Social Change and Development Seminar (Soc CD 470):
Race and Ethnicity in American Life
Tuesday and Thursday, 9:30-10:45 am
MAC 224
Professor Andrew Kersten
Office: MAC B330
Phone: 465-2443
Email: kerstena@uwgb.edu
Office Hours: Tuesday and
Thursday, 8:30-9:20 am and by appointment
Description:
In this course, we will
examine the formation of theories about race and ethnicity. The basic premise
of this course is that race and ethnicity are intellectual creations, developed
for political and social purposes. It is, as Matthew Frye Jacobson state, a
Òpublic fiction.Ó In this course, we will examine race and ethnicity as well as
ÒwhitenessÓ as organizing principles in history. We will also analyze
contemporary American culture and our own views of race, color, and ethnicity.
Intended Student Learning
Outcomes:
Required reading:
Marie Arana, American
Chica.
Thomas Guglielmo, White
on Arrival.
Matthew Frye Jacobson, Whiteness
of a Different Color.
David Roediger, Working
Toward Whiteness.
Online course reader from
Cofrin Library Catalog for all articles
Assignments (Expectations
described below):
1) Group Book Discussions (10%): Four groups of 5
students will lead the discussions of the books. I will help your group prepare
and provide the class with thought questions before the discussion days.
2) Critical Reviews (20%): Each discussion day (unless
you are presenting), you will submit a critical review of the common reading.
Each review should be between 600 and 1200 words. In the review, you need to
summarize the argument, connect it to the broader classroom discussions, and
assess its strengths and weaknesses. If on one discussion day, there is more
than one reading, your review should deal with both readings. These reviews are
collected, and I will read them. However, if you turn them in on time, you will
get full credit (ie, 100%). You may skip TWO of these reviews. You must turn in
10 reviews.
3) Group Presentations (45%): You may assemble any group
you would like (including a group of one) to present some aspect of race and
ethnicity in American life. You may select a topic from below or you may create
your own topic. The goal of your presentation is to relate the topic to the
class and generate discussion.
Possible general topics: literature (pop, non-fiction, fiction, academic,
comic books); art (of all kinds but nothing indecent); film and videos;
television; music; Internet; etc.
Possible specific topics: L.A. riots; illegal immigration; Hurricane Katrina;
O.J. Simpson trial; borders north and south; Elian Gonzales; Mariel Boatlift;
etc.
4) Final Exam (25%): Your final exam will focus on what
you have learned about race and ethnicity this semester and the impending U.S.
Census (ie., 2010).
Additional Rules:
General Class
Expectations and Attitudes:
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 at
least 600 to 700 words (depending on assignment), 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 one
page. Double-space everything. No cover pages or report covers.
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.
Grading Scale:
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
the Coordinator of Services or me for Students with Disabilities at 465-2671 as
soon as possible to discuss your needs and arrange for the provision of
services.
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. |
You 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. |
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?
Expectations for Group
Book Discussions:
For each group-led
discussion, I will expect everyone to read and understand the book chapters at
hand. Remember, if you are not presenting, youÕll need to turn in a critical
review of the book chapters. I expect that each group will break up into two
teams, a Tuesday team and a Thursday team. Each book is broken up into to
halves. Each team will take one half of the book. The idea behind the group
discussions is to have a student-led, student-guided discussion that expounds
on the bookÕs thesis, the main themes, and the chaptersÕ topics. Additionally,
the group is responsible for leading a discussion of the bookÕs usefulness,
strengths, and weaknesses, including use of evidence. I will grade you on all
these items. It is absolutely essential that all group members and the rest of
the class fully participate.
Expectations for Group
Presentations:
Each group is responsible
for coming up with a topic and a list of sources (20 sources total [e.g.,10
books and 10 scholarly articles, 10 films and 10 scholarly articles, etc]).
This list is due week five on Thursday along with your Prospectus (see the end
of syllabus). I expect that you will work on your project giving one update on
your progress, and then during the latter part of the term, you will present
your project to the class. Your grades will be based upon the following: the
quality of your research; how well you organized your thoughts; how well you
conveyed your thoughts; the clarity of your main argument; the quality of your
handouts and visuals; and the ability of your group to generate some
discussions. You will be graded as both an individual and as a group.
Student Presentation #1: Your group will present the topic of the
presentation and discuss the sources that you will use. You will also discuss
your plan to divide up the groupÕs work. You will turn into me your group
prospectus.
Student Presentation #2: Your group will present an update on your
presentation, discussing what you have been working on, what sources have work,
and what your general plans are for the final presentation. You will turn into
me a summary document explaining in detail what each group member has been
working on along with a revised and annotated bibliography (each
bibliographic item should have a 50 word summary underneath its listing).
Student Presentation #3: Your group will present the topic you have been
working on. The class will help evaluate your performance. You will turn into
me a final annotated bibliography (each item will have a 50 word summary), your
PowerPoint (printed out), and any handouts.
Course Outline
Week One:
September 5 (T):
Introduction and background lecture
Discussion
Essay: ÒThe New Face of RaceÓ Essays
September 7 (R): Background
lecture
Discussion
Essays: David W. Stowe and David Roediger (2006)
Week Two:
September 12 (T): Background
lecture
Discussion
Essays: Peter Kolchin and James Barrett & David Roediger
September 14 (R): Background
lecture
Discussion
Essay: Eric Arnesen
Week Three:
September 19 (T): Jacobson,
Beginning to page 201
September 21 (R): Jacobson,
Page 201 to page 280
Week Four:
September 26 (T):
Independent Studying
September 28 (R):
Independent Studying
Week Five:
October 3 (T): Student
update #1
October 5 (R): Student
update #1
Group
Presentation Prospectus Due (one per group)
Week Six:s
October 10 (T): Guglielmo,
Beginning to page 112
October 12 (R): Guglielmo,
Page 112 to page 176
Week Seven:
October 17 (T): Gangs of
New York
October 19 (R): Gangs of
New York
Week Eight:
October 24 (T): Independent
Studying
October 26 (R): Independent
Studying
Week Nine:
October 31 (T): Student
Update #2
November 2 (R): Student
Update #2
Week Ten:
November 7 (T): Arana,
Beginning to page 169
November 9 (R): Arana, Page
170 to page 305
Week Eleven:
November 14 (T): What was/is
the Census
November 16 (R): Discussion
of the Census
Discussion
Essay: David Hollinger
Week Twelve:
November 21 (T): Independent
Studying
November 23 (R):
Thanksgiving
Week Thirteen:
November 28 (T): Crash
November 30 (R): Crash
Week Fourteen:
December 5 (T): Roediger,
Beginning to page 130
December 7 (R): Roediger,
Page 131 to page 244
Week Fifteen:
December 12 (T): Student
Update #3: Final Presentations
December 14 (R): Student
Update #3: Final Presentations
Final Examination: Thursday,
December 21, 8:00-10:00 am
Writing Tips for Students
How to Write an Essay
Most essays are written in response to a
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?
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. All group member 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.