Course Syllabus
Contemporary American Social Movements*
U.S. Society Gen Ed*
COMC 0801, Fall 2025
Instructor: Dr. Jenny Woolley Barone
Time: MWF from 3-3:50pm
3 credit hours
Location: online, Synchronous
Section: 003
Office: Weiss Hall 338
Email: jennifer.barone@temple.edu
Office Hours: M, 12:30-1:30pm, Tuesday by appointment
Course Description
Social movements play a critical role in society; when individuals band together for a common object, social movements form in effort to create or resist changes to institutions. This course introduces students to the study of contemporary American social movements from a communication perspective, focusing on the symbolic strategies used by social movements to attract members, address counter movements, and engage dominant social institutions. In addition, we will analyze and discuss the various ways social movement leaders, activists, and followers represent their beliefs using image, text, social media, and music. This course progresses through four related sections: we will discuss social movement characteristics and parameters in communication; then, we will look at other theories on social movements (psychology, economic, political science). Third, we will examine persuasive strategies used by social movements, before turning to our final part where we will emphasize the digital strategies used by social movements to publicize their platforms and build contributors. The materials for this class will include documentaries, speeches, videos, social medi posts, protests, campaigns, and real-world actions.
Course Objectives
Through this class, you will be able to:
- Describe and apply the characteristics of a social movement.
- Identify and evaluate the persuasive tactics used by social movements.
- Explain social movement activities and texts using diverse academic perspectives
- Apply methods of analysis to persuasive materials created by social movements
- Connect materials from this course to your lived experiences and other coursework.
Course Materials
All necessary materials will be provided om Canvas.
Technology Access
Our course will require regular and reliable access to a computer/tablet and the internet – both during and outside of class. If anyone has any concerns with their access to our learning platforms (Canvas, Teams, Word), personal access to a laptop/tablet or university computer lab, or WiFi – please let me know at the start of the semester so I can help you navigate the options available and plan for our course together.
All Temple students have access to Microsoft Office Applications. Please save and submit assignments as a PDF or word (.doc, .docx) attachment in Blackboard.
Our synchronous class sessions will be held on Teams Meeting on Monday, Wednesday, and Friday.
Assignments & Coursework
Detailed information on each assignment can be found on Canvas. Any changes to our assignments will be reflected in Canvas and discussed in class.
Assignments
Attendance (2x 50pts)
Your attendance will be graded this semester, though you do have 3 available absences. Attendance will be graded twice during the semester (around the midterm and the final). In addition to physical attendance, this grade encompasses alertness and preparedness for class, keeping your camera on during class, and timely communication regarding our course.
Syllabus Quiz (15pts)
This informal quiz aims to orient students to our Canvas page and Syllabus, completed during week one. This “quiz” operates as an informal scavenger hunt to familiarize you to the course content, assignments, and expectations.
Introductory Bio (15pts)
During our first week, I ask you each to complete a brief personal bio under the discussion section of Canvas. This bio provides an opportunity to introduce yourself to your peers, while providing some low-stakes points to kick off our class.
Social Movement Profile (2x 100pts)
You will complete a comprehensive social movement profile on a social movement of your choosing. This assignment will be completed in two parts, each worth 100 points, following the directions and prompts available on Canvas.
Part 1: This part will focus on outlining your organization.
Part 2: This part will focus on analyzing your organization through a written and presentation form (you will not formally present this slide deck).
Analytic Working Group Project
You will complete a group project this semester focused on a social movement of your groups’ choosing. This assignment will have three phases. Your groups will be assigned in Week 7, and you will have two class periods dedicated to working on this assignment (one in class, one out of class). After meeting with your group in Week 7, your group will select a social movement/social change concern on which to focus.
Plan An Action: Action & Presentation (75pts)
After you complete your individual research, your group will come together again to “Plan An Action” or demonstration for your social movement. Using the research into previous strategies for your social movement, plan and execute an on-campus (or off, if you so choose) demonstration. Critically think about the decisions you make when planning this action – what location and time will you choose, and why? How will you advertise? What strategies will you use to draw attention to your cause/movement?
I encourage you to document the decision-making process throughout the “Plan An Action” stage and meet as a group to “debrief” your experiences. Have members of the group participated in protested before? What emotions did you have during your demonstration? How well executed was your demonstration? These reflective questions (and more!) will help your presentation.
You will present your action in class – The presentation should highlight 1) the background research into the social movement, 2) your planned action (take pictures!), and 3) your reflective experiences and thoughts. Your group presentation will be 6-8 minutes.
Group Social Media Presentation (100pts)
In your second group presentation, you will focus on outlining the social media strategies used by your social movement (a key organization and/or key stakeholders). This presentation should focus on analyzing and extending social movement theory into the digital age, looking at how your social movements’ strategies cohere or depart from traditional theories of social movements (part 1 and 2 of class). I encourage you to utilize real examples from the social movement’s digital media to highlight these differences. This presentation will be between 10-12 minutes.
Working Group Reflection (75pts)
In lieu of a “final” assessment, you will individual complete a reflection on your working group – how did you experience collective organizing through this project and how does this “collectivity” relate to the social organizing used in social movements? I encourage you to link your experiences to our discussions in class. In addition, a portion of this grade will be determined by your peer evaluations. The reflection alone is worth 50 points; the remaining 25 points will come from your peers’ evaluation of your contributions (you will evaluate your peers out of 25, then these scores will be averaged together). The reflection portion should be written in essay form (1.5-2 pages, double spaced).
Assessments/ “Quizzes,” (2x 110pts)
You will be evaluated on your content understanding and analysis twice during the semester – following part 1 (characteristics of social movements) and part 2 (theories of social movements). These assessments will be posted to Canvas, comprised of 5 application-based questions. You will have 1 week to complete these assessments using your class notes.
Contributed cases (content checks) (4x 50 pts)
Throughout the semester, we will have “class contributed case study days.” During these class periods, you will be asked to share and discuss various social movements/examples of activism that relate to a given topic for the week (draw clear connections to the class readings/content). In addition to orally contributing to discussion, you will be asked to complete a 1-page write up on the example/case you selected.
Grading Procedures and Expectations
Within this syllabus, you will find a brief overview of our assignments. A more detailed explanation will be on Canvas, and every assignment will be introduced and discussed in class. If you have concerns about your grades, please follow the 24/7 rule – wait 24 hours before reaching out about your concerns so you can digest and understand your grade, and address the concern within 7 days.
Due Dates: I hold the right to adapt the schedule provided here; all updates will be clearly communicated in class and on Canvas. All assignments are due at 11:59pm on the assigned due date, unless otherwise clarified.
Late Work: Late work will be accepted with a penalty of 10% for each day late (2 days late= 20%) of the original point total. Late work is accepted if you have communicated an excused absence or received my approval for an extension.
I do not provide any extra credit opportunities, nor do I round up grades at the end of the semester.
Assignment Point Value
Attendance (graded 2x at 50pts) 100pts
Contributed Cases (4x 50pts) 200pts
Syllabus Quiz 15pts
Introductory Bio 15pts
Social Movement Org Profile 200pts
Part 1 (100pts)
Part 2 (100pts)
Working Group Project 200pts
Individual Research (25pts)
Plan An Action (75pts)
Social Media Presentation (100pts)
Working Group Reflection (50pts)
Assessments/ “Quizzes” (2x 110pts) 220 pts
TOTAL 1000
Grade Scale:
|
A |
93% or above |
|
A- |
92%-90% |
|
B+ |
89%-86% |
|
B |
85%-83% |
|
B- |
82%-80% |
|
C+ |
79%-77% |
|
C |
76%-73% |
|
C- |
72%-70% |
|
D+ |
69%-67% |
|
D |
66%-63% |
|
D- |
62-60% |
|
F |
59% and below |
Klein College of Media and Communications Grade Appeal Policy
COMC 0801 follows the Klein College of Media and Communications grade appeal policy. It is in the best interest of the School of Media and Communication to foster a spirit of justice and fairness among students, faculty, and administrators. The school has established a system intended to afford students an adequate opportunity to appeal to academic decisions or academic actions of faculty, administrators, or other college employees. If you want to appeal an academic decision, consult the document explaining the system via TUPortal. Go to Klein College and search “grade appeal.”
Incomplete Grade
Incomplete (“I”) grades and contracts are granted for documented student health issues or other emergencies that would prevent the completion of coursework on time.
- You must complete at least 51% of the assigned coursework before the end of the semester to qualify for an incomplete grade/contract.
- You must have a passing grade to qualify for an incomplete grade/contract.
- A designated person must approve your incomplete contract in the Klein College Dean’s Office before the end of the semester.
- You should request an incomplete form at least two weeks before the last regular day of class.
Course Engagement and Participation
We have much to accomplish in our semester together and we both have a responsibility to do our parts to create a successful classroom. With the content of COMC 0801, a comfortable classroom alleviates the additional pressures brought on by discussing potentially political platforms, identities, and injustices–topics that are often personal to us. I strive to help cultivate a classroom where each student feels comfortable and represented, and regular attendance and participation in class aids in the creation of an enjoyable, relaxed environment for both you and your peers. I ask you to come to class prepared and (hopefully!) excited to learn. Although physical presence looks different in online classes, I urge you to show up daily as you would in a physical classroom and communicate when you are unable to attend our class sessions.
My greatest commitment is to your wellbeing and success in this class. Likewise, from me, you can expect timely correspondence, clear lessons and assignments, as well as fair grading practices reliant on rubrics and previously outlined expectations. Overall, let us come to the classroom with a willingness to learn and grow.
Attendance
In COMC 0801, we will foreground discussion, so regular attendance to our synchronous class sessions is essential and a key part of your grade. Each student will have 3 absences for the semester.
General Classroom Policies and Guidance
I am committed to quality teaching, as I view teaching as a partnership of co-learners. We all become better learners and teachers from a classroom partnership. Class time will be structured, fully interactive, relevant, and intellectually stimulating. You can hold me to this! As stated above, we can hold expectations of one another (listed under heading, ‘Course Engagement and Participation’). When I invite feedback regarding class time, I encourage you to be open about how I can improve our time together.
Academic Integrity: All students are expected to uphold Temple’s Academic Integrity Policy and Code. The following is taken the Temple University Undergraduate Bulletin
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. Essential to intellectual growth is the development of independent thought and respect for the thoughts of others. The prohibition against plagiarism and cheating is intended to foster this independence and respect.
Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's words, another person's assistance. Normally, all work done for courses -- papers, examinations, homework exercises, laboratory reports, oral presentations -- is expected to be the student's individual effort presenting the work. Any assistance must be reported to the instructor. If the work has entailed consulting other resources -- journals, books, or other media -- these resources must be cited in a manner appropriate to the course. It is the instructor's responsibility to indicate the appropriate manner of citation. Everything used from other sources -- suggestions for the organization of ideas, ideas themselves, or actual language -- must be cited. Failure to cite borrowed material constitutes plagiarism. Undocumented use of materials from the World Wide Web is plagiarism.
Plagiarism also includes technology-assisted software and programs like artificial intelligence and chatbots.
Academic cheating is, generally, the thwarting or breaking of the general rules of academic work or the specific rules of individual courses. It includes falsifying data, submitting, without the instructor's approval, work in one course that was done for another; helping others plagiarize or cheat from one's own or another's work; or doing the work of another person.
All graded assignments, quizzes, and tests are to be completed individually unless otherwise noted in writing in the syllabus. The instructor reserves the right to refer any suspected plagiarism cases or cheating to the University Disciplinary Committee. Instructors also reserve the right to assign a grade of “F” for the presentation, quiz, etc.
Class Conduct
As a rule, I expect students to engage in respectful and mindful behavior, as part of our classroom citizenship. This course, by nature, might navigate diverse opinions and controversial topics, as I encourage students to pursue assignment topics and bring discussions of interesting to the class. Therefore, we will be a space for open discussion where all insight will be welcomed and valued. I encourage questions of clarification and thoughtful responses in discussions when students might differ in experience or opinions. I readily embrace difficult conversations that prompt critical thinking; however, I will not tolerate disruptive behavior or verbal insults on others. Likewise, I ask you approach controversial topics with an open mind and avoid blaming marginalized groups for their oppression. Outrageous violations of conduct will result in punitive measures, in accordance with University Policies.
A Statement on Language and Disclosure
In our classroom, we will prioritize inclusive language, avoiding microaggressions, discrimination, and stereotyping. I strongly encourage you to consider your attitude in class, your language and contributions, in connection to your peers. I ask you to be open-minded and willing to accept constructive feedback.
In this class, students will likely share personal experiences or beliefs in their application of course content/ speeches. This practice is welcomed, as it helps us understand curriculum in daily life. I ask we all commit to confidentiality regarding personal disclosures in class as part of our classroom environment. If you have legitimate concerns about what is shared in class (or about personal sharing), please discuss them with me after class or set up a time to meet with me. Finally, we do not know what is going on in the lives of our classmates, so I ask you to be willing to listen and extend compassion in class.
Email Policy & Etiquette
I typically do not check email after 6 p.m. EST on the weekdays and I do not check email on the weekends. Therefore, if you need to get in touch with me via email, please do so by Friday at 5 p.m. to ensure a response before the weekend. Otherwise, I will respond on Monday morning.
AI Policy
Technology is a tool – we use various forms of technology to improve our daily lives. When we implement learning tools intelligently, skillfully, and responsibly, we can increase efficiency and potentially enhance task-completion and performance. However, technology cannot replace your own efforts and intellectual contributions – in college or in your future career.
Thus, the use of Artificial Intelligence (AI) tools, such as ChatGPT and Google Gemini (etc) for the generation or completion of any graded assignment is prohibited. Presenting AI generated content as your own work or ideas is categorized as academic dishonestly (see more under Academic Integrity). Any AI use must be documented transparently on the submission of the assignment where AI served as a research tool – I ask you submit information on the AI tool used, the prompts used to generate the AI-response, and the original AI output. You are responsible for providing written materials to prove authorship of materials used in class. Appropriate AI use may include brainstorming topic ideas, ask AI to generate counter arguments, or as a study aid to help organize student notes. Inappropriate AI use includes: the generation of written material on an assignment, to locate research for your progress assignments, as a “tool” on quizzes or with quiz information. Intentional, inappropriate AI use will result in a failing grade on the assignment.
University Policies
Disability Acknowledgement and Accommodations: Any student who needs accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) at 100 Ritter Annex (rlrs@templc.edu; 215-204-1280) to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with your instructor or would like to discuss your accommodation, please contact your instructor the first week of the semester. Your instructor will work with you and DRS to coordinate reasonable accommodation for all students with documented disabilities. All discussions related to your accommodation will be confidential. A letter from DRS should be sent at the start of the semester and cannot be applied retroactively; however, I am happy to be supportive in the process of attaining a DRS letter.
In addition, please be aware that you are entitled to free medical care as a full- or part-time student at Temple University. The student health center is located at 1810 Liacouras Walk, 4th Floor. In addition, you are also entitled to free, confidential mental health counseling, as well. The counseling center is located at 1700 North Broad Street, 2nd Floor.
Accommodations for Religious Holidays: If you observe any religious holidays this semester that will prevent you from attending a regularly scheduled class or interfere with fulfilling any course requirement, I will offer you an opportunity to make up the class or course requirement. Please plan by informing me of the dates of your religious holidays within two weeks of the beginning of the semester (or three days before any holidays which fall within the first two weeks of class).
Technology Usage Policy: Information pertaining to technology privacy can be found at https://secretary.temple.edu/policies
Recording and Distribution of Course Content: Any recordings permitted in this class can only be used for the student’s personal, educational use. Students are not permitted to copy, publish, or redistribute audio or video recordings of any portion of the class session to individuals who are not students in the course or academic program without the faculty member's express permission and of any students who are recorded. Distribution without permission may violate educational privacy law, known as FERPA, and specific copyright laws. Any recordings made by the instructor or university of this course are the property of Temple University.
Statement on Student and Faculty Academic Rights and Responsibilities Policy 03.70.02
Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty and Academic Rights and Responsibilities, which can be accessed through the following link: Statement on Academic Rights and Responsibilities.
Student Support Services
The following academic support services are available to support you:
- Student Success Center
- University Libraries
- Undergraduate Research Support
- Career Center
- Tuttleman Counseling Services
- Disability Resources and Services
Temple provides resources and support if you are experiencing food insecurity or financial struggles. Notably, the Temple University Cherry Pantry and the Temple University Emergency Student Aid Program are in operation, and a variety of resources from the Office of Student Affairs.
**Course Schedule Below**
|
Week |
Day |
Content |
Due
|
|
Week 1
|
M – August 25th |
Introduction to the course and syllabus overview |
No Assigned Readings. |
|
Part 1: What is a Social Movement? |
|||
|
W – 27th |
Social Movements in American History |
Please explore the Mapping American Social Movements Project
|
|
|
F – 29th |
Social Movements in American History |
Please listen to this podcast episode from Revisionist History: The Foot Soldier of Birmingham
Please upload/complete your introductory videos and the syllabus quiz by Sunday, 31st, at 11:59pm.
|
|
|
Week 2
|
M – September 1 |
LABOR DAY – NO CLASS |
|
|
W – 3rd |
Defining a Social Movement Assign SMO profile pt 1 |
Stewart, What is a Social Movement (PDF on Canvas)
|
|
|
F – 5th |
Class Contributed Case Application 1 |
Draft due at class time; Final due Sunday 7th at 11:59pm |
|
|
Week 3
|
M – 8th |
Characteristics of Social Movements Organized collectivity |
Listen to the podcast: 4 Types of Revolution, Drs. Nick Lee and Jared Benson
|
|
W – 10th |
Characteristics of Social Movements Uninstitutionalized |
Read: NYT Investigation: GLAAD CEO Spending
|
|
|
F – 12th |
Characteristics of Social Movements Large in Scope |
SMO Profile Part 1 Due Sunday 14thst at 11:59pm
No Assigned Readings/Videos. |
|
|
Week 4
|
M – 15th |
Characteristics of Social Movements Promotes or opposes changes in societal norms/values |
Read: Temple University Guidelines
|
|
W – 17th |
Characteristics of Social Movements Encounters Opposition in a Moral Struggle |
||
|
F – 19th |
Characteristics of Social Movements Persuasion Assign SMO profile pt 2 |
Assessment 1 Due Sunday 21st at 11:59pm
No Assigned Reading. |
|
|
|
Part 2: Social Movement Theories |
||
|
Week 5
|
M – 22nd |
Sociological Theories of Social Movements New Social Movement Theory
|
Please read: New Social Movement Theory |
|
W – 24th |
Sociological Theories Resource Mobilization Theory |
Before class, review Charity Watch’s top-rated charities – explore a social issue of interest
|
|
|
F – 26th |
Sociological Theories Relative Deprivation Theory |
Please read: Senator Hughes: Hands Off Social Security
|
|
|
Week 6
|
M – 29th |
Psychological Theories of Social Movements Overview
|
No Assigned Readings/Videos. |
|
W – October 1 |
Psychological Theories Rational Choice Theory |
Please Watch: The New Pro-Gun Generation |
|
|
F – 3rd |
Psychological Theories Mass Society Theory |
SMO Profile Part 2 Due Sunday 5thst at 11:59pm |
|
|
Week 7
|
M – 6th |
Community Organizing Theories of Social Movements Building Collective Identity |
Please explore The Solutions Project
Watch: Greta Thunberg: UN "How Dare You?"
Optional: Who is this "we" you speak of? Grounding Activist Identity in Social Psychology, NIH
|
|
W – 8th |
Community Theories Cultural Interventions |
Optional: Monica Simpson on Cultural Interventions, Grassroots Coalition, and RJ
|
|
|
F – 10th |
Working Group Activity/Prep |
No Assigned Readings. |
|
|
Week 8
|
M – 13th |
What about Digital Social Movements? Class Contributed Case Day |
Contributed Case 2 due before class |
|
W – 15th |
Theorizing Digital Social Movements (against leading traditional theories of social movements) |
Please Read: PEW Research: Americans' views and experiences with activism on social media
Attendance Graded
|
|
|
F – 17th |
FALL WELLNESS DAY |
Assessment 2 Due Sunday 19th at 11:59pm
|
|
|
|
Part 3: Communication & Persuasion in Social Movements |
||
|
Week 9 |
M – 20th |
Framing Theory |
Read: Framing Theory – Christiansen |
|
W – 22nd |
Framing Theory |
Please read BOTH articles: Three False Charges Against America's Police, Post- George Floyd (Heritage Action for America)
Families, Rights Groups Demand U.N. Investigate Police Brutality, Protest Suppression (ACLU)
|
|
|
F— 24th |
Class Contributed Case Day |
Contributed Case 3 due before class |
|
|
Week 10 |
M – 27th |
Tactics of Identification |
Come to class with an identification example in your group’s social movement.
This example will help expose the class to the different movements you all plan to explore this semester.
|
|
W – 29th |
Identification |
Watch: Moms for Action - Watch Us Work
Find Your Voice: Join Moms for Liberty
|
|
|
F – 31st |
Class Contributed Case Day |
Contributed Case 4 due before class
Individual Research for working group due Sunday 2nd at 11:59pm |
|
|
Week 11 |
M – November 3rd |
Repertoires of Contention |
Please review: Beautiful Rising, Tactics of Protest
Read: ACLU - Know your rights
|
|
W – 5th |
Repertoires of Contention |
Please watch: Jewish Students Protest ICE at Columbia
|
|
|
F – 7th |
Working Group Prep
|
No Assigned Readings. |
|
|
Week 12 |
M – 10th |
Group Plan An Action Presentations (Groups 1-3) |
Submit materials before class.
|
|
W – 12th |
Group Plan An Action Presentations (Groups 4-6) |
Submit materials before class |
|
|
Part 4: Theorizing & Analzying Online Social Movement Characteristics |
|||
|
F – 14th |
Features of Online Social Movements |
Gen Z - How young people are changing activism, Carnegie
|
|
|
Week 13 |
M – 17th |
Features of Online Social Movements Hashtag Activism, Performative Activism, Slacktivism
|
No Assigned Readings. |
|
W – 19th |
NCA – CONFERENCE
Group Meetings |
Use Class session to Meet with Working Group |
|
|
F – 21st |
NCA - CONFERENCE |
|
|
|
Week 14 |
M – 24th |
FALL BREAK |
|
|
W – 26th |
FALL BREAK |
|
|
|
F – 28th |
THANKSGIVING RECESS |
|
|
|
Week 15 |
M – December 1 |
Social Media Analysis Prep/ Catch Up day |
No Assigned Readings. |
|
W – 3rd |
Social Media Analysis Presentations (Groups 4-6) |
Submit materials before class |
|
|
F – 5th |
Social Media Analysis Presentations (Groups 1-3)
|
Submit materials before class |
|
|
Week 16 |
M – 8th |
Closing Comments |
|
|
|
Tuesday 9th |
Study Day |
|
|
|
W – 10th |
FINALS |
Final Working Group Reflection Due |
|
|
F – 12th |
FINALS |
|
|
Week 17 |
M – 15th |
FINALS |
|
|
|
Tuesday 16th |
FINALS |
|