The first paper for our class is a comparative analysis of the African American UGA students who desegregated the University of Georgia and the white UGA students who opposed desegregation.
Your task is to compare the motivations, ideas, tactics/strategy, and impact of these students in the early 1960s.
This means reviewing the evidence in Trillin’s book and my article and using that evidence to compare the motivations these students had for behaving as they did at UGA as it desegregated, comparing their ideas about race and educational opportunity, comparing the means that they used (tactics and strategy) as they sought to either support or resist desegregation, and comparing their impact, meaning the degree to which they were successful or not in promoting or resisting desegregation.
Of course feel free to draw upon what you learned in our class session with Charlyane Hunter-Gault and Calvin Trillin.
Even though you are drawing upon historical evidence from the readings, neither of the readings provide the comparative analysis asked about above. It is you that offer this comparative historical analysis, so it is your thinking, your words that matter most here.
You are the historian putting UGA’s progressive and reactionary students into comparative historical context.
