectures) reading the newspaper, napping, texting, working on your
laptop, paying with your phone, wearing headphones, or reading materials from another class, will
result in class participation point deductions. Disrespectful behavior towards the instructor and/or
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any of our guest speakers will also adversely affect your participation grade and can lead to formal
disciplinary action.
While I recognize that not everyone is comfortable speaking up in class, please be aware that
this class is largely discussion-based and so it is an expectation that you take part. This can include
asking questions of presenters, answering questions, offering comments, providing examples to
support the topic we are discussing, and responding to other students. Each member of this class
brings a unique perspective to the topic, and the class benefits by your contributions. At the end of
the semester, I will make an overall assessment of your class involvement.
Simply reading the material and answering any discussion questions is not enough in this
class. Learning involves more than simply regurgitating factual information, and this is especially
true when we are discussing complex issues and social questions. If we are to engage this material
completely, we will need to build a classroom space that is grounded in mutual respect. This entails
that, at a minimum, we all come to class ready to engage with each other and having prepared for
class ahead of time. In our classroom discussions, all perspectives are necessary. At the same time, the
classroom is not a space of opinion, but of carefully considered thoughtful contributions.
ASSIGNMENT DESCRIPTIONS
Reading and Discussion: Class discussion is an integral part of this course. The assigned readings
are generally accompanied by reading/discussion questions (found on D2L) to help guide your
reading and provide discussion prompts for when we meet. In order to be prepared to engage in the
discussion, I expect you to make notes about the questions as well as develop any other questions
you may have had about the reading. Although I do not expect these notes to be neat, polished, or
even in full sentences, I do reserve the right to collect these notes if needed.
Argument Example (10 points): After discussing types of rhetorical arguments in week 5, each of
you will find a real-world example of one type of rhetorical argument being used. Explain the
situation and how you see the argument being used. DUE: ½ -1 page, typed, double spaced, hard copy
in class Wednesday, February 15
Glossary Assignment (20 points): The class will develop a glossary of terms to help us make sense
of the readings and concepts covered in this class. The terms may be vocabulary, events, people, etc.
Each person will complete 2 terms for the glossary. You may select two terms from the existing list,
or add terms that are not on the list but you think should be. The definition should be thorough, at
least a paragraph long in most cases. Depending on the terms you select, you should include: the
meaning, the history, and relate or compare it to other concepts (what is it similar to? …opposite
of?).
DUE: online, Monday, February 20. You may add your definitions to the glossary list on D2L at any
time before the due date. Be sure the list remains in alphabetical order and that your name appears
in parenthesis at the end of your definition. (Christy Sims)
Documentary Reflection (25 points): In lieu of attending class on February 19, you will watch a
documentary online (address) and write up a 1 page (double spaced) reflection paper. DUE: typed,
hard copy, in class, Wednesday, February 22
Current Event Assignment (30 points): The aim of this assignment is to reveal how the ideas talked
about in class are occurring in the real world. Each person in class will present a current event
related to class concepts. This entails a 5-10 minute discussion of what the event is and how it is
related to course discussions/readings thus far. You will also develop at least 3 questions to incite
and encourage class discussion. Turn in to me: a copy of the article, your list of discussion questions,
and a 1-page summary of how you see the event relating to course concepts. If your article is a
youtube video, etc., you should email me the link in advance and select all or part of it to show to
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class (max. 3 minutes. Still need to explain it for at least 5 minutes). Instead of turning in the article,
you would turn in a paragraph-long summary of the clip.
Multiple students may present the same event, but should talk about different aspects of the
event then previously focused on. Presentation days will be selected/assigned early in the semester.
DUE: varies.
Semester Project (460 total): The purpose of this assignment is for you to develop an in-depth
understanding of a social movement or revolution occurring in the world today (or in the very recent
past), and to share your expertise with the class. The stages of this assignment will occur across the
semester. You are expected to build upon the knowledge you gain from the readings in the first part
of the semester and the class discussions to develop an insightful account of the social movement of
your choice.
You are welcome to work with a partner on this project, but the decision needs to be made by week
6 at the latest to ensure you have enough work time.
Topic Posting (15 points): You will post on the D2L discussion board two ideas for project topics
that you are interested in working on. This will allow you all to see what your classmates are
interested in order to facilitate working in pairs if you wish to. You are welcome to use the
discussion board to share insights and resources about topic ideas. DUE: online, D2L discussion
board, Friday, February 10
Project Meeting (25 points): Each person or pair is expected to meet with me before their class
presentation. Meetings will be held in small groups of 3-4 one week before your class presentation.
You will sign up for days/times in advance, once the presentation schedule has been set. You are
expected to be prepared for this meeting by having an outline of your 15 minute presentation and the
handout you are preparing.
Presentation (75 points): You will prepare a 15 minute presentation to the class about your case
study (25 minutes for pairs). The presentation should be practiced, well-organized, and engaging.
Technology visual aids are welcome, but must be discussed with me in advance during our meeting
(see above). Also consider including materials produced by the social movement. The crucial aspects
of this presentation are to enhance your audience’s understanding of the social movement by
covering the social movement’s mission, key figures, factions, basic history or timeline, methods
used to achieve their persuasive goals, and other key concepts from class you feel are significant in
this social movement. I strongly suggest looking at specific branches of or campaigns within a
broader social movement in order to make the scope of information manageable. Be prepared to
answer audience questions about your case study. DUE: varies. Presentations begin March 14 and
continue until May 2.
Presentation Handout (75 points): After the class presentation, you will provide the class with a 2page handout summarizing the main points of your case study. The handout should NOT be a script
of your presentation. Instead, use it to outline your social movement’s mission, key figures, factions,
basic history or timeline, methods used to achieve their persuasive goals, and other key concepts
from class you feel are significant in this social movement. If applicable, your handout should
contain contact information for the social movement should students wish to engage with it.
Handouts should be concise and well-organized.
Please print handouts front and back and confine them to one sheet of paper. Please provide 28
copies – one for each classmate and myself.
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Presentation Reflections (10 pts/each; 70 points total): You should be taking notes during the
presentations because each week, you will complete a 1 page reflection paper about them. At the top
of the paper, list which presentations you saw that week. Within the text of your paper, you should
use the material and ideas presented in class to think through and further develop your understandings of
what is a social movement and how do they use various persuasive techniques? Think and write about what
you learned from the presentations about how social movements function in the world, and how the
movements talked about exemplified ideas previously addressed in class. I am interested in seeing
how your perspective alters and knowledge deepens over the course of the class. DUE: Monday after
the presentation, typed, double spaced, 12 pt font, 1 page.
**I encourage you to ask questions during the presentations to help you understand concepts you are
unclear on, or to test ideas about connections you see.
Research Bibliography (25 points): Your research and bibliography is the foundation for your Case
Study. Your Case Study should be informed by extensive research on your part on your chosen
contemporary movement and include a variety of sources including as much of the following as
possible--movement literature and artifacts, personal interviews and testimonials, scholarly works,
documentaries, social movement organization materials, electronic and print sources, and media
coverage. Compile your sources in bibliographic form (you may choose which documentation style
you work with—MLA, APA, CHICAGO—but do adhere to one of them). In addition to your
bibliography, be sure to take careful notes and approach your sources as resources for your
interpretation and theoretical framing of your movement. DUE: online through D2L dropbox by
midnight, Sunday March 11
Peer Review Day (25 points): Before turning in your final paper, you have the opportunity to
receive feedback on it. Bring TWO hardcopies of your paper to class. If you forget or have not
prepared a rough draft, you will not be participating in the editing session. (If working in pairs, each
of you should bring 2 copies) DUE: Monday, April 2
Profile/Case Study Final Paper (200 points): Applying the concepts you have learned in class over
the course of the semester, the project paper critically analyzes the social movement you have
selected. In a 6-10 page paper (8-12 pages if working in [pairs), you will describe the evolution of the
movement. You are not summarizing history so much as you are crafting an informed perspective
and offering your analysis as one possible way of thinking about how your chosen social movement
functions. THIS IS YOUR ARGUMENT AS A THEORIST STUDYING SOCIAL CHANGE. In
order to do this effectively, you should include the following:
*Identify key events and circumstances that contributed to the formation and
evolution of the movement and explain their significance—In what ways did these instances
contribute to the coalescence of the movement? Explain? What circumstances/contextual factors
surrounding these events sponsored the formation of the movement? Is this movement a response to
another movement? Is it a product of related political and/or cultural changes? What circumstances
made the movement possible or evoked its formation? Identify any events, activity, phenomenon,
and/or rhetorical situations that caused the movement to move in a new/different direction? In
other words, catalogue how and why the movement has evolved over time.
*Identify the key values, defining characteristics, and shared aims/goals that shape the
movement. Identify and describe movement ideographs, symbols, and narratives and their
significance/function as movement praxis. Use these to describe the degree and “type” of change the
movement seeks. Identify the distinctive challenges the movement faces.
*Identify movement constituencies and their characteristics. Who is involved in the
movement? Who does the movement target? What commonalities bind movement constituencies
together? (Demographics? Location? Shared Experience?) What variations make describing
collective identity difficult? In your discussion of movement constituencies, you may want to
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identify and differentiate between movement leaders, participants/adherents, movement
advocates, and movement adversaries.
*Identify various factions within the movement and how these factions interact with
one another. In other words, identity what holds competing and differing factions within the
movement together as well as what distinguishes these factions from one another (Strategies for
change? Degree of change? Constituency characteristics?)
* Describe the ways that factions of the movement use various strategies to establish
and maintain collective identity and mobilize participants to act. If possible, differentiate between
the rhetoric that movement participants and organizations employ for internal constituencies and
that aimed at external constituencies. Call on scholarly resources to explain and support the types
of persuasive methods you see being employed. This section will likely be a lengthy portion of your
paper.
*Conclude your paper with a discussion of possible future direction(s) of the movement or its
factions.
* Remember to include a paper introduction in which you lay out your thesis statement and
preview the paper in the order you will write about it. You also need a paper conclusion that reviews
and wraps up the essay and restates your central idea. You are also required to include a
Bibliography. You may select which documentation style you prefer: APA, Chicago, MLA.
Your paper should be well written, professionally presented, and completely free of typographical,
spelling, usage, and grammatical errors. The title of your paper (a unique and creative title that
describes the contents, not just “case study essay”), your name, the name of this course, and the date
should appear at the top of the first page. Pages should be numbered.
Save your paper as an MS Word file (.doc or .docx, NOT .pages or .pdf) with YOUR last name and
the name of the social movement (Ex: Sims_PETAcasestudy). Submit the final draft through D2L
by the posted deadline. Late papers may be accepted with a grade penalty at the discretion of the
instructor. You are responsible for keeping backup copies of your work in case of technical
problems. Lateness due to hard disk crashes etc. will not be excused.
DUE: Tuesday, April 10 by midnight through the D2L dropbox. Typed, double spaced, 12 pt font.
**Please see page 8 for the course schedule**
**I reserve the right to alter assignments and schedule as suits the needs of the class**
**UNIVERSITY POLICIES ON NEXT PAGE**
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University Policies
Equipment Check-out Policy: The Communication Department has equipment that is available
for students in Communication courses to check out. Equipment includes laptop computers, digital
video cameras, web cameras, wireless Internet cards, transcribers, tape recorders, and more. Please
see http://comm.colorado.edu/tac for more information.
Classroom Behavior Policy: Students and faculty each have responsibility for maintaining an
appropriate learning environment. Students who fail to adhere to such behavioral standards may be
subject to discipline. Faculty has the professional responsibility to treat all students with
understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the
manner in which they and their students express opinions. Professional courtesy and sensitivity are
especially important with respect to individuals and topics dealing with differences of race, culture,
religion, politics, sexual orientation, gender variance, and nationalities. See polices at
http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.
Disabilities: If you qualify for accommodations because of a disability, please submit to me a
letter from Disability Services in a timely manner so that your needs may be addressed. Disability
Services determines accommodations based on documented disabilities (303-492-8671, Willard 322,
http://www.colorado.edu/disabilityservices).
Honor Code: All students of the University of Colorado at Boulder are responsible for
knowing and adhering to the academic integrity policy of this institution. Violations of this policy
may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and
threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code
Council (honor@colorado.edu; 303-725-2273). Students who are found to be in violation of the
academic integrity policy will be subject to both academic sanctions from the faculty member and
non-academic sanctions (including but not limited to university probation, suspension, or
expulsion). Other information on the Honor Code can be found at
http://www.colorado.edu/policies/honor.html and at
http://www.colorado.edu/academics/honorcode/.
Observance of Religious Holidays: Campus policy regarding religious observances requires that
faculty make every effort to reasonably and fairly deal with all students who, because of religious
obligations, have conflicts with scheduled examinations, assignments, or required attendance. In this
class, I will make every effort to accommodate all students who have such conflicts with scheduled
examinations, assignments, or attending class, provided students notify me well in advance of the
scheduled conflict.
Sexual Harassment: The University of Colorado Policy on Sexual Harassment applies to all
students, staff, and faculty. Sexual harassment is unwelcome sexual attention. It can involve
intimidation, threats, coercion, or promises to create an environment that is hostile or offensive.
Harassment may occur between members of the same or opposite gender and between any
combinations of members in the campus community: students, faculty, staff, and administrators.
Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence
hall. Any student, staff, or faculty member who believes s/he has been sexually harassed should
contact the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at
303-492-5550. Information about the OSH and the campus resources available to assist individuals
who believe they have been sexually harassed can be obtained at:
http://www.colorado.edu/sexualharassment/.
**COURSE SCHEDULE ON NEXT PAGE**
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Wk
Dates
1
Jan 16Jan 22
In-Class
Reading DUE
M: NO CLASS
2
3
Jan 23 Jan 29
Jan 30 Feb 5
W: Introductions
W: Syllabus
F: What are Social Movements?
F: Stewart et al., C1
What are Campaigns? Revolutions?
M: What is a Revolution? (D2L)
M: Quiz 1; Lecture & Discussion
W: Stewart et al., C4
W & F: Lecture & Discussion
F: Stewart et al., C5
Social Movements as Rhetorical
M: Stewart et al., C3 & Alinsky, Communication
M – F : Lecture & Discussion
W: Stewart et al., C7 & Alinsky, Word about Words
F: Bowers et al., C2
Strategies & Tactics of Social Movements
4
5
6
7
Feb 6 Feb 12
Feb 13 Feb 19
Feb 20 Feb 26
Feb 27 Mar 4
M: Lecture & Discussion
M: Stewart et al., C8
W: Project Topic Brainstorming; Lecture & Discussion
F: Quiz 2; Two topic ideas DUE on D2L
F: Stewart et al., C14
Rhetorical Methods of Social Movements
M: Stewart et al., Cs 9 & 10
W: Example of types of rhetorical arguments DUE
W: Stewart et al., C11
F: NO CLASS; Watch documentary online
F: see link on D2L
M: NO CLASS; glossary terms DUE on D2L
W: Endres article (place in protest)
W: 1 page reflection of documentary DUE
W: DeLuca article (body as argument)
W& F: Lecture & Discussion
F: Lewis article (music) & Role of Tech rdgs (D2L)
Violence & Terrorism in Social Movements
M: Stewart et al., C12 & UTNE readings (D2L)
M: Current Events & Discussion
W: Current Events & Discussion; Quiz 3
W: Stewart et al., C 13 & Hacktivism readings (D2L)
F: Research Day (MEET IN LIBRARY)
8
Mar 5 Mar 11
M & W: Current Events & Discussion
9
Mar 12 Mar 18
M: Current Events & Discussion
10
Mar 19 Mar 25
M: Current Events & Discussion
SUNDAY (3/11) by midnight: Research Bibliography DUE
(D2L dropbox)
F: NO CLASS (Continue Research)
W & F: Case Study Presentations
M: Presentation Reflections DUE
W & F: Case Study Presentations
11
Mar 26- Apr 1
SPRING BREAK
12
Apr 2 Apr 8
M: Project Peer Review Day
13
Apr 9 Apr 15
M: Current Events & Discussion;
W & F: Case Study Presentations
TUESDAY (midnight): Case Study Essay Due thru D2L
14
Apr 16 Apr 22
M: Current Events & Discussion
M: Presentation Reflections DUE
15
Apr 23 Apr 29
M: Current Events & FCQs
16
Apr 30 May 6
M & W: Case Study Presentations
M: Last Wk's Pres Reflex DUE
F: Current Events; Class Wrap-Up
F: This Wk's Pres Reflex DUE
FINALS
M: Presentation Reflections DUE
W & F: Case Study Presentations
M: Presentation Reflections DUE
W & F: Case Study Presentations
M: Presentation Reflections DUE
W & F: Case Study Presentations
Tuesday, May 8: TAKE HOME FINAL EXAM DUE
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