UNITED STATES IMMIGRATION
HISTORY:
IMMIGRATION, ETHNICITY, AND RACE IN AMERICAN LIFE
History 209, Tues. and Thurs.,
12:30 – 1:45 PM, MAC 105
Fall 2005
Prof.
Andrew E. Kersten Office:
MAC Hall B330 Hours: 8:00-9:00 Tuesday, Thursday, or by appt. Phone:
465-2443 (leave message) Email: Course
Email:
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.
Intended Student Learning Outcomes
*
Develop critical thinking skills.
*
Exercise problem solving skills.
* Develop a fundamental understanding of
major events and movements in modern American Immigration History.
* Identify and clarify individual and
social values in the United States concerning immigration and immigrants.
* Develop an understanding of the
effects of prejudice and discrimination as well as appreciation for social
diversity.
Other Rules
Ÿ
During class, turn off
all pagers, beepers, PDA alarms, telephones, and other electronic or non-electronic
communication devices that ring, vibrate, hum, or otherwise annoy.
Ÿ
Never send your
written work as an email or email attachment.
Ÿ
Try to never miss a
class immediately following a major exam.
Ÿ
This class welcomes
all types of learners. Persons with disabilities that might affect learning
should contact me during the first week of class.
Ÿ
In this class, use
your best professional skills while writing, speaking, and communicating with
others.
Ÿ
Graded papers are
returned once during class. If you fail to pick up your paper, you may retrieve
it at my office during office hours.
Ÿ
All written work over
two pages must be stapled. Currently a quality stapler is available for under
one dollar. Unstapled papers will not be accepted.
Ÿ
Always keep one extra
hard copy of your work and back up your documents on two different back up
disks.
Ÿ
Check your UW-Green
Bay email regularly. You are expected to read the email that I send you.
Ÿ
Finally use this
syllabus as a class resource. DonÕt loose it. Refer to it frequently to ensure
that you are caught up on reading and studying, that your papers meet the
guidelines below, and that you understand when things will happen in this
course.
Expectations:
Ÿ
Attend class every
day, and be respectful of others during class.
Ÿ
Participate in class
every day.
Ÿ
Read and understand
all materials.
Ÿ
Work hard and
honestly.
Required Books:
Tom Dublin, Immigrant Voices
Lisa See, On Gold Mountain
Anthony Quiroz, Claiming Citizenship
Outside Lecture:
This semester we all have a very unique and rare opportunity.
On September 22, 2005, from 4:00 P.M. until 6:00 P.M. in the University
Theater in Theater Hall, Professor Eric Foner will deliver a lecture and
answer questions. Foner is among the most distinguished and respected American
historians in the world. He will be on campus as part of a two-week-long
celebration of History at UW-Green Bay. I am asking that you all attend this
lecture on September 22, 2005 in the University Theater in Theater Hall at
4:00 P.M. I am giving you three weeks notice so that you can arrange your
personal schedule accordingly. I will also offer extra credit on the upcoming
exam for those who write a 300 word summary of FonerÕs talk and turn it in the
following Tuesday (September 27). Thanks in advance for helping make FonerÕs
visit a smashing success.
Course Requirements:
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 monographs 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%). These exams will be multiple choice with one essay question.
4)
Write two essays (10% each) based upon the primary source readings in the
course. The structure of these papers will be discussed on the first day of
class. One reading is due BEFORE the first exam. The second reading is due
BEFORE the final exam.
5)
Major assignment: You have three options here. 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 LibraryÕs stacks or databases. 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 sources: three of which must be books and two of which must be from
academic journals. No
internet sources allowed.
II.Gather a group of 4
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
five sources, two of which must be from academic journals. No internet
sources allowed. You have to turn
in your prospectus during the fourth week of class. See the syllabus.
III.Do the Òdip inÓ
assignment. I have placed several primary sources on reserve in the reading
room of the University Archives and Special Collections (7th Floor
Cofrin Library). Choose a primary source collection and read the documents.
Answer this question in 5 pages: what do these documents tell you about this
immigrant group and/or immigrants and what do they tell you about immigration
history in general?
This major assignment is worth 20% of your grade
(5%+15%). 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).
6)
Participate in all discussions and activities.
7)
Periodically, there will be outside class extra credit assignments based on
video presentations and other campus activities. You have a total of 2 extra
credit assignments before any one exam.
Grading:
Grades are not curved. Except in emergency
situations, late work will lose one 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.
100-93 A 92-90
A/B 89-85 B 84-80
B/C 79-70 C 69-60 D
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.
Tentative Course Outline
Week One
Sept. 6 (T) – Introduction
Sept. 8 (R) – Deb Anderson Visits
Week Two
Sept. 13 (T) – AmericaÕs New Immigrations
Sept. 15 (R) – English Colonization
Read
Dublin Chapter 1 and answer this question in essay form: What does John
HarrowerÕs life tell us about English indentured servants?
Week Three
Sept. 20 (T) – Other Europeans in British
North America
Sept. 22 (R) – Foner Lecture, 4:00-6:00
PM, University Theater, Theater Hall
Week Four
Sept. 27 (T) – African ÒImmigrantsÓ
Sept. 29 (R) – Africans in America
*** Prospectus Due ***
Week Five
Oct. 4 (T) – Discuss Quiroz, CLAIMING
CITIZENSHIP
Oct. 6 (R) – Quiroz lecture in our classroom
Week Six
Oct. 11 (T) –Review
Oct. 13 (R) –MIDTERM EXAM NUMBER ONE
Week Seven
Oct. 18 (T) – Pioneers of the Century of
Immigration
Read
Dublin Chapter 3 and answer this question in essay form: What do Seyffardt
Letters tell us about German immigrants?
Oct. 20 (R) – Mediterranean Immigrants to the
United States
Week Eight
Oct. 25 (T) – Eastern Europeans
Read
Dublin Chapter 5 and answer this question in essay form: What does GallupÕs
life tell us about Jewish immigrants at the turn of the century?
Oct. 27 (R) – Rise of Nativism
Week Nine
Nov. 1 (T) – Chinese, Japanese, and French
Canadians
Nov. 3 (R) – Rabbit in the Moon
Week Ten
Nov. 8 (T) – Migration and Race Relations in
Depression and War, 1921-1945
Read
Dublin Chapter 7 and answer this question in essay form: What does the Galarza
familyÕs history tell us about Mexican immigrants?
Nov. 10 (R) – The Cold War and Immigration
Week Eleven
Nov. 15 (T) – Review
Nov. 17 (R) – MIDTERM EXAM NUMBER TWO
Week Twelve
Nov. 22 (T) – AmericaÕs New Immigrants
Nov. 24 (R) – No class; Happy Thanksgiving!
Week Thirteen
Nov. 29 (T) – New Asian Immigration
Dec. 1 (R) – Discuss See, ON GOLD MOUNTAIN
Week Fourteen
Dec. 6 (T) – New World Refugees
Read
Dublin Chapter 10 and answer this question in essay form: What does the Nguyen
family history tell us about Vietnamese?
Dec. 8 (R) – ÒIllegalÓ Immigration and
Immigration Reform
Week Fifteen
Dec. 13 (T) – Immigration and the War on
Terrorism
Dec. 15 (R) – Review and Final Papers are
Due
Final Exam: Thursday, December 22, 2004, 10:30 am – 12:30 pm
Paper or Presentation Prospectus
Directions: Reproduce this
page. Attach copies of your
outline and bibliography. I will
return this form and attachments as soon as possible. Remember this form must
be typed.
1. Your name(s):
2. Proposed title of
paper or presentation:
3. Write a 150 word
abstract of your proposed paper or presentation.
4. On
the back, provide a topic outline that describes the sections and major points
which will be discussed in your paper or presentation.
5. Provide your
bibliography on a separate page.
U.S. Immigration History
Fall 2004
Professor Kersten
Major paper/presentation guide sheet,
expectations, and tips
Assignment: Major assignment: You have three
options here. Choose ONE:
I. Write a five 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 LibraryÕs stacks or databases.
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 sources, two of which must be
from academic journals.
II. Gather a group of 4 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 five sources, two of which must be from academic journals.
III. Do the Òdip inÓ assignment. I
have placed several primary sources on reserve in the reading room of the
University Archives and Special Collections (7th Floor Cofrin
Library). Choose a primary source collection and read the documents. Answer
this question: what do these documents tell you about this immigrant group
and/or immigrants and what do they tell you about immigration history in
general?
Expectations
for the Paper Based on Secondary Sources or Primary Sources: The faculty of
the University of Wisconsin-Green Bay has adopted the following writing policy
for out-of-class assignments. These expectations hold for all written work.
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.
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. Please staple your papers.
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 writerÕs words
or ideas constitutes 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.
Expectations
for the Presentation: You will need to find 4 classmates to present some
aspect of immigration history. You can discuss the history of a group. You can
present an aspect of immigrant life such as food. You can also put on a debate,
play, or other ÒtheatricalÓ event including music. I will help you as much as
possible and remember you have the UniversityÕs audio/visual resources at your
disposal. The key for the presentations is to put your presentation into some
intellectual framework. In other words, if you bring food, you need to explain
how this food relates to immigration history. If you explain the details of an
immigrant groupÕs experiences you need to put those experiences into the
intellectual frameworks that we have built into the class. You need to do this
so that your presentation will have some concrete relationship with the rest of
the material in the course.
Presentations
will be done at the end of the term. You can set your own schedule for the most
part. I will help you set the time. I expect roughly a 20 minute presentation.
You will need to make use of the overheads, blackboard, and computers. Handouts
are always useful. Each member of the group is expected to participate in the
planning, research, and execution of the project. At the end of your
presentation, I want to collect a collective product of your presentation. In
other words, staple together your scripts or outlines (whatever you ÒreadÓ
from) and the bibliography. The class and I will compute your overall grade
based on your performance.
How
to Begin:
Think
about what interests you in history. If you like the history of wars, for
instance, you might want to consider how World War II affected immigration to
the United States. Or you may want to consider how some Americans responded to
the Vietnam War or how the Vietnam War influenced immigration to the United
States. Then go and consult the Harvard Guide. This will get you started on the
sources and I can help you more. Remember, the best place to find articles on
aspects of American history is the America: History and Life database. Please
use the course email to find people to form a presentation group. Finally,
please come to see me and I will do my best to help you during office hours.
¤
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 clichŽs 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?
EXTRA TIPS FROM KINDLY PROFESSOR KERSTEN
General
Suggestions
¥ Start early.
¥ Have a friend
read your early drafts.
Format
¥ Staple your
papers including your documents.
¥ 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 (ÒveryÓ etc)
AWK Awkward
Sentence Structure
COLL Colloquial
Language
DA DonÕt
Abbreviate
DP Dangling
Preposition
DUC DonÕt
Use Contractions
DUF DonÕt
Use First Person
DWQ DonÕt
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 DonÕt
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 Kate Turabian, A Manual for Writers of Term Papers,
Theses, and Dissertations. 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, ÒJobs and Justice: The FEPC in the Motor City,Ó 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, ÒWillie Webb,Ó 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. ÒJobs and Justice: The FEPC in
the Motor City.Ó 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.
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