United States
Immigration History
History 209
Professor Andrew
E. Kersten
Fall 2008
MAC 206
Course
Description:
This
course surveys American immigration history with a special focus on
ethnic and
race relations. It emphasizes several critical issues such as ethnic
and racial
contact and conflict, language maintenance, immigration law, the
"laws" of immigration, multiculturalism, nativism, and religion.
Although this is a lower level course, it may indeed challenge you to
think and
read critically and move you to participate more than you are used to.
I
strongly encourage everyone to meet the intellectual challenges that
this
course presents.
Course
Information:
Contact
times: Tuesday & Thursday, 12:30–1:55 P.M.
Office
Hours: 11:00 A.M.–Noon, Tuesday & Thursday, and by appointment
Instructor
email: kerstena@uwgb.edu
Course
email: C12009-f08@uwgb.edu
Required Books:
Gjerde,
Major Problems in American Immigration and Ethnic History
Otsuka,
When the Emperor Was Divine
Reimers,
Unwelcome Strangers
General
Education Learning Outcomes
(http://www.uwgb.edu/catalog/undrgrad/gened.htm):
Ethnic
Studies: An
understanding of the causes and effects of
stereotyping and racism and an appreciation of cultural diversity in
the United
States
Intended Student
Learning Outcomes:
Additional Rules:
Expectations:
á
Attend class
every day, and be respectful of
others during class.
á
Come to class on
time and prepared for the
day's work.
á
Participate in
class every day.
á
Read and
understand all materials.
á
Work hard and
honestly and professionally.
Writing:
All
written work must be typed or printed in black ink. You must have
your name
on your paper, follow good writing etiquette, staple your pages
together, and
use page numbers for papers longer than two pages. Double-space
everything. No
cover pages or report covers. See the back of the syllabus for a
style
guide. All written work must follow the Chicago Manuel of
Style. See http://www.dianahacker.com/resdoc/p04_c10_s2.html
Grading:
Grades are not
curved. Except in emergency
situations, late work will lose one letter grade per weekday
(Sunday
through Saturday) without prior approval of the instructor. Attendance will be taken and students
are expected to attend class for the entire period and are expected to
contribute to discussions.
Cheating constitutes a violation of University policy and
students will
be subject to University disciplinary actions. IÕm happy to talk
about grades,
but not by email. Please see me during office hours or make an
appointment.
Course
Assignments:
1)
Attendance is mandatory. The lectures and discussions will be a major
part of
the course. In addition, valuable
information will be regularly distributed during the first few minutes
of
class. Be prompt and attend the entire class period.
2)
Read and be prepared to discuss all readings. The
books will be a part of the exams and classroom
discussions. Read them once
thoroughly, take notes, and review before exams and discussions. Ask questions.
3)
Take two midterm (15% each) and a final (30%).
4)
Write summaries of all daily readings. These summaries must be 300-600
words
and discuss all of the readings that day. These summaries are due the
day that
we will discuss the readings. This constitutes 10% of your grade.
5)
Final Project assignment: You have three options. Choose ONE:
I.
Write
a 5 page essay on the history of
an immigrant group or leader of an immigrant group or an important
topic in
immigration history. You have to choose the topic and get your sources
from the
Cofrin Library. If the subject is
a group you must answer the main questions of immigration history such
as who
came?, how did they come?, how many?, and what happened to them? Also
you must
use at least five secondary sources: three of which must be books
and two of
which must be from academic journals.
Internet sources outside of the Cofrin Library databases must be
pre-approved. You must also use one primary source collection from the
Area
Research Center. You will need a bibliography page with this
assignment. You must
use at least one quote from each source.
II.
Gather
a group of 5 students and present
your information about an individual or an immigrant group or an
important
topic in immigration history to the class. You
have to choose the topic. If the subject
is a group you must answer the main questions
of immigration history such as who came?, how did they come?, how
many?, and
what happened to them? Also you must use at least ten secondary
sources, five
of which must be from academic journals. The rest must be from books or
encyclopedias. Internet sources outside of the Cofrin Library databases
must be
pre-approved. You must also use one primary source collection from the
Area
Research Center. You have to turn in your prospectus during the fourth
week of
class. Each group must meet with me during office hours at least once
before
the groupÕs presentation and after the presentation present me
with a CD with:
1) a list of who did what in the group presentation 2) an outline of
the talk, 3)
a bibliography of sources in Chicago Style Format, and 4) all
PowerPoint files.
The presentation must be 25-30 minutes long.
This
major assignment is worth 30% of your grade (5%+25%). In the fourth
week of
class (see syllabus for exact date), turn in your prospectus which will
explain
which assignment youÕre going to do. Then do the assignment and
turn it in or
present it the last week of class (see syllabus).
5)
Participate in all discussions and activities.
6)
Periodically, there will be outside class extra credit assignments
based on
video presentations and other campus activities. You can have a total
of 2
extra credit assignments before any one exam.
|
Midterm Exams |
15% each (30%
total) |
|
Final Exam |
30% |
|
Prospectus for
project |
5% |
|
Final project |
25% |
|
Summaries |
10% |
|
Total |
100% |
Grading Scale:
100-93
A
92-90
A/B
89-85
B
84-80
B/C
79-70
C
69-60
D
Student Conduct:
I
expect all students to abide by the UW-Green Bay student conduct
policies. See http://www.uwgb.edu/deanofstudents/policies_procedures/index.html
and especially
http://www.uwgb.edu/deanofstudents/policies_procedures/students/civility_tolerance.html
Disability
Notice:
Consistent
with the federal law and the policies of the University of Wisconsin,
it is the
policy of the University of Wisconsin-Green Bay to provide appropriate
and
necessary accommodations to students with documented physical and
learning
disabilities. If you anticipate requiring any auxiliary aids or
services, you
should contact me or the Coordinator of Services for Students with
Disabilities
at 465-2671 as soon as possible to discuss your needs and arrange for
the
provision of services.
Paper Turn In
Checklist:
Have
you remembered the little things?
¬
Have
you put your name on the first page of the paper?
¬
Have
you remember not to attach a cover page?
¬
Have
you numbered your pages?
¬
Have
you stapled your paper?
¬
Have
you used black ink?
¬
Have
you double-spaced your paper?
Have
you remembered the big things?
¬
Have
you clearly identified your thesis?
¬
Have
you used proper paragraph form (with indents)?
¬
Have
you used topic sentences?
¬
Have
you used quotations to support your ideas?
¬
Have
you used proper footnote and bibliographic formats?
¬
Have
you revised your paper with several drafts?
Grading Rubric:
|
As (90-100) |
Bs (80-89) |
Cs (70-79) |
Ds (60-69) |
F (59 and below) |
|
Your essay is
well constructed. It has paragraphs, topic sentences, and most
importantly a clear thesis. Your essay demonstrates a command of the
material. It uses quotes from the readings. You have an exceptional
command of the English language. You avoid making many grammatical or
stylistic errors. |
Your essay is
very good. It has paragraphs. You probably need to develop your thesis
and/or topic sentences. You have a fair command of the reading
materials but could have used more quotes or direct references. You
have some grammatical and stylistic problems. |
Your essay is
good. And yet, your essay needs work to improve its structure. You need
to work on your thesis and/or topic sentences. You have a fair command
of the reading materials. You could have used more quotes. You have
serious grammatical and stylistic problems. |
Your essay lacks
coherence. You make errors in essay structure, style, and grammar. You
lack a command of the reading materials. You make many stylistic and
grammatical errors. This paper needs a lot of work. |
You failed to
complete the assignment. |
Course Outline
Week One
September
2 (T): Introduction and Deb Anderson
September
4 (R): Discussion of Gjerde, Chapter 1
Week Two
September
9 (T): English Colonization
September
11 (R): Other Europeans
Week Three
September
16 (T): African ÒimmigrantsÓ
September
18 (R): Africans in America
Week Four
September
23 (T): Discussion of Gjerde, Chapter 2
September
25 (R): Pioneers of the Century of Immigration
Prospectus Due
Week Five
September
30 (T): Review
October 2 (R): Exam I
Week Six
October
7 (T): Research Day in Area Research Center
October
9 (R): Research Day in Area Research Center
Week Seven
October
14 (T): Discussion of Gjerde, Chapter 3 and 4
October
16 (R): Mediterranean Immigrants to the United States
Week Eight
October
21 (T): Eastern Europeans, Gjerde, Chapter 7
October
23 (R): Discussion of Gjerde, Chapter 5 and 6
Week Nine
October
28 (T): Nativism, Gjerde, Chapter 8
October
30 (R): Discussion of Reimers
Week Ten
November
4 (T): Chinese, Japanese, and French Canadians
Gjerde,
Chapter 10
November
6 (R): Migration and Race Relations in Depression and War
Gjerde,
Chapter 9 and Chapter 12
Week Eleven
November
11 (T): Rabbit in the Moon
November
13 (R): Discussion of Otsuka
Week Twelve
November
18 (T): Review
November
20 (R): Exam II
Week Thirteen
November
25 (T): New Asian Immigrants
Gjerde,
Chapter 11 and Chapter 13
November
27 (R): THANKSGIVING HOLIDAY (no class)
Week Fourteen
December
2 (T): New World Refugees, Illegals, and the War on Terror
Gjerde,
Chapter 14
December
4 (R): The Golden Venture
Week Fifteen
December
9 (T): Review and Student Presentations
Final
Exam: December 18 (Thursday), 10:30 A.M.–12:30 P.M.
Guidelines and
Expectations for the
Presentations:
This assignment
has five parts:
1.
You need
to find a group and pick a topic for historical exploration. You need
to commit
to a topic and then fill out a presentation prospectus sheet (see the
end of
the syllabus).
2.
You need
to find your sources. I will help you with this, and Deb Anderson can
help you
with this. I expect 1 primary source collection and 10 secondary
sources for
this project (five of which must be academic journal articles).
3.
You need
to meet with me to talk about your progress. This is a required meeting
during
the eighth week of class.
4.
You need
to do the research and work together to assemble your presentation.
5.
You need
to present your findings to the class. You will have 25 minutes to
present. On
the presentation day, you need to present me with a
CD with: 1) a list of who did what in the group presentation 2) an
outline of
the talk, 3) a bibliography of sources in Chicago Style Format, and 4)
all
PowerPoint files.
How to get
started:
First, gather a
group of about four people. Then, talk about historical questions that
might
interest you. Use your textbook or come talk with me to help generate
ideas.
Then, start dividing up the work. YouÕll need a convener (a
person who sets up
the meetings) and youÕll need to make an outline of the
presentation and who is
going to do what. Next, youÕll need to start working with the
library resources
to generate your 1 primary source collection and 10 secondary sources.
Someone
needs to be in charge of putting the prospectus together.
How to do your
work:
The best way to
organize a presentation is to assign concrete tasks to each student.
Then meet
regularly to make sure that everyone is on track. When there are
problems or
questions, youÕll need to come see me. The key is to meet
regularly so that
everyone has a chance to show what they have been doing.
How to present
your findings:
On presentation
day, you will present your findings. Commonly, students use PowerPoint
to help.
A good PowerPoint presentation does not have lots of text but minimal
text and
some images. Your group must come up with a historical question and a
historical answer. In other words, it must be clear to the audience
what you
are talking about and what you are arguing. Remember, history is a
story with a
point. Then each person takes about five minutes to present his/her
section of
the group presentation. Remember to relate each section back to the
theme and
thesis. You ought to have introduction and a conclusion as well.
Remember to
leave enough time for questions. If you do your work correctly, there
will be
questions.
How I will
grade you:
On the grading
sheet that I will fill out will be the following categories:
Preparation
(Research, Outline and Organization); Presentation (clarity, argument,
handouts
and visuals, and discussion.
Other tips:
This is your
chance to shine as a young, professional historian. Be sure to be
prepared. Do
the little things to get ready: dress nicely, come prepared, be
courteous, be
interested, and be engaging. DonÕt be silly or unprofessional.
Writing Tips for
Students
How to Write a
History Essay
Most history
essays are written in response to a historical question. The best way
to answer
that question is to use the "five paragraph" essay.
Your first
paragraph (that is, your introduction) should provide some general
background
on the question (and may even restate the question) and then directly
answer
that question. This statement is your thesis. It is a good idea to add
one
final sentence, which will allude to the rest of your paper.
Your next three
(or so) paragraphs provide a detailed, structured, and concise summary
of
evidence and ideas that support your thesis.
The conclusion
is
the place to summarize your thoughts, your essay, and your thesis. It
is also
the place to talk about how the past might relate to the present.
It is always a
good idea to use quotations from the sources that are utilized and
discussed in
class.
It is always a
good idea to review the Guide to Good Writing before and after you
write your
essay.
Basic
Suggestions, Guidelines, and Grading
General
Suggestions
¥
Start early.
¥
Have a friend read your early drafts.
Format
¥
Staple your papers.
¥
No coversheets.
¥
No plastic covers or folders.
¥
Always use page numbers.
¥
Use footnotes, endnotes, or in paragraph citation.
Style
-- avoid these problems
AFW
Avoid
Flavoring Words ("very" etc)
AWK
Awkward
Sentence Structure
COLL
Colloquial
Language
DA
Don't
Abbreviate
DP
Dangling
Preposition
DUC
Don't
Use Contractions
DUF
Don't
Use First Person
DWQ
Don't
Write in Questions
KPP
Keep
the Past in the Past (use past tense verbs)
MU
Meaning
Unclear
MVT
Mixed
Verb Tenses
NAS
Not
A Sentence
NSB
Don't
Use History as Your Personal Soap Box
PV
Passive
Voice
RSS
Repetitive
Sentence Structure
SC
Use
Standard Rules of Capitalization
SP
Misspelled
Word
TAS
Throw-away
sentence (has no meaning)
TL
Sentence,
Paragraph, or Quote is Too Long
W
Wordy
WW
Wrong
Word
Documentation
For all
documentation questions, refer to Turabian. If
you do not own a copy, it is worth the price.
Here are some
common formats.
FOOTNOTES
and ENDNOTES:
Published
1Andrew
E. Kersten, Race, Jobs, and the War: The FEPC in the Midwest,
1941-1946 (Urbana: University of
Illinois Press,
2000), 1-5.
2Andrew
E. Kersten, "Jobs and Justice: The FEPC in the Motor City," Michigan
Historical Review 56 (Spring 1999): 1-25.
3
Andrew
E. Kersten, ed., Reach or Breech: The
State and Society, 1865-1945 (Madison: University of Wisconsin
Press,
2001): 25-50.
4
Andrew E. Kersten, "Willie Webb," in Ordinary Women, ed.
Kriste Lindenmeyer (New York: Scholarly Resources, 2000): 50-55.
GENERAL
RULE: NAME (FIRST,
MIDDLE, LAST), TITLE, PLACE IF BOOK,
VOLUME IF JOURNAL, DATE, PAGES.
Unpublished
3Letter,
Andrew E. Kersten to Bethany R. Kersten, 27 May 1997, Andrew E. Kersten
Papers,
Box 15, Folder 9, University of Wisconsin-Green Bay Archives.
GENERAL
RULE: KIND OF
DOCUMENT, TITLE, DATE, COLLECTION,
LOCATION WITHIN COLLECTION, PLACE OF COLLECTION.
BIBLIOGRAPHY
Kersten,
Andrew E. "Jobs and Justice: The FEPC in the Motor City." Michigan
Historical Review (Spring 1999): 1-25.
Kersten,
Andrew E. Race, Jobs, and the War: The FEPC in the Midwest,
1941-1946.
Urbana: University of Illinois Press, 2000.
Same
general rules above but put last names first. Always
separate your primary and secondary material in your
bibliography. Questions?
See me or use Turabian.
Tips:
1)
Be consistent and thorough.
2)
In your bibliography, separate primary and secondary sources.
3)
Remember the purpose of this part of the assignment.
One should be able to retrace your research steps back
through your footnotes and bibliography
UW-GREEN BAY
WRITING POLICY
The
faculty of the University of Wisconsin-Green Bay has adopted the
following
writing policy for out-of-class assignments.
Acceptable
Writing:
1.
Clear writing is a reflection of
logical thinking; therefore, an acceptable paper must be
organized. Every essay should be
structured around
a thesis and supported by factual evidence and arguments that are
organized in
a logical progression.
2.
Writers must acknowledge their use of
data or ideas of others; therefore, an acceptable paper must have
proper
documentation of all source material, following professional guidelines
such as
those approved by the Modern Language Association (MLA), the American
Psychological Association (APA), or the American Association for the
Advancement of Science, or those published in a standard style manual
such as
Turabian, A Manual for Writers of Term Papers, Theses, and
Dissertations.
3.
An acceptable paper must reflect
control of correct grammar, usage, spelling, and punctuation.
4.
An acceptable paper must be presented
in appropriate manuscript form, with errors neatly corrected and care
taken
with margins, numbering of pages, spacing, and format.
Unacceptable
Writing:
1.
A paper without clear organization is
unacceptable. Unclear organization
includes illogical progressions from one idea to another and the
inclusion of
unnecessary ideas.
2.
A paper without proper documentation is
unacceptable. Failure to
acknowledge the use of another writer's words or ideas constitutes
plagiarism. Plagiarism is both
unethical and
illegal. The use of professional
editing for student papers is also unacceptable, as is the use of
purchased
papers, which is also a form of plagiarism.
3.
A paper containing frequent errors in
grammar, usage, spelling, or punctuation is unacceptable.
4.
A paper which does not appear to be
carefully done is unacceptable.
This includes papers with ragged edges, typographical errors and
strikeovers, illegible handwriting, stains, or smudges.
To
achieve acceptable writing standards, students should purchase and use
a good
dictionary and a writing handbook.
Assistance in improving writing skills is available through
regular
courses in composition and from the Writing Center, which conducts
writings
workshops and provides advice and tutoring (but not editing). All students who wish to improve their
writing are encouraged to use these resources.
CRITERIA
FOR EVALUATING WRITING
Listed
below are some major factors that differentiate good writing from poor
writing.
This
list may help you identify particular aspects of your writing that need
improvement. For further
assistance consult with instructors who are familiar with your writing
skills. Writing assistance is also
available in the Writing Center (CL 109).
1.
PURPOSE
Is the purpose of
your paper clear to the audience?
Is the purpose
appropriate to the assignment and to the audience?
Is the purpose
consistently maintained throughout the paper?
2.
CONTENT
Are the ideas in the
paper interesting?
Do the ideas in the
paper reflect independent thought, a new approach, fresh insights?
Is the writer
actively engaged with the topic?
3.
ORGANIZATION
Are the ideas
developed in a logical order?
Is the organizational
pattern clear to the readers?
Is the discussion
coherent? Are transitional devices
used effectively to shift smoothly from one idea to another?
4.
DEVELOPMENT
Are the major ideas
adequately supported with examples, specific details, and other kinds of evidence?
Are the ideas
presented in meaningful paragraphs?
Is there a general
sense of completeness and closure?
5.
WORDS: CHOICE AND
ARRANGEMENT
Have
clear, precise, and appropriate words been selected?
Have cliches been
avoided?
Have the words been
arranged into correct and graceful sentences?
6.
STYLE
AND TONE
Is the style
clear,
lively, fluent?
Is the tone
appropriate for the purpose and audience?
Are the sentences
varied in length and structure?
Is there appropriate
use of metaphor, analogy, parallelism, and other rhetorical devices?
7.
TECHNICAL
QUALITIES: MECHANICS
Does the writing
conform to the conventions of grammar, spelling, punctuation, and usage?
Is the format of the
paper appropriate to the assignment?
Has all material from
other sources been properly documented?
Has the paper been
carefully proofread, with all typos neatly corrected?
Prospectus
for Final Project
Directions: Reproduce
this page on your computer and turn it in. Attach
copies of your outline and
bibliography. I will return your
form and attachments as
soon as possible. Remember your
form must be typed.
1.
Your names:
2.
Proposed topic for presentation:
3.
Write a 150 word abstract of your presentation.
4. On the back,
provide a topic outline which
describes the sections and major points which will be discussed in your
presentation.
5. Provide your
primary and secondary bibliography
on a separate page.