Wednesday, August 29, 2012
Tuesday, August 28, 2012
Schedule of Activities & Assignments
FYE / Andrews – Fall 2012 Schedule
of Activities & Assignments
Please note that
this schedule is tentative and may change as our semester evolves.
August 29
Introductions. Syllabus, Definitions: “ethinicity,” “race,”
“America.” Exploration of students’ understanding of their own ethnic
identities.
August 31
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’
~~~~~~~~~~
September 3 – Labor Day Holiday
September 5
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.”
September 7
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
~~~~~~~~~~
September 10
Colonial migrations and the age of revolution
DUE… READING: Daniels, chapters 1 and 2
September 12
Colonial migrations and the age of revolution
DUE… READING: Daniels, chapter 3
September 14
First Document Analysis Paper Assigned
~~~~~~~~~~
September 17
What is an American?
DUE… READING: Daniels, chapter 4
September 19
What is an American?
DUE… READING: Daniels, chapter 5
September 21
DUE… PAPER: First Document Analysis
~~~~~~~~~~
September 24
First Wave immigrants
DUE… READING: Daniels, chapter 6
September 26
First Wave immigrants
September 28
Are ethnicity and immigration issues reflected in the 2012
presidential campaigns? What are the candidates’ positions? How might each
candidate shape the ethnic future of America?
DUE: current event assignment TBA
~~~~~~~~~~
October 1
Industrial immigrants and migration patterns
DUE… READING: Daniels, chapter 7
October 3
Industrial immigrants and migration patterns
DUE… READING: Daniels, chapter 8
October 5
Minorities from other regions
DUE… READING: Daniels, chapter 9
~~~~~~~~~~
October 8
Research presentations
DUE… PAPER: First Mini Research Paper
October 10
Research presentations
October 12
Review session for Midterm Exam.
~~~~~~~~~~
October 15
Research presentations
October 17
Midterm Exam.
October 19 – Midterm Break
~~~~~~~~~~
October 22
One-on-one midterm status review. Documentary “The Other
Side of Immigration”
October 24
“The Other Side of Immigration” continued. Students will be
responsible for self-monitoring this day.
October 26
American Responses to Immigration - Nativism
DUE… READING: Daniels, chapter 10
~~~~~~~~~~
October 29
Document Analysis #2 assigned: in-class workshop
October 31
Immigration and ethnicity in the first half of the 20th
Century
DUE… READING: Daniels, chapter 11
November 2
Immigration from the new world
DUE… READING: Daniels, chapter 12; also, Document
Analysis #2
~~~~~~~~~~
November 5
Second Mini Research Project assigned
November 7
Immigration and Ethnicity in the Second Half of the 20th
Century
DUE… READING: Daniels, chapter 13
November 9
Immigration and Ethnicity in the Second Half of the 20th
Century
DUE… READING: Daniels, chapter 14
~~~~~~~~~~
November 12
Immigration and Ethnicity in the Second Half of the 20th
Century
DUE… READING: Daniels, chapter 15
November 14
Immigration and Ethnicity in an Age of Terrorism and
Globalization
DUE… READING: Daniels, chapter 16
November 16
Immigration and Ethnicity in an Age of Terrorism and
Globalization
DUE… READING: TBA
~~~~~~~~~~
November 19
Immigration and Ethnicity in an Age of Terrorism and
Globalization
DUE… READING: Daniels, chapter 17
November 21
Thanksgiving traditions in an ethnically diverse USA
DUE… Thanksgiving Preflection
~~~~~~~~~~
November 26
Current Issues in Immigration and Ethnicity
DUE… Current events article TBA
November 28
Semester review and preparation for the Final Exam.
November 30
Project presentations.
DUE… Second Research Paper
~~~~~~~~~~
December 3
Final Exam.
December 5
Project presentations.
December 7
Project presentations.
~~~~~~~~~~
Monday, August 27, 2012
Syllabus
HST
2340 America’s Ethnic History (3 units)
Fall
2012 – MWF 9:00 am, in Cuvilly 1
online
home
http://AEHFall2012.blogspot.com
Patricia Andrews, MA
pandrews@ndnu.edu
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. The course 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 minority 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 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; and
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. An online 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. 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 me know if you are concerned about falling behind in either of these areas.
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.
Note to
Students with Disabilities
Notre Dame de Namur
University complies with Section 504 of the Rehabilitation Act. Students who
have a disability that might affect academic performance in this class are
encouraged to confer with the instructor at the beginning of the semester and
to contact Dr. Peggy Koshland Crane in the Program for Academic Support and
Services (PASS) (650-508-3670; mcrane@ndnu.edu).
In order to receive accommodations, students must register with the PASS
office.
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
@ 40 points = 80
Document
Analysis Papers 2
@ 100 points = 200
Online
Reading Journal 1
@ 200
Mini
Research Projects 2
@ 100 points = 200
Attendance 40
days @ 4 points = 160
Participation 40
days @ 4 points = 160
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