Wednesday, August 31, 2011
Schedule - Weeks 1 and 2
Week 1
Wednesday, August 31
Introductions. Definitions: “ethnicity,” “race,” “America.” Ice-breaker exploring students’ understanding of their own ethnic identities.
Friday, September 2
Hemispheric context – what is “America?”
DUE… READING: The Americas: A Hemispheric History, Chapter 1 “Americas? America?” and selection from Chapter 2 “Between Colonizations: The Americas’ First ‘Normalcy’”
Week 2
Monday, September 5
No class – Labor Day Holiday
Wednesday, September 7
Early migrations to the Americas – pre-Columbian peoples.
DUE… READING: The American Indian and the Problem of History, Chapter 3, “American Indians and American History.”
Friday, September 9
Evolving theories about initial migrations to the Americas – the “kelp highway.”
DUE… READING: Jon Erlandson, “The Deep History of Pacific Seafaring” and Jim Cassidy, “Evidence of Prehistoric Native American Seafaring,” both in Mains’l Haul: A Journal of Pacific Maritime History, Winter/Spring 2011
Syllabus
HSt 2340 America’s Ethnic History (3 units) Patricia Andrews, MA / pandrews@ndnu.edu
Fall 2011 – MWF 9:00 am Madeleine Fitzgerald, Ph.D. / mfitzgerald@ndnu.edu
http://AEHFall2011.blogspot.com
“Once I thought to write a history of the immigrants in America. Then I discovered that the immigrants were American history.”
Oscar Handlin, Introduction to The Uprooted, 1951
Course Summary
This course explores the histories of ethnic groups in the U.S. One emphasis of the course will be the struggles of various ethnic minorities to achieve a just solution to the American project of forging a nation out of diverse people. Another emphasis will be on the unique traditions they have contributed to the nation we call the United States.
This will be a team-taught course that will emphasize the authentic histories and unique contributions of America’s ethnic groups, and examine the role of immigration in American life. Particular attention will be given to the shifting causes and patterns of immigration, similarities and differences among the experiences of immigrants in the United States, nativism, the development of immigration restrictions, and the effects of immigration on the economic, social, cultural, and political life of the nation over time.
Texts
Daniels, Roger. Coming To America: A History of Immigration and Ethnicity in American Life
Additional readings as assigned in class
Learning Outcomes
Students will…
1. Demonstrate knowledge of the political, cultural, economic, social, religious, intellectual, and artistic experiences of ethnic groups in the US, and develop an understanding of the centrality of immigration and ethnicity to United States history;
2. Understand how decisions made in the past continue to shape society and political discourse, particularly nativist movements and their effects on immigrants and immigration policy;
3. Demonstrate familiarity with the historical literature and conflicting interpretations of the past in order to deepen their awareness of the varied origins of immigrants to the U.S. and of the diverse experiences immigrants encountered in the United States;
4. Weigh and interpret evidence and present a sustained argument supported by historical evidence;
5. Effectively communicate historical knowledge and reasoning orally and in writing;
6. Use the tools of social science research – statistical and qualitative – in formulating a research topic, collecting and analyzing evidence, and presenting results.
7. Think critically about the very idea of history, its purposes, and the manner in which we create and debate stories about our American past.
Requirements
Consistent attendance, reading and note taking are essential to college success. In-class assignments will assess students’ preparation on a regular basis. Students may be quizzed on material covered in class or in reading assignments at any time.
1) Students will produce a minimum of 32 pages of written work. All formal papers must be submitted in MLA format.
2) There will be approximately 100 pages of reading per week. A class Blog/Reading Journal will be kept on a weekly basis as readings are completed. This will be kept online using blogger.com.
3) Oral communication opportunities will develop confidence and skill in public speaking.
4) Attendance and participation are required and together make up 24% of your grade. Learning in a classroom setting is a community experience with collective responsibilities: you will contribute to each other’s learning by giving your time, your thoughts, your questions, your interest, and your attention.
5) History courses require considerable reading and writing. Please plan your study time accordingly and let us know if you are concerned about falling behind in either of these areas.
6) Make-up exam and paper extensions will only be given to students with documented medical or family emergencies.
Academic Honesty
Academic honesty is a cornerstone of our values at NDNU. If any words or ideas used in an assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Consult the NDNU Student Handbook regarding consequences of misrepresenting your work.
Learning Disabilities
If you have a learning disability or other circumstance that requires accommodations in this class, you must bring it to the attention of Program for Academic Support and Services (PASS) to arrange for possible accommodations (650-508-3670).
Evaluation
A total of 1000 points is possible, broken down into the categories below. Students are encouraged to keep track of their progress on a regular basis throughout the semester.
Exams 2 @ 60 points = 120 12%
Document Analysis Papers 2 @ 100 points = 200 20%
Class Blog/Reading Journal 1 @ 200 20%
Research Projects/Presentations 2 @ 120 points = 240 24%
Attendance 40 days @ 3 points = 120 12%
Participation 40 days @ 3 points = 120 12%
Fall 2011 – MWF 9:00 am Madeleine Fitzgerald, Ph.D. / mfitzgerald@ndnu.edu
http://AEHFall2011.blogspot.com
“Once I thought to write a history of the immigrants in America. Then I discovered that the immigrants were American history.”
Oscar Handlin, Introduction to The Uprooted, 1951
Course Summary
This course explores the histories of ethnic groups in the U.S. One emphasis of the course will be the struggles of various ethnic minorities to achieve a just solution to the American project of forging a nation out of diverse people. Another emphasis will be on the unique traditions they have contributed to the nation we call the United States.
This will be a team-taught course that will emphasize the authentic histories and unique contributions of America’s ethnic groups, and examine the role of immigration in American life. Particular attention will be given to the shifting causes and patterns of immigration, similarities and differences among the experiences of immigrants in the United States, nativism, the development of immigration restrictions, and the effects of immigration on the economic, social, cultural, and political life of the nation over time.
Texts
Daniels, Roger. Coming To America: A History of Immigration and Ethnicity in American Life
Additional readings as assigned in class
Learning Outcomes
Students will…
1. Demonstrate knowledge of the political, cultural, economic, social, religious, intellectual, and artistic experiences of ethnic groups in the US, and develop an understanding of the centrality of immigration and ethnicity to United States history;
2. Understand how decisions made in the past continue to shape society and political discourse, particularly nativist movements and their effects on immigrants and immigration policy;
3. Demonstrate familiarity with the historical literature and conflicting interpretations of the past in order to deepen their awareness of the varied origins of immigrants to the U.S. and of the diverse experiences immigrants encountered in the United States;
4. Weigh and interpret evidence and present a sustained argument supported by historical evidence;
5. Effectively communicate historical knowledge and reasoning orally and in writing;
6. Use the tools of social science research – statistical and qualitative – in formulating a research topic, collecting and analyzing evidence, and presenting results.
7. Think critically about the very idea of history, its purposes, and the manner in which we create and debate stories about our American past.
Requirements
Consistent attendance, reading and note taking are essential to college success. In-class assignments will assess students’ preparation on a regular basis. Students may be quizzed on material covered in class or in reading assignments at any time.
1) Students will produce a minimum of 32 pages of written work. All formal papers must be submitted in MLA format.
2) There will be approximately 100 pages of reading per week. A class Blog/Reading Journal will be kept on a weekly basis as readings are completed. This will be kept online using blogger.com.
3) Oral communication opportunities will develop confidence and skill in public speaking.
4) Attendance and participation are required and together make up 24% of your grade. Learning in a classroom setting is a community experience with collective responsibilities: you will contribute to each other’s learning by giving your time, your thoughts, your questions, your interest, and your attention.
5) History courses require considerable reading and writing. Please plan your study time accordingly and let us know if you are concerned about falling behind in either of these areas.
6) Make-up exam and paper extensions will only be given to students with documented medical or family emergencies.
Academic Honesty
Academic honesty is a cornerstone of our values at NDNU. If any words or ideas used in an assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Consult the NDNU Student Handbook regarding consequences of misrepresenting your work.
Learning Disabilities
If you have a learning disability or other circumstance that requires accommodations in this class, you must bring it to the attention of Program for Academic Support and Services (PASS) to arrange for possible accommodations (650-508-3670).
Evaluation
A total of 1000 points is possible, broken down into the categories below. Students are encouraged to keep track of their progress on a regular basis throughout the semester.
Exams 2 @ 60 points = 120 12%
Document Analysis Papers 2 @ 100 points = 200 20%
Class Blog/Reading Journal 1 @ 200 20%
Research Projects/Presentations 2 @ 120 points = 240 24%
Attendance 40 days @ 3 points = 120 12%
Participation 40 days @ 3 points = 120 12%
Subscribe to:
Posts (Atom)