HST 371: Race and Minority Cultures in the United States

Portland Center

Credit Hours: 3

Term: Summer 2005

Dates: 13 June - 15 August

Days: Mon. Time: 18:00 - 21:30      Saturday: 25 June, 9:00 - 17:00

Place: Peterson 107

 

Instructor:

Dr. Loni Bramson

Website: http://spot.pcc.edu/~lbramson

 

Office hours: Just before class, by appointment only.

 

Instructional/Learning Needs: Students with disabilities who may need accommodations, who have any emergency medical information the instructor should know of, or who need special arrangements in the event of evacuation, should inform the instructor as early as possible, no later than the first week of the term.

 

Course Description: Indian, Spanish-speaking, African-American, and Asian ethnic groups in United States history. Cross-cultural comparisons.

 

Learning Objectives:

·      Use critical thinking to evaluate historical changes and their impact on United States society and culture.

·      Recognize and appreciate the contributions of racial and ethnic minority cultures to United States society.

·      Analyze and evaluate primary and secondary sources.

·      Identify culturally based assumptions that have influenced the perception and behavior of people in the past.

·      Communicate effectively through written and other assignments.

·      Think critically about the relationships between past and present events and issues.

 

Required Texts: 1) Ronald Takaki, A Different Mirror: A History of Multicultural America, 1993, ISBN 0-316-83112-3 (HC) or 0-316-83111-5 (PB). 2) Ronald Takaki, A Larger Memory: A History of Our Diversity with Voices, 1998, ISBN 0-316-83169-7 (HC) or 0-316-31162-6 (PB). 3) David R. Roediger, The Wages of Whiteness: Race and the Making of the American Working Class, rev. ed., 1999, ISBN 1-85984-240-2. 4) Yvonne Haddad and John Esposito (eds.), Muslims on the Americanization Path?, 2000, ISBN 0-19-513526-1. 5) Mary Lynn Rampolla, A Pocket Guide to Writing in History, 4^th ed., 2004, ISBN 0-312-40357-7.

 

A Different Mirror = DM                               Muslims on the Americanization Path = MAP

A Larger Memory = LM

The Wages of Whiteness = WW

 

General Class Rules:

·      Being courteous to everyone.

·      Being on time.

·      Turning off all cell phones, beepers, pagers, or any other technological invention that makes noise.

·      Recording class sessions is not permitted.

·      Treating every person and each perspective with respect.

·      Being attentive.

·      Being a good listener.

 

Student Responsibilities:

·      When reading is assigned, please complete it before the class.

·      Class discussion is very important. Participation in these discussions is required. If a student is on the borderline between two grades, the quality of his or her class participation will determine whether the higher or lower grade is given. Please note, if you do not keep up with the reading assignments, then you will not be able to adequately participate in the class discussions. Participation does not necessarily mean speaking.

·      Attending class is required. Attendance will be taken at the beginning of each class.

·      All questions are good and are encouraged. If you are wondering about something, then probably other students are as well. I would like to do justice to your questions, therefore, if during your reading you discover that you have some questions, please send them to me (preferably by email) so that I can research them before the next class. If questions arise during the class that cannot be resolved immediately, for whatever reason, then individuals will take responsibility to research them. What is found will be discussed at the next class session.

 

Course Evaluation: Out of 292 possible points.

·      Attendance and class participation: 22 possible points. (The Saturday session counts as two classes.)

·      One oral presentation on your research project (20 minutes, including class discussion): 20 possible points.

·      One book review (3-4 pages): 30 possible points. Due 11 July.

·      Ten response papers on readings (2 pages): 100 possible points. Due each class as of 20 June.

·      A 10-15 page research paper: 60 possible points. The final paper is due 15 August.

·      The proposed topic is due on 20 June. This is worth 5 additional points.

§       The proposed bibliography is due on 27 June. This is worth 5 additional points.

§       The research design is due on 18 July. This is worth 20 additional points.

§       The final draft is due on 1 August. This is worth 30 additional points.

§       The research paper with an envelope is due on 15 August.

                       

Grading Scale: Possible grades are A, B+, B, C+, C, D, and F.

Pedagogical Philosophy:

It is my opinion that every form of evaluation should serve a pedagogical purpose. Therefore, if needed, I am willing to help students prepare their presentations and facilitation of class discussions. In terms of the required book review and the research paper, you may give me as many drafts of your work as you wish for my comments. In other words, there is no reason why each and every one of you should not receive an A in the course.

 

I prefer to use participative collaborative learning in the classroom. This means that we are all learners together. We create our learning community together. I hope to be more a facilitator of your learning than a lecturer. I will learn from you as well.

 

Late Work and Makeups: The ticket system will be explained in class. Once you have used up your tickets, late work will be marked down. Further, it will under no circumstances receive an A grade. It is better to turn in your work late, although you will not receive an A, than not to turn it in at all and receive no points.

 

Incompletes: A grade of Incomplete (I) will only be given for an emergency situation. The student must request an Incomplete in writing and must obtain my permission. Together, we will establish a contract that will include strict time limits. All uncompleted work must be turned in within the time limits set by the contract. If you do not turn in the missing work, then your course grade will be calculated with the missing portion counting for zero (0) points.

 

Extra Credit Book Reviews: Extra credit offered is a supplementary book review. Only the books listed in the course bibliography can be used. See instructions for writing book reviews in the Methodology Handout. You can earn a possible 10 extra credit points for each extra book review. I will not evaluate rough drafts of extra credit book reviews. (A = 10 points. B+ = 9 points. B = 8 points. C+ = 6 points. C = 5 points. D = 3 points. F = 2 points if the review shows that you have read the book.)

 

Extra Credit for Bookmarks: If you find a website that I consider good enough to add to my website links, then you will receive one extra credit point. If you inform me that one of my links is dead or has moved, then you will receive one extra credit point. Only one person can receive extra credit for each new URL or informing me of a particular link that has a problem.

 

Using the WWW for Your Research and Work: It is dangerous to use the WWW for academic work. Some websites are excellent. Some will cause you to lose points because they are not of academic quality. If you wish to use a website for your work, I must approve it beforehand. The links on my website are all approved. However, further links on the approved URLs on my website have not been verified and therefore are not preapproved.

 

Cheating and Plagiarism: Cheating and plagiarism are serious violations and will not be tolerated. Plagiarism is using someone else’s words, ideas, or works without properly acknowledging them. Proper referencing avoids this problem. Any student found to be engaging in either of these activities at any point in the course will receive a failing grade for the assignment and possibly the entire course. The student may also be subject to further college sanctions.

 

Video Presentations: During the term, I might take time in class to show appropriate video documentaries or movies. These will not be announced ahead of time, primarily because it depends if and when I can check them out. However, if shown, you will be responsible for the content.

 

Guest Speakers: I have invited several experts to speak to us. The course schedule will be changed to reflect this opportunity if they accept. You are responsible for participating in an engaged manner during these occasions.

 

Return of Course Work: At or before the last session, please bring a large manila envelope that is stamped and self-addressed.

 

Flexibility Caveat: The instructor may change the course assignments or evaluations in response to institutional or class needs, or the weather.

 

Course Calendar and Schedule

 

13 June: Introductions, explanations, distribution of handouts.

 

20 June: Read: DM 1-50; LM 3-37; WW 1-32. Proposed topic due.

 

25 June: Read DM 51-138; LM 56-111; WW 41-92.

 

27 June: Read DM 139-165; LM 112-128; WW 93-163. Proposed bibliography due.

 

4 July: No class.

 

11 July: Read DM 166-276; LM 129-151; WW 165-189; MAP 19-46, 65-101. Book review due.

 

18 July: Read DM 277-339; LM 155-187, 239-247. Research design due.

 

25 July: Read DM 340-428; LM 188-210.

 

1 August: Read LM 211-238, 248-320. Final draft of your research paper due.

 

8 August: Read LM 311-353; MAP 105-127, 145-214.

 

15 August: Read MAP 215-333. Research paper with envelope due.

 

Guiding Principles for This Class

 

Adapted from PSU Graduate School of Education Practices

 

 

·      Be Aware of Time. There is time to explore points more deeply. There is time to ask questions. There is no time for speeches. There is no time for storytelling that is not to the task at hand.

 

·      Step Up. Step Back. Participants in this educational endeavor who like to talk, be they students or the instructor, should step back and create a space for those who are quiet. Quiet people should step up and contribute to our group so that we may all learn from you.

 

·      Oppression Exists. It is a reality. Its reality will not be debated. Some forms of oppression are racism, classism, sexism, abilism, and homophobia. Oppressive behavior in the classroom is not acceptable. Our classroom is a safe space.

 

·      Open Minds Only. Please leave your agendas and dogmas at the door. Our classroom is a place for open, analytical, and critical discussion.

 

·      Be Tolerant. Respect opinions that are shared, even if they contradict your own views, beliefs, and values.

 

·      Be Courteous. Within the classroom, to facilitate discussion, we will wear the mantle of courtesy.

 

·      We All Have Knowledge and Ignorance. Respect the Strengths and Weaknesses of Everyone. All participants in the class, be they students, the instructor, or guests, have their respective areas of expertise. Everyone can learn from one another.

 

·      There Is Human Goodness in Everyone. We Assume Good Intent and the Best of Everyone. "We try to stop from developing any storyline about another's motivation. We assume there must be a good reason why they did something that may be hurtful or foolish. It takes mindfulness to stop the stream of judgments that pour from our lips, but when we can stop them, we have been well rewarded. People's motives usually are good, even when they look hurtful or stupid. And if we pause long enough to ask them what they intended, there is another benefit – we develop a better relationship with them. Working together becomes easier." Margaret Wheatley, Ed.D.

 

·      Speak From Your Own Experience. Do not generalize when speaking. In other words, use "I," and not "they," "we," or "you."