Spring 2014 Tues-Thurs, 12:00-1:15 pm Old MAIN 225

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1 Spring 2014 Tues-Thurs, 12:00-1:15 pm Old MAIN 225 Dr. Colleen O'Neill History Department GA: Paige Tuft, Office Hours for Paige: Tues/Thurs 1:20-2:20 This course examines the larger historical processes that shaped the migration of peoples to America s shores and within its shifting borders. Students will explore the global economic changes, shifting demographics and political institutions that created the United States culturally diverse landscape. Studying the past from a social historical perspective, we will examine the historical roots of worldwide migrations, including the slave trade, the Irish Diaspora, and European migrations, as well as the migration strategies of Asian and Mexican workers. Students will examine the push factors that inspired many of these communities to leave their homes, as well as the cultural and racial landscape they encountered when they arrived in America. Upon completion of this class students will: understand the historical roots of the U.S. cultural map, and explain how migrants shaped and were shaped by historical conditions. compare the histories of major ethnic and racial groups in the United States to comprehend what made their experiences similar, and/or unique, and why. understand the global forces that influenced the changing social status of these communities within the United States. explore the various political, economic, and cultural strategies ethnic and/or racial communities employed to create social change. develop critical thinking skills through analysis of a variety of texts, including fictional narratives, historical documents, music and visual materials. employ those insights to construct historical arguments. Office Hours: Wed: 2:30-3:30 pm and by appointment Old Main 321E (Western Historical Quarterly Office) Grading: Mid term exam 100 points Final exam 100 points Analytical essay 50 points Quizzes: 50 points (25 points each) Weekly i-cliker responses: Weekly i-cliker responses: 24 points (2 points each) I-cliker quizzes are intended to measure your class participation. So, they cannot be "made up" or taken ahead of time.

2 Required Texts: USU 1320 / page 2 1. Ronald Takaki, A Different Mirror: A History of Multicultural America, revised edition (Back Bay Books, 2008). 2. Additional required reading and viewing available on Canvas as pdf files, noted with:ê 3. Choose one of the following novels/memoirs: Mary Doyle Curran, The Parish and the Hill (NY: Feminist Press, 1986). Anzia Yezierska, Bread Givers: A Novel (NY: Persea Books, 2003). Carlos Bulosan, America is in the Heart: A Personal History (Seattle: University of Washington Press, 1973). Frances Esquibel Tywoniak and Mario García, Migrant Daughter: Coming of Age as A Mexican American Woman (University of California Press, 2000). You will be required to read the assigned readings, attend video showings, and come to class prepared to engage the lecture (take notes and ask questions) material. Attending class is very important! What we discuss in class will not be easy to "look-up" in a textbook or on a website. It is your responsibility to participate in creating a dynamic and respectful intellectual climate by coming to class on time and prepared. Please turn off your cell phones before class begins. I will allow you to use computers in class to take notes. However, surfing the web, checking , or any other type of computer use (other than word processing for note-taking), is extremely disruptive and distracting to your classmates, and will not be tolerated. If you insist on using your computer in those ways during class, you will be asked to leave the room. Please note: Plagiarism policy Plagiarism is a serious offense and will not be tolerated. According to USU policy, plagiarism is knowingly representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgment (footnote or citation in the text). Please see the USU Student Code of Conduct: A helpful website that provides a good definition of plagiarism and offers hints on how to avoid it: Plagiarism is on the rise and my tolerance is wearing very thin. Consider this notice a warning. It is much better to receive a "C" on an average paper than failing the class for turning in a well written, plagiarized essay. Your own work is always best. Please do not risk your academic career by making such a shortsighted choice to "cheat."

3 Assignment Schedule: USU 1320 / page 3 Pre-Colonial America 1/7: Introductions, Expectations and Responsibilities 1/9: Native peoples of the Southwest Reading: How the World Began by Ramon A. Gutiérrez, ê 1/14: Native peoples of the Northeast Reading: "Father Le Jeune on the Importance of Native American Women, 1633"ê European Societies 1/16: Changing Social Order in Early Modern Europe Reading: "Ordinance of the Spurriers' [Spurmakers'] Guild of London, England 1345ê Sir Thomas More, "Some Results of the Enclosure Movement," (excerpt from Utopia). ê 1/21: Crisis of Feudalism and the Consolidation of European Nation States Reading: Takaki, chapter 1. Colonial Economies 1/23: Labor, Gold and Fur Reading: Bartolome de las Casas, "On Spanish Treatment of the Indians," from History of the Indies (1528) ê (and listen to John Sayles reading from part of that document -- see audio link on Canvas) Columbus "Utilizing the Native American Labor Force." ê Sylvia Van Kirk: "The Role of Native Women in the Creation of Fur Trade Society in Western Canada, " ê 1/28: Settler Colonialism Reading: Adam Smith, "The Results of Colonization," 1776ê Scottish Immigration to the American Colonies, 1772 ê Takaki, chapter 2, (including the introduction to Part 1) The 'Tempest' in the Wilderness: A Tale of Two Frontiers." Africa and the Global Implications of the Slave Trade 1/30: Africa before the European Slave Trade Reading: View the image and read the associated text on the following website: A King and his Judicial Court, Sierra Leone, 1764ê egoryname=pre- Colonial%20Africa:%20Society,%20Polity,%20Culture&theRecord=151 &recordcount=240 Takaki, chapter 3: "The Hidden Origins of Slavery."

4 USU 1320 / page 4 2/4: The Global Impact of the African Slave Trade Reading: Takaki, chapter 5: No More Peck o Corn: Slavery and Its Discontents." 2/6: Reading Quiz #1 film: Africans in America (segments) Imperialism and American Migrations 2/11: British Imperialism in Ireland Reading: Listen to Sinead O'Connor's performance of an Irish Famine folk song: "Dear Old Skibbereen" (see Canvas link for You Tube). (ignore the video, just listen to the song) ê Read text and view images of the famine at: The Illustrated London News, Aug. 12, lê Read Articles from the Cork Examiner, September 1846 (Browse others if you are interested) ê Sept1846.html 2/13: The Irish in America Reading: Takaki, chapter 6: Fleeing the Tyrant s Heel: 'Exiles' from Ireland." Video: When Ireland Starved (segments). 2/18: No class, follow Tuesday class schedule 2/20: Mexican War and Manifest Destiny Reading: Takaki, chapter 7: Foreigners in their Native Land: The War against Mexico." 2/25: Western Imperialism and Chinese Migration Reading: Takaki, chapter 8: Searching for Gold Mountain: Strangers from a Different Shore, Pioneers from Asia." Anti Chinese Migration Cartoons on Canvas Mark Twain, "On Imperialism." 2/27: American Indian Removal Reading: Takaki, chapter4: Toward the Stony Mountains: from Removal to Reservation;" and chapter 9: "The Indian Question:' From Reservation to Reorganization." 3/4: Mid Term Review 3/6: Mid Term Exam 3/11-3/13: No Class Spring Break.

5 USU 1320 / page 5 New Migrations in the Late Nineteenth and Twentieth Centuries 3/18: Reconstruction and Jim Crow Reading: Jourdon Anderson, A Letter to My Old Master, c ê The Black Codes of St. Landry s Parish, ê Without Sanctuary: 3/20: Migration from Eastern Europe: Reading: Takaki, Chapter 11: The Exodus from Russia, Pushed by Pogroms." Documenting the "Other Half": the Photography of Jacob Riis and Lewis Hine ê ( hows.html) 3/25: North from Mexico Reading: Takaki, Chapter 12: El Norte: Up from Mexico." Video: Teresa Urrea (segment from Nobody s Girls: Five Women of the West) 3/27: The Great Migration of African Americans to the North Reading: Takaki, Chapter 13: To 'the Land of Hope: Blacks in the Urban North." audio file and lyrics: Times Is Gettin Harder : Blues of the Great Migration, ê 4/1: Quiz #2/Discussion of Memoir/Novel Assignment 4/3: Novel Memoir/Novel Discussion #1 -- come to class if you read one of the following novels/memoirs: (You should have finished reading the novel/memoir you chose from the list above.) Mary Doyle Curran, The Parish and the Hill Carlos Bulosan, America is in the Heart: A Personal History 4/8: Memoir/Novel Discussion, #2: come to class if you read one of the following novels/memoirs: Anzia Yezierska, Bread Givers: A Novel Frances Esquibel Tywoniak and Mario García, Migrant Daughter: Coming of Age as A Mexican American Woman 4/10: Depression and War Reading: Takaki, Chapter 14: World War II: American Dilemmas." Henderson, Dust to Eat. ê 4/15: Post World War II migration overview Memoir paper due 4/17: Latino Migrations in the 20 th Century Reading: Takaki: Chapter 15: "Out of the War: Clamors for Change."

6 4/22: Post 1965 immigrants Reading: Excerpt from Mexican Lives, "the Border,"ê Takaki, Chapter 16, We Will All be Minorities." USU 1320 / page 6 4/24: Review for Final Exam Final Exam: Tuesday, April 29: 11:30 am - 1:20 pm, Old Main 225. No rescheduling earlier or later -- unless you have a conflict with a USU sponsored event, and you have discussed this with me prior to the exam date. Please make your summer plans accordingly!

7 USU 1320: Global Origins of US Cultures Guidelines for writing your analytical paper USU 1320 / page 7 So far we have employed historical analysis to understand the experience of a variety of ethnic groups in the United States. Now we are turning to literature, memoirs and biographies to understand migration. Early in the course, I described culture as ideas, customs, and material objects people use to organize and interpret their lives. Culture gives meaning to what people produce, consume, distribute, exchange and believe. But, as we see in the books we are reading, culture is always changing and can be both a source of strength for some individuals, and quite oppressive to others, even within the same community or family. Your essay needs to include a thesis statement, preferably within the first paragraph. Support that thesis with your insightful analysis of the book, using brief quotes (long, block quotes are inappropriate for a paper of this length) and description to illustrate your main points. Make sure that you use appropriate quotations and parenthetical references to the author and page number you are quoting (i.e. Bulosan, 39). I do not want simple plot summaries of the books. This is not a book report. You need to build an argument based on your analysis of the novel/memoir you read. Do not use outside sources (the internet, book reviews, background information about the author, etc.). You may use other readings from this class if appropriate. I will distribute questions that will help you focus your topic in the first few weeks of class. Your paper will be evaluated according to the following criteria: Quality of writing Depth of your analysis How well you use the book to make a larger argument about ethnicity and culture in migrant communities in the United States. Your paper should be approximately words, (4-5 pages in 12 pt font with 1 inch margins, double spaced). And is due, in class on April 15th. I will be happy to discuss your papers with you and help you think about various ways you might approach this assignment. Please make an appointment or see me during my office hours. Or, you can talk with Paige to discuss your ideas and questions. The paper is due in class April 15th. Please hand in hard copies, do not your papers to me. Late papers will be penalized 1/2 a grade for every day it is late.