HIST 360: United States Immigration History
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1 HIST 360: United States Immigration History Professor: Jessica Barbata Jackson, Ph.D. Office: Clark B-367 Spring 2018 Telephone: (970) MW 3:00pm-4:15pm Room: Clark C-359 Office Hours: MW 1:15pm-2:45pm or by appointment Credits: 3.0 Catalog Description/Course Description: Central themes of U.S. immigration from perspective of major immigrant groups within context of U.S. immigration policy. Required Texts: Ngai, Mae M, and Jon Gjerde. Major Problems in American Immigration History: Documents and Essays. Boston: Wadsworth, Additional articles/chapters assigned periodically and available via Canvas. Recommended Text: Daniels, Roger. Coming to America: A History of Immigration and Ethnicity in American Life. New York: Harper Perennial, 2002 Course Objectives: This course will introduce students to the inherent complexities of American immigration studies. While exploring current themes in immigration historiography such as transnationalism, race, ethnicity, and the political and social dynamics of diaspora, this course will also be firmly ground in the contemporary debates surrounding immigration policy. By way of establishing the basic historical framework for understanding immigration studies, we will work to investigate the following questions: What are the political, economic, and cultural factors that cause immigration? To what extent is the American Dream a reality? How have race and class affected the process of immigrant integration? To what extent have arriving immigrant groups been discriminated against and racialized? How have increasingly restrictive immigration policies been justified and validated? When and how did European immigrants (like Irish, Jews, and Italians) become white? How have labels of legality and illegality evolved and developed, especially with regards to the U.S./Mexico border? To what extent have debates over how/when/whether to authorize citizenship changed over time? 1
2 Course Requirements Grading: Final grades in this course depend upon the number of total points earned during the semester. Standard grade ranges will be employed for assignments and for computing the final course grade. Grades reflecting % = A; 80-89%=B; 70-79%=C; 60-69%=D. Plus minus grading will be employed in this course except where excluded by university policy (C-, D+, D-). Students must complete and submit both exams, the digital project, and the current event presentation to be eligible to pass this course. Participation/ Response Papers Midterm Exam Final Exam Immigrant Stories (Digital Storytelling) Project Current Event Presentation 20% 20% 25% 25% 10% Key Assignments Exams: The course will be assessed with two essay exams, a midterm and a final exam. Reading/Participation: Participation is a required component of this class, and I really look forward to having meaningful discussions about the material with all of you. Therefore, completion of readings prior to our meetings is essential. Please come to class having carefully read and considered the assigned readings and be ready to contribute. Your participation grade will be based on your constructive, respectful, and thoughtful contributions to class discussions, as well as weekly response papers and periodic in-class assignments/quizzes. You will also be specifically responsible for leading discussion at least once over the course of the semester. In addition to completing the assigned readings for that week, you will be responsible for generating discussion questions and facilitating the class discussion. Response Papers: Throughout the semester, you will be responsible for submitting brief, 1-2 page response papers on the secondary source readings assigned for the week. These papers should provide a concise distillation of the central arguments from the secondary source readings and should additionally include one or two discussion questions at the end of your paper. (These should be more open-ended questions but can certainly address content clarification. For example, what did the author mean by their use of the term agency? Or, to what extent do we see Irish immigrants exercising agency?) Not only will these response papers help to prepare you for our in-class discussions, these papers are your opportunities to show me that you have carefully read and critically considered the assigned readings. Since you will not submit a Response Paper the week that you are responsible for leading discussion, there will be TEN other opportunities to submit a Response Paper (noted with an asterisk* in the reading schedule); you need to submit FIVE. For those weeks that you choose not to submit a Response Paper, you are, of course, still expected to complete the assigned readings and come to class prepared for discussion. Immigrant Stories Digital Storytelling Project: Over the course of the semester, you will produce a 4-5 minute digital story about a personal story (or the experience of someone you know) related to immigration. There will be several stages of the assignment, including a written story draft, a storyboard, and a digital story draft. Final projects will be displayed as part of a local, student-produced museum exhibition in April. Specific dates and guidelines will be provided. Current Event Presentation: You will be responsible for putting together a brief presentation that will investigate a recent current event of your choice (thematically linked to topics from this course). In addition to providing the historical context for the current event, you will then be responsible for 2
3 facilitating a short class discussion surrounding the controversies presented by your current event. These presentations will take place throughout the semester. Specific guidelines will be provided. Class Policies Attendance: Your regular attendance is a required component of this class. If you miss class for any reason, it is your responsibility to communicate with me and to keep up with your assignments. Each student will be allowed one unexcused absence, no questions asked; beyond that, because attendance factors into your participation grade, excessive lateness and absences will negatively impact your course grade. Assignments: Unless otherwise noted, assignments should be submitted in hardcopy form in class. Work should be proofread, spell-checked, and edited in advance of submission. Late Work: You are responsible for turning in assignments on the day they are due. Although late work may be accepted, points will be lost for excessive lateness. Absences: Students who are absent from class and are requesting an extension on a major assignment or exam must present acceptable documentation of the illness, family emergency or University-sponsored event that prevented regular class attendance for the exam. Such documentation must be submitted in advance of the absence or no later than one week after you return to class. Students are expected to work with the University s Student Case Management office ( regarding situations involving illness or family emergency. For further information on this policy, see the University's General Catalog under Advising and Registration, available online at Canvas: Much of the course information and supplemental materials will be accessible through Canvas, CSU s learning management system. Canvas can be accessed at Announcements will be made in class about course information and materials made available through Canvas. Grades will also be posted via Canvas. If you have questions/problems using or accessing Canvas during the semester, please notify me. Academic Accommodations: If you have a documented disability that warrants accommodations in the course, please make an appointment to see me at your earliest convenience so that we can discuss appropriate accommodations that will increase your learning opportunities in this class. Please also contact the office of Resources for Disabled Students (RDS) as soon as possible: Academic Integrity: The course will adhere to the Academic Integrity Policy of the Colorado State University General Catalog and the Student Conduct Code, and students are expected to adhere to the University s policy on academic integrity, available online at As such, all work submitted in this course and bearing a student s name is expected to represent the original creative process and product of that student. Be sure to cite any sources (books, websites, etc.) for any portions of an assignment that you use, reference, paraphrase, or quote. Penalties for plagiarism or academic dishonesty include earning an F (zero points) for the assignment and may result in a grade of F for the course. Communication: Communication is key, so keep in touch. Do not hesitate to contact me if you have any questions, concerns or need assistance in class. You are also invited to meet with me during office hours or by appointment to discuss any questions/concerns. Additionally, as information will occasionally be distributed electronically, be sure to regularly check or update your address on file with Canvas. Finally, in your communications to me, please use the address on this syllabus and include HIST360 in the subject line of your message. Intellectual Environment: We are all here to learn. For this reason, we must all participate in creating a respectful, encouraging, and positive learning environment and strive to ensure a safe learning environment in which everyone feels comfortable to express their opinions amongst their peers and the professor. A safe environment is free from offensive language, verbal attacks and rude behavior such as interrupting when someone else is speaking. Additionally, your behavior should reflect respect for yourself, your classmates, and your 3
4 professor. Although you may feel strongly about certain issues, please conduct yourself respectfully and with integrity. Remember, it is okay to disagree. Finally, electronic devices may only be used for class-related activities. 4
5 HIST 360 Spring 2018 Tentative Schedule of Sessions Week 1 (1/17): Introduction to US Immigration Wed 1/17 Agenda Introductions Syllabus Week 2 (1/22 & 1/24): U.S. Immigration History & The State of the Field Mon 1/22 Ngai CH1 (1-4) Selections from Oscar Handlin s The Uprooted and John Bodnar s The Transplanted, (4-9) Digital Storytelling Wed 1/24 Kathleen Neils Conzen et al, The Invention of Ethnicity in the United States, (10-16) Donna Gabaccia, Immigrant Women: Nowhere at Home? (16-19) George J. Sanchez, Race, Nation, and Culture in Recent Immigration Studies, (19-25) Matthew Frye Jacobson, More Trans--, Less National, (25-30) Week 3 (1/29 & 1/31): Citizenship & Migration Before the Civil War Mon 1/29 Ngai CH3 (76-82) Assign Immigrant Stories Assignment Immigrant Stories Lesson 1 Wed 1/31 Gerald Neuman, The Open Borders Myth, (82-88) William Novak, Citizenship in the Nineteenth-Century America, (88-94) Week 4 (2/5 & 2/7): European Migration in the Early Nineteenth Century Mon 2/5 Ngai CH4 (103-22) Out of Ireland Wed 2/5 Roger Daniels, Ethnicity and Race in American Life, (Canvas) Kevin Kenny, The Global Irish, ( ) 5
6 Week 5 (2/12 & 2/14): Immigration in the Era of Industrialization & Federal Immigration Regulation Mon 2/12 Ngai CH6 (180-82, ) Ngai CH7 (211-12) Carved in Silence Wed 2/14 Aristide Zolberg, The Great Wall Against China ( ) Mary Ting Yi Lui, Chinatown: A Contested Urban Space, ( ) New York Week 6 (2/19 & 2/21): Immigration in the Era of Colonialism Mon 2/19 Ngai CH8 (266-78) Immigrant Stories Lesson 2 Wed 2/21 Christina Duffy Burnett, The Noncitizen National and the Law of American Empire, ( ) John Higham, The Evolution of Racial Nativism, ( ) The Crucible of Empire: The Spanish American War Week 7 (2/26 & 2/28): Identity, Nativism & Race in the Early Twentieth Century Mon 2/26 Ngai CH9 (313-21) Linciati Wed 2/28 Matthew Frye Jacobson, Introduction: The Fabrication of Race, from Whiteness of a Different Color: European Immigrants the Alchemy of Race, (Canvas) Thomas Guglielmo, No Color Barrier : Italians, Race and Power in the United States, (Canvas) Week 8 (3/5 & 3/7): Identity, Nativism & Race in the Early Twentieth Century Mon 3/5 Louise DeSalvo, Color White/Complexion Dark, (Canvas) Wed 3/7 Midterm 6
7 SPRING RECESS (3/10-18) Week 9 (3/19 & 3/21): National Citizenship, Federal Regulation & the Turn to Restriction Mon 3/19 Ngai CH10 (366-77) People v Hall (Canvas) Wed 3/21 Mae Ngai, The Invention of National Origins, ( ) Ian Haney-Lopez, The Evolution of Legal Constructions of Race and Whiteness, (Canvas) Week 10 (3/26 & 3/28): Patterns of Inclusion & Exclusion Mon 3/26 Ngai CH5 ( ) Ngai, CH11 ( ) Bracero: Harvest of Loneliness Wed 3/28 David Gutierrez, The Shifting Politics of Mexican Nationalism and Ethnicity, ( ) Alice Yang Murray, The History of Military Necessity in the Japanese American Internment ( ) Week 11 (4/2 & 4/4): Identity & Reform in the Era of Civil Rights & the Cold War Mon 4/2 Ngai s CH12 (445-46, ) Mae Ngai, The Liberal Brief for Immigration Reform, (464-70) Carrie Ching, Personal Voices: Facing up to Race, (Canvas) Wed 4/4 Immigrant Stories Project DUE Project Presentations Week 12 (4/9 & 4/11): Identity & Reform in the Era of Civil Rights & the Cold War Mon 4/9 Mae Ngai, Impossible Subjects: Illegal Aliens and the Making of America, (Canvas) Karen Brodkin, How Jews Became White Folks: And What That Says About Race in Wed 4/11 Agenda TBD 7
8 America, (Canvas) Week 13 (4/16 & 4/18): Immigration & the U.S./Mexico Border Mon 4/16 Crossing Arizona Wed 4/18 Excerpts from Justin Akers Chacon, et al, No One is Illegal (Canvas) Evelyn Alsultany, Los Intersticios: Recasting Moving Selves, (Canvas) Mireya Navarro, For Many Latinos, Racial Identity is More Culture than Color, (Canvas) Week 14 (4/23 & 4/25): Refugees, Asylees & Post-Industrial Age Immigration Mon 4/23 Ngai s CH13 (483-93) Ngai s CH14 (524-46) Aristide R. Zolberg, Refugees Enter America Through the Side Door, (546-53) Carl J. Bon Tempo, They Are a Proud People : Refugees from Cuba, (554-60) Wed 4/25 14: Dred Scott, Wong Kim Ark and Vanessa Lopez Week 15 (4/30 & 5/2): Immigration After 9/11 Mon 4/30 Ngai s CH15 (566-96) Lenti Volpp, The Citizen and the Terrorist, ( ) Sonny Singh, Testimony (Canvas) Justin Akers Chacon, et al, Inventing an Invisible Enemy: September 11 and the War on Immigrants, (Canvas) Wed 5/2 Documented 11 September 2001 FINAL EXAM: Monday, May 7th (4:10-6:10pm) *This is a tentative slate of assignments and due dates. I reserve the right to make modifications, additions, and changes to due dates in correspondence with the needs of the class. 8
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