This thematic unit additionally tackles the concept of how social movements use resources to support their mobilization efforts. Further, it introduces the concept of Social Movement Organizations, a key component to mobilization. Discussion should include an evaluation as to the strengths and weaknesses of resource mobilization theory. Students should have a firm grasp on the implications of resource scarcity and competition on social movements. Further, students should understand the types of inferences from documents. Required Reading: Cress and Snow (1996); Dibble (1963); Maher (2010); McCarthy and Zald (1977); Meyer (2004); Skocpol and Somers (1980) Total pages (including bibliographies, tables, figures): 138 Additional: Clemens and Minkoff (2004); Jenkins and Klandermans (eds) 1995; Edwards and McCarthy (2004); Laslett (1980); McAdam (1982), Ch. 3 Political Process Meyer and Minkoff (2004); “The Model;” Meyer and Staggenborg (1996); McCammon, Campbell, Granberg, and Mowery (2001); Minkoff (1997); Robnett (1996); Skocpol (1984); Soule and King (2008); Staggenborg (1988) Theme 3. Culture, Media, and Framing Discursive forms and venues constitute the basis of this thematic unit. These include the media, memory, and framing techniques. Students should consider the ways social movements reach broader audiences. Additionally, this unit should include a discussion regarding the historical contingencies of such means. Required Reading: Amenta, Caren, Olasky, and Stobaugh (2009); Armstrong and Crage (2006); Ghaziani and Baldassarri (2011); Mariampolski and Hughes (1978); Roscigno and Danaher (2001); Snow (2004) Total pages (including bibliographies, tables, figures): 145
This thematic unit additionally tackles the concept of how social movements use resources to support their mobilization efforts. Further, it introduces the concept of Social Movement Organizations, a key component to mobilization. Discussion should include an evaluation as to the strengths and weaknesses of resource mobilization theory. Students should have a firm grasp on the implications of resource scarcity and competition on social movements. Further, students should understand the types of inferences from documents. Required Reading: Cress and Snow (1996); Dibble (1963); Maher (2010); McCarthy and Zald (1977); Meyer (2004); Skocpol and Somers (1980) Total pages (including bibliographies, tables, figures): 138 Additional: Clemens and Minkoff (2004); Jenkins and Klandermans (eds) 1995; Edwards and McCarthy (2004); Laslett (1980); McAdam (1982), Ch. 3 “The Political Process Model;” Meyer and Minkoff (2004); Meyer and Staggenborg (1996); McCammon, Campbell, Granberg, and Mowery (2001); Minkoff (1997); Robnett (1996); Skocpol (1984); Soule and King (2008); Staggenborg (1988) Theme 3. Culture, Media, and Framing Discursive forms and venues constitute the basis of this thematic unit. These include the media, memory, and framing techniques. Students should consider the ways social movements reach broader audiences. Additionally, this unit should include a discussion regarding the historical contingencies of such means. Required Reading: Amenta, Caren, Olasky, and Stobaugh (2009); Armstrong and Crage (2006); Ghaziani and Baldassarri (2011); Mariampolski and Hughes (1978); Roscigno and Danaher (2001); Snow (2004) Total pages (including bibliographies, tables, figures): 145
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