SEMESTER AT SEA COURSE SYLLABUS University of Virginia, Academic Sponsor

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1 SEMESTER AT SEA COURSE SYLLABUS University of Virginia, Academic Sponsor Voyage: Fall 2015 Discipline: United States History HIUS 2559: History of United States Immigration Law Division: Lower Division Faculty Name: Louise Harmon Credit Hours: 3: Contact hours: 38 Course Description: This course will study the history of voluntary and involuntary migration to the United States, with an emphasis on the legal response regulating the influx of immigrants, including, among others, the Naturalization Act of 1790, the Chinese Exclusion Act of 1882, legislation in the 1920s imposing national quotas, the Immigration and Nationality Act of 1965 giving preference to those immigrants with U.S. relatives, amnesty legislation, the Immigration and Nationality Act of 1990, the Real ID Act of 2005, and recent political efforts to overhaul our immigration policies. The course will also survey the laws relating to the admission, naturalization, removal of immigrants to the United States, and the legal issues concerning refugees, asylum seekers, illegal immigrants and undocumented workers. The perspective will be global; the course will examine the historical, social and political factors that affected the arrival, settlement, growth and redistribution of African, Asian, European, Native American, and Latino populations in the United States, and will explore a variety of cultural, demographic, economic and legal issues that have arisen as a result of these waves of human migration. Course Objectives: 1) To familiarize students with the history of immigration law in the United States, starting with the late eighteenth century down to the present; 2) To give students an understanding of the primary legal sources for U.S. immigration and naturalization law, the administrative structure of immigration law, and the requirements for obtaining immigrant and nonimmigrant visas, for applying for refugee or asylum status, and for applying for citizenship and naturalization status; 3) To have students see how U.S. immigration law has had an impact on world history, and to see how world history has had an impact on U.S. immigration law; 4) To sensitize students to the current issues in immigration law, including how the states, and the United States, are dealing with illegal immigration, undocumented workers, and the concern for national security. Required texts: 1 1

2 Ethnic Americans: A History of Immigration (Fifth Edition), by Leonard Dinnerstein & David M. Reiners (2009) ( Ethnic Americans ) Published by Columbia University Press; ISBN # Major Problems in American Immigration and Ethnic History, Documents and Essays, edited by Jon Gjerde (1998) 1 ( Gjerde ) Published by Houghton Mifflin Company; ISBN # Guarding the Golden Door: American Immigration Policy and Immigrants Since 1882, by Roger Daniels (2004) ( Golden Door ) Published by Hill and Wang; ISBN-13 # Paper Families: Identity, Immigration Administration and Chinese Exclusion, by Estelle T. Lau (2006) ( Paper Families ) Published by Duke University Press: ISBN TOPICAL OUTLINE OF COURSE Depart Southampton September 13 A1 September 15: Unit One: Immigration from the Colonial Period to 1820/Introduction Reading: Chapter 1 in Gjerde (pp.1-29): Approaches to American Immigration and Ethnic History --Immigration Portrayed as an Experience of Uprootedness, by Oscar Handlin --Immigration Portrayed as an Experience of Transplantation, by John Bodnar --The Problem of Assimilation in the United States, by John Higham --The Invention of Ethnicity in the United States, by Cozen, Gerber, Morawska, Pozzetta, and Vecoli A2 September 17: Colonial Period/English Immigrants in America/Virginia, Maryland and New England/Slavery and Immigrants from Africa Reading: Ethnic Americans, The Beginnings, 1942 to the 1820, pp A3 September 19: Colonial Period/English Immigrants in America/Virginia, Maryland and New England/Slavery and Immigrants from Africa continued 1 This is the penultimate edition of the book, and I have decided not to make students buy the newer, more expensive edition. The 1998 edition of Gjerde s book is already quite rich, and contains primarily historical material that has not changed much. 2

3 Reading: Part of Chapter 2 in Gjerde, pp Strangers in the Realm: Migrants to British Colonial North America , --Olaudah Equiano, an African, Recounts the Horror of Enslavement, Gottlieb Mittelberger, a German, Describes the Difficulties of Immigration, William Morley, an Indentured Servant, Explains the Condition of Labor in Pennsylvania Civitavecchia September Naples September A4 September 27: Race in America Colonial Period/Other Europeans in Colonial America/ Ethnicity of Reading: Rest of Chapter 2 in Gjerde (pp ) --Hugh Boulter Recounts the Discontent in Ireland that Resulted in Emigration, Benjamin Franklin Advises Those Who Might Move to America, William Byrd II, a Land Speculator, Promotes Immigration, Creative Adaptations: Peoples and Cultures, by T.H. Breen A5 September 29: Unit Two: The Century of Immigration, 1820 to 1924 The Century of Immigration ( )/Irish, Germans, and Scandinavians/The Naturalization Act of 1790/The Alien Act of 1798 Reading: Ethnic Americans, An Expanding Population: Immigration from 1830 to 1890s, (first half of the chapter), pp Part of Chapter 3 in Gjerde, Nation and Citizenship in the Age of Revolution, , pp Benjamin Franklin Opposes the Migration of Non-English into the Colonies, Daniel Dulany, a Jurist, Defends the Rights of Aliens in Maryland, J. Hector St. John de Crevecoeur Celebrates the Possibilities of America for its Immigrants, The German Press in Philadelphia Defends the War for Independence, 1776 Istanbul September 30-October 5 A6 October 7: The Century of Immigration ( )/Irish, Germans, and Scandinavians/The Naturalization Act of 1790/The Alien Act of 1798, continued 3

4 Reading: Ethnic Americans, rest of chapter 2, pp Part of Chapter 3 in Gjerde, Nation and Citizenship in the Age of Revolution, , pp Congress Establishes its Initial Policy on Naturalization, Congress Restricts the Rights of Aliens, The Creation of Citizenship in the British American Colonies and Early United States, by James H. Kettner --The Creation of American Identity in the Late Eighteenth Century, by Arthur Mann Piraeus October 8-13 A7 October 15: The Century of Immigration continued November 4 th) (First paper assigned; due on A-11, Reading: Part of Chapter 4 in Gjerde, European Migration and the Radical Attempt to Conserve, , pp Gottfried Duden, a German, Assesses the Possibilities for Immigrants to Missouri, Svein Nilsson Chronicles Norwegian American Immigration to Wisconsin, Robert Whyte Explains the Irish Migration Following the Potatoe Famine, James Burn Describes Irish and German Immigration in New York City, Swedish Women and Men Observe the Freedom and Opportunity in America, A German American Family Changes its Assessment of American Life, Irish Immigrants who Perceive America as Exile, by Kerby A. Miller --German Catholic Immigrants Who Make Their Own America, by Kathleen Neils Conzen A8 October 17: The Century of Immigration continued Reading: Part of Chapter 3, Ethnic Americans, A New Wave of Immigrants, 1890s-1920s, pp Barcelona October A9 October 25: The Century of Immigration continued Reading: Rest of Chapter 3, Ethnic Americans, pp

5 Casablanca October A10 November 2: The Century of Immigration continued Reading: Part of Chapter 5 of Gjerde, Nativism and Becoming American at Midcentry, , pp Lyman Beecher Warns About Immigrants Flooding into the American West, Samuel B. Morse Enumerates the Dangers of the Roman Catholic Immigrant, Maria Monk, a Supposed Escaped Nun, Recounts the Perils of the Convent, Frederick Saunders, a Nativist, Considers the Dangers of Immigration to the Republic, Thomas Whitney, an Anti-Catholic, Compares Romanism and Republicanism, The Know Nothings, The American Party, Defend Their Political Movement, 1855 A11 November 4: The Century of Immigration continued (Paper # 1 is due in class) Reading: Rest of Chapter 5 of Gjerde, Nativism and Becoming American at Midcentry, , pp Walt Whitman Celebrates the Diversity in the United States, Tyler Anbinder, The Ideology of the Know Nothing Party --Dale Knobel, The Relationship between the Portrayal of Irish Americans and Citizenship at Midcentury Part One of Chapter 6, Gjerde, Emigration and Return: Migration Patterns in the Industrial Age, , pp Immigrants Recall Their Life in Eastern Europe and Their Immigration, A Slovenian Recounts Varying Assessments of America Made by Return Immigrants, Mary Antin, A Russian Woman, Encounters Anti-Semitic Violence and Flees Russia, The Relationship Between American Money and Italian Land in Stimulating Return Migration, by Dino Cinel Study Day November 6 A12 November 7: The Century of Immigration/The Chinese Exclusion Act continued Reading: Part of Chapter 4, Ethnic Americans, Ethnic Conflict and Immigration Restriction, pp Golden Door, Chapter 1, The Beginnings of Immigration Restriction, , pp. 5

6 A13 November 9: The Century of Immigration/The Chinese Exclusion Act continued Reading: Parts of Chapter 6 of Gjerde, Emigration and Return: Migration Patterns in the Industrial Age, , pp and pp ; Parts of Chapter 7 of Gjerde, Industrial Immigrants in the City and the Countryside, pp ; Lee Chew, a Chinese Immigrant, Describes Life in the United States and Denounces Anti-Chinese Prejudice, The Chinese Migration to the United States in the Context of the Larger Chinese Diaspora, by Sucheng Chan --Three Chinese Americans Recall Life and Labor in their Ethnic Community, The Interactions of Race and Class in Agricultural Labor, by Tomas Almaguer --Part of Chapter 9 of Gjerde, Racialization of Immigrants, , pp Samuel Gompers Racializes Chinese American Labor, The Asiatic Exclusion League Argues That Asians Cannot Be Assimilated, 1911 A14 November 11 The Century of Immigration/The Chinese Exclusion Act continue, First multiple choice quiz in class Reading: Chapters 1-2, Paper Families, pp Salvador November A15 November 19: The Century of Immigration/The Chinese Exclusion Act/the Federalization of Immigration Law (Second paper assigned; due on A-19, November 30 th ) Reading: Chapter 3 and 4, Paper Families, pp (We will be watching the film, Separate Lives, Broken Dreams in class) A16 November 21;Unit Three: Anti-Immigrant Sentiment and the Quota Laws, 1921 and 1924 Reading: Rest of Chapter 4 in Ethnic Americans, pp Part of Chapter 9 of Gjerde, pp Congressman John Box Objects to Mexican Immigrants, Third v. United States: The United States Supreme Court Clarifies the Meaning of White, The Evolution of Thought on Race and the Development of Scientific Racism, by John Higham --The Evolution of Legal Constructions of Race and Whiteness, by Ian 6

7 Haney-Lopez Study Day November 23 A17 November 24: Anti-Immigrant Sentiment and the Quota Laws cont. Reading: pp Golden Door, Chapter Two: The 1920s: The Triumph of Old Nativism Part of Chapter 10 of Gjerde, Responses to Immigration: Exclusion, Restriction, and Americanization, , pp Josiah Strong, a Protestant Clergyman, Considers the Perils of Immigration, The Immigration Restriction League Outlines the Immigration Problem, A German American Attacks False Americanism, A Jewish American Playwright Celebrates the American Melting Pot, Randolph Bourne Promotes Cultural Pluralism, The Governor of Iowa Proclaims English the State s Official Language, Efforts at Americanization in the Industrial Workplace, A18 November 26: Unit Four: Migration in Prosperity, Depression,and post-world War II, pp Reading: Golden Door, Chapter 3, No New Deal for Immigration, (We will be watching the film Forgotten Ellis Island in class) Port of Spain November A19 November 30: Post World War II Admitting Displaced Persons/The Door Opens Again (Second paper due in class) Reading: Golden Door, Chapter 4, Admitting Displaced Persons, , pp Ethnic Americans, part of Chapter 5: The Door Opens Again, pp Study Day December 2 A20 December 3: Post World War II/The The Door Opens Again/Immigration and Nationality Act of 1965 (We will be watching the documentary Which Way Home in class) 7

8 Readings: Ethnic Americans, rest of Chapter 5, pp Golden Door, Chapter 7, Lyndon Johnson and the End of the Quota System, pp A21 December 5: Unit 6: Recent trends in immigration Readings: Golden Door, Chapter 9, Immigrants from Other Worlds:Latinos, pp ; Ethnic Americans, Chapter 7, Confronting Immigration, pp Puntarenas December 6-11 A22 December 13: Recent trends in immigration/refugees/asylum continued Readings: Part of Chapter 14, Gjerde, Immigration Transforms America, 1965 to Present, pp A Caribbean American Observes Life in New York City, Santiago Maldonado, a Mexican American, Details the Lives of Undocumented Immigrants in Texas, A Cuban Flees to the United States, A Hmong s Story of Escape from Laos, Valerie Corpos, a Skilled Filipina America, Reflects on the Advantages and Disadvantages of Life in the United States, A Korean American s Bitter Life in the United States, A Vietnamese American Considering Changing Relations Between Parents and Children in the United States, A23 December 15: Recent trends in immigration/refugees/asylum continued Reading: Golden Door, Chapter 10, Refugees and Human Rights, Cubans, South East Asians and Others, pp (We will be watching the film Sentenced Home in class) Study Day December 17 A24 December 18; A-Day Finals (Second multiple choice quiz to be taken in class) Arrive San Diego December 21 FIELD WORK Field lab attendance is mandatory for all students enrolled in this course. Do not book individual travel plans or a Semester at Sea sponsored trip on the day of your field lab. 8

9 FIELD LAB (At least 20 percent of the contact hours for each course, to be led by the instructor.) (The Field Lab will be one of the following two proposals) Proposal # 1: United States Consulate Visit/Museum of Moroccan Judaism (Casablanca) We will start our field lab with a visit to the Museum of Moroccan Judaism. In the course, we will be studying various waves of Jewish immigration to the United States, including during the late nineteenth and early twentieth century, and then before and after World War II. We will be exploring the push and pull factors of the Jewish immigration to the United States. The Museum of Moroccan Judaism will give students an opportunity to study another center of Jewish life. In the 1940s, there were approximately a quarter of a million Jews living in Morocco; now only about 3,000 remain, mostly in Casablanca. (The majority of them have moved to France or Israel.) This is the only museum of Judaism in the Arab world, and students will learn how Jews have preserved their culture and traditions no matter where they are, regardless of their pattern of migration. After lunch, we will visit the Citizen Services at the United States Consulate in Casablanca. During the first part of the course we are going to develop the concept of national sovereignty and citizenship---integral to understanding any system of immigration. The United States Consulate is a perfect place for students to appreciate what it means to be a U.S. citizen abroad---and what it does not. At the Consulate, students will learn about all the services available to United States citizens who are in Morocco. What happens when a baby is born in Morocco of U.S. parents? How do passports get renewed? What happens when a United States citizen dies, or is arrested in Morocco? How are visas processed by the Consulate? What criteria are applied in deciding which Moroccans may visit the United States? Academic Objectives 1. To allow students to learn about how Jewish culture and traditions are preserved, no matter where Jews migrate, and to understand more about the Jewish diaspora; 2. To introduce students to the services available to United States citizens abroad, and to learn the limitations of those services; 3. To have students learn more about the visa granting process, and the criteria by which Moroccans are selected to travel to the United States; 4. To have students gain knowledge about the United States Foreign Service in general, and to have an opportunity to discuss careers in the foreign service Proposal # 2: The traditions of the African Diaspora (Salvador) In our course, we are not only going to study the history of voluntary immigrants to the United States, but also the history of the African Atlantic slave trade with its involuntary migrants from West Africa. Brazil was the last country in the western world to abolish chattel slavery in 1888, and over 4 million Africans were brought to Brazil, comprising about 40% of the slaves 9

10 brought to the Americas. Candomble is an Afro-Brazilian religion based primarily on the beliefs of the Yoruba and the other peoples of West Africa. We will visit two Candomble Terriores and have local priestesses serve as our guides who will introduce the history, beliefs, traditions and significance of the communities of Candomble. We will see how even involuntary migrants bring their religions and traditions with them, and manage to preserve and perpetuate their culture. We will also visit the Afro-Brazilian Museum where there is an exhibit of Candomble, and Carybe s statues of African gods called Orishas. As a contrast, we will step into the Sao Francisco Church, and also visit the Pelourinho Square where slaves were sold and tortured. This visit will give students an insight into the cruelty of the Atlantic slave trade, as well as into the resilience of migrant communities, even those who came to a new country under duress. Academic objectives: 1. To educate students about the history of the slave trade from West Africa, and its impact on the forced migration of Africans to the Caribbean and to the Americas; 2. To have students learn about the perpetuation and preservation of culture by even involuntary migrants as they came to the new world; 3. To have students think about the different impact that the slave trade had on Brazil as compared to the United States; 4. To have students ponder how the label of immigrant permitted the assimilation of some ethnic groups into the American mainstream, and how its denial to others might not have---and how does that same question play out in Brazil? Methods of Assessment/Grading Rubric The student will be required to take two take-home essays, two multiple choice quizzes, and one reflective journal on the Field Lab in. Each essay and quiz will test for knowledge of the readings, lectures and class discussions. Each take-home essay will consist of a 7-9 page essay about an assigned topic. (You will have at least seven days at sea to complete each take-home essay. It will be typewritten, double-spaced, with 12 pt. font and one inch margins.) See the schedule below. Unexcused late assignments will have points deducted from the grade; only extenuating circumstances will justify turning in a late paper. Rules concerning plagiarism apply. Both of the multiple choice quizzes will be held in class. As a third writing assignment, each student must write a reflective journal on the Field Lab in ; it will be from 4-6 pages (typewritten; double-spaced; 12 pt. font, one inch margins). In addition, before students disperse at each port, they will be asked to perform assigned research tasks, e.g., talk to someone and inquire about whether anyone in his family is an immigrant; talk to someone who has tried to get a visa to visit the United States; talk to someone from the ship you have never met before about their family s immigration history, etc.. After each port, students will be asked to report orally on their in-port research. This will not be a graded exercise, but all students are expected to participate. 10

11 Each take-home essay will count for 25% of your grade, for a total of 50%. The two multiple choice exams will each count for 15% of your grade, for a total of 30%, and your reflective journal on the required Field Lab will count for 20% of your grade. Here is the schedule for your essays and multiple choice portions: Take-Home Essay # 1 Will be assigned on A-7 October 15 th, and will be due on A-11 th, November 4 th. First Multiple Choice quiz: A-14, November 11th Take-Home Essay # 2---Will be assigned on A-15, November 19, and will be due of A-19, November 30th Second Multiple Choice quiz: A-24, December 18 Reflective Journal on the Field Lab: (One week after the Field Lab in ) Your writing assignments will be evaluated on the basis of two criteria: Form and Content. Matters of form include grammar, spelling, punctuation, clarity and organization. Matters of content include understanding of the material, use of texts to support positions, thoroughness, originality, and overall quality of thought. Additional Resources: DVDs (to be provided by the instructor and shown in class): Separate Lives, Broken Dreams (1994) (Library has copy) Sentenced Home (2008) (Professor has copy) Which Way Home (2011) (Professor has copy) Forgotten Ellis Island (2009) (Professor has copy) HONOR CODE Semester at Sea students enroll in an academic program administered by the University of Virginia, and thus bind themselves to the University s honor code. The code prohibits all acts of lying, cheating, and stealing. Please consult the Voyager s Handbook for further explanation of what constitutes an honor offense. Each written assignment for this course must be pledged by the student as follows: On my honor as a student, I pledge that I have neither given nor received aid on this assignment. The pledge must be signed, or, in the case of an electronic file, signed [signed]. 11