HIST 3877
Fall 2002
Tues/Thurs 9:45-11:00
Humphrey 15

History 3875

Comparative Race and Ethnicity in U.S.

 
Syllabus

OFFICE HOURS (778 SOCIAL SCIENCES)

My office hours for the semester will be:

Tuesdays: 12:00-2:00

If you cannot make these hours, please meet with me after any class to make an appointment or e-mail me at erikalee@tc.umn.edu. E-mail is the best way to contact me. If you do not have e-mail access, you can also call me at my office at 624-9569.

COURSE DESCRIPTION

This course will examine America through its cultural and racial diversity, comparing and contrasting the historical experiences of American Indians, African Americans, Latinos, whites, and Asian Americans. An emphasis will be on how these groups were defined and treated in relation to each other. In particular, we will explore changes in "American" national identity and citizenship from the late nineteenth century to the present. From its very inception, ideologies and laws related to citizenship have framed who could and could not be considered an "American." As the United States expanded its territory, grappled with the legacies of slavery, incorporated some immigrants while excluding and restricting others, and sought to insure civil rights to all of its citizens, notions of American citizenship changed and adapted.

This course will help students think about such questions as: Who is an "American?" And how did that definition change over time? How did the debates over citizenship reflect Americans¹ ideas of race, class, ethnicity, and gender? How were racial and ethnic minorities, women, and immigrants defined at various times in opposition to "Americanness?"

This is a two semester course (enrollment in both is not mandatory). The Fall 2002 semester will be a lecture course. Reading assignments will include primary sources, autobiographies, and historical scholarship. We will also use the internet and films to complement lectures and class discussions. As part of the History Department's mission to introduce students to the research and writing process, this course will require a paper based on original research and will fulfill the university's writing intensive requirement. It also fulfills the cultural diversity and citizenship and public ethics requirements. (The Spring 2003 semester course will be a senior paper seminar for History majors.)

Class time: 60% lecture, 40% discussion

Work load: approximately 100 pages of reading per week, three short papers, one final research paper and related assignments

GRADE:

30% SHORT PAPERS (10% each)
5% RESEARCH STATEMENT
10% RESEARCH PAPER PROPOSAL
15% FIRST DRAFT OF RESEARCH PAPER
25% FINAL RESEARCH PAPER
15% CLASS DISCUSSION AND IN-CLASS ASSIGNMENTS

REQUIRED READINGS

Course Reader (available at Paradigm: 1501 University Ave SE (in the Dinkydome) 612-379-4590

Books (available at the West Bank Bookstore)

Glenda Gilmore, Gender and Jim Crow: Women and the Politics of White Supremacy in North Carolina, 1896-1920 (Univ. of North Carolina Press) paperback; ISBN: 0807845965; (October 1996)

Ronald Takaki, Double Victory: A Multicultural History of America in World War II (Little Brown & Co (Paperback); ISBN: 0316831565 (July 2001)

Anne Moody, Coming of Age in Mississippi (Laureleaf; paperback; 0440314887; Reissue edition (March 1997)

OBJECTIVES

Throughout the course, you should be able to:

• relate the comparative history of race and ethnicity to broader trends in American history and notions of citizenship
• compare and contrast the experiences of different groups of Americans according to such factors as race, ethnicity, gender, class, immigration status
• critically analyze primary source documents (written from the perspective of diverse groups of Americans themselves) within their historical context
• acquire basic research skills used by historians to understand, analyze, and explain history
• critically read secondary sources (historical and other scholarship) and be able to identify an author¹s thesis and main points
• critically analyze primary sources and place them into historical context
• write logical and coherent papers and exams with an argument of your own

GRADES AND GRADING POLICIES

All grades are tabulated individually. There will be no course curve. All papers that are turned in late will be marked down one grade for every day late. For example, a B+ paper turned in late by one day will become a B. NO EXCEPTIONS.

University-wide grading standards are as follows:

• A - achievement that is outstanding relative to the level necessary to meet course requirements
• B - achievement that is significantly above the level necessary to meet course requirements
• C - achievement that meets the course requirements in every respect
• D - achievement that is worthy of credit even though it fails to meet fully the course requirements
• S - achievement that is satisfactory, which is equivalent to a C- or better
• F(or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see also I)
• I - (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student
• Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.

UNIVERSITY POLICIES

PLAGIARISM

Use of written material (such as quotations) and/or ideas from the work of other scholars or writers without acknowledgement constitutes plagiarism. While I reserve the right to treat cases of unintentional plagiarism, you should be aware that the College of Liberal Arts recommends a failing grade for any plagiarized assignments. A second offense would result in a failing course grade. If you are uncertain about the meaning of plagiarism, please consult me. An extensive hand out will be made available in class and on the course web site.

EQUAL OPPORTUNITY

The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, religion, color, sex, national origin, handicap, age, veteran status, or sexual orientation. For further information, contact the Office of Equal Opportunity and Affirmative Action in 419 Morrill Hall (624-9547).

SEXUAL HARASSMENT

Sexual harassment is defined as "Unwelcome sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature when (1) submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or academic advancement, (2) submission to, or rejection of, such conduct by an individual is used as the basis for employment decisions or academic decisions affecting the individual, or (3) such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment." All faculty, supervisors, and administrators are legally and ethically obligated to take appropriate action to prevent sexual harassment. For further information, contact the Office of Equal Opportunity and Affirmative Action in 419 Morrill Hall (624-9547).

DISABILITIES

The University will provide accommodation for students with special needs. Please inform me if this may apply to you. For further information, contact the Office for Students with Disabilities, 16 Johnston Hall (624-4037).

Syllabus

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