ICS 20: Asian American Experiences in History Spring 2008 Syllabus
Instructor: Dr. Mae Lee Email: leemae@deanza.edu
Phone: 408-864-8973 Course Website: http://faculty.deanza.fhda.edu/leemae/
Class Time: Tues, 6p-9:40p in MCC-16
Office Hours: Before and after class, and through in-class sign-up
Course Advisory: Completion of EWRT 1A or ESL 5. This course calls upon college-level reading and
writing skills. Please see me if you have not completed EWRT 1A or ESL 5.
Course Description
What are the historical experiences of Asians in the U.S.? And why should we care about them? Does an understanding
of those experiences bear upon how we might make sense of the experiences of Asian Americans today?
The course will explore these questions by introducing you to the field of Asian American Studies. The
premise of the course is that the experiences of Asian Americans today cannot be understood insightfully
without an awareness and analysis of the historical experiences of Asians and Asian Americans in the United
States. The course will suggest that by examining the historical experiences of Asians in the U.S. with
attention to race, gender, class, and nation, we can tease out important implications for considering the
experiences of Asians in the U.S. today.
The course will focus on Asian immigrant experiences from the mid-1800s up through post-1965 migration
of Asian immigrants and refugees to the U.S. We will explore several thematic topics: immigration and its
international and national contexts, labor and laws, community building and its dilemmas, hostility and
resistance to oppression, race and loyalty during times of war, becoming American and racial stratification,
identity and panethnicity, and community empowerment and cultural representation. Our attention will focus
on the experiences of people of Asian ancestry in the United States – Chinese, Japanese, Korean, Asian
Indian, Filipino, Vietnamese, Cambodian, Hmong, and Laotian. The course material draws from a number of
disciplines, including ethnic studies, history, sociology, anthropology, feminist studies, literature, and film.
Required Texts:
Sucheng Chan (1991) Asian Americans: An Interpretive History. New York: Twayne Publishers.
Course Reader (Available in class)
Important Dates
Last day to add April 19 (Sat)
Last day to drop for refund: April 18 (Fri)
Last day to drop with no record of grade: April 25 (Fri)
Last day to request pass / no pass: May 2 (Fri)
Last day to drop with W (withdrew): May 30 (Fri)
Academic and Student Resources:
Writing & Reading Center 864.8839 - ATC 309; for drop-in tutoring, faculty assistance, peer collaboration.
Counseling Center 864.5400 - 2nd Flr of SCS; for academic, career and personal counseling.
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ICS 20 Class Expectations and Policies
Course Philosophy
The course is designed around the philosophy that learning takes place through intellectual involvement,
active participation, development of self-awareness, and lots of questions and discussion. Effective learning
also requires an environment in which all opinions can be explored in a respectful manner. So be prepared
for class, be ready to engage, and be respectful of opinions that challenge your own!
You are expected to come to class prepared. This means having materials to take class notes, and having
done assignments so that you can contribute to class discussions and activities.
You are responsible for all material presented in the course (readings, videos, lectures, discussions,
presentations, handouts). If you are absent or late, you are responsible for finding out what you missed.
Because there are many assignments throughout the quarter, you are to keep abreast of all due dates. The
Course Calendar states all due dates. Be sure to look ahead.
You are expected to take responsibility for your own learning: ask questions, share you thoughts if you
are confused. Make suggestions to improve class and assist your own learning.
Absences and Attendance
Attendance at class meetings is important since learning has been designed around a variety of in-class
activities. Your contribution to the class will be critical not only for your own learning but also for that of
your fellow classmates. It matters that you are in class! Therefore, regular attendance will be taken.
You are expected to be in class on time. If you arrive after roll is called, you will be marked tardy. For
every tardy, your class participation grade will be deducted 3 points.
You are entitled to 1 absence (regardless of reason). On the 2nd absence, the instructor has the right to
drop you from the course. (To prevent this, please speak with instructor if there are extenuating
circumstances, such as grave illness or a family emergency.)
Groundrules for Classroom Behavior
1. Any behavior that interferes with individual/group class productivity will not be tolerated
(ex: texting, private conversations unrelated to day‟s topics, sleeping, reading non-class related materials,
not participating in class discussions/activities, loud or attention-distracting eating or drinking,
inconsiderate personal hygiene habits). Continuing such behavior after my discreet requests to stop can
result in students being asked to leave and/or being dropped from the course.
2. We will have a no-ring cell policy. (To take care of calls, please step outside of classroom.)
3. Treat each class member with respect (ex: no personal put-downs, listen attentively and avoid disrupting
others while they‟re speaking)
4.
5.
6.
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ICS 20 Course Requirements
Class Participation 100 points
You are expected to attend class meetings, participate in class activities, and be prepared for each class
meeting. You are expected to come to each class with comments and questions in response to the readings.
Your attentiveness, preparedness, attitude toward learning and classmates, and frequency and quality of
contribution in class will determine your grade. You will receive a mid-quarter grade as feedback to you.
If you are absent on a day that you are scheduled to present, you will loose 5 points for class participation.
Midterms or Weekly Reading Commentaries 200 points
You will have the choice of either a) taking three midterms or b) completing eight reading commentaries.
You are required to inform the instructor of your choice no later than the second week of the course.
The three midterms will gauge your familiarity and comprehension of course material. For each midterm,
you will be allowed to bring in a 3”x5” index card as your “cheat sheet.” (*Note: If you are not present for
scheduled midterms, there will be no make-up exam except for documented and warranted emergencies. In
those cases, instructor must be notified on day of exam.)
The eight reading commentaries will gauge your level of engagement and comprehension of reading
assignments. Therefore, you are asked to follow-up with the readings by doing some additional “research,” to
analyze the authors‟ ideas to address the week‟s theme, and to formulate reading-based questions. At
different times, you will be asked to share from your Reading Commentary in class discussions. You will
need to submit a total of 8 reading commentaries by June 17 (week 11). Go to course website for Reading
Commentary to print sheets. (** Note: Late commentaries will be penalized 3 points and will be accepted
only 1 day after due date. Ex: If due on Tuesday, Wednesday is last day accepted)
Attendance at Asian American Oriented Events 60 points (30 pts each)
You are required to attend two events that focus on the Asian American population. These events can take
place on or off campus. The purpose of your attendance is to learn about local Asian American organizations
and to relate the events to course topics and discussions.
Each attendance must be documented by a 2-page (max), single-spaced write up that answers the following:
1) Event Info - Where did the event take place? Who sponsored it? What was its stated/intended purpose?
Describe the number and profile of attendees. What was the focus of the event? Describe the nature of event.
2) Analysis – How does the event relate to the experiences of Asian Americans as explored in the course?
How does the event relate to specific course themes and topics? What do you think the event says about
Asian Americans today? How would you compare that to the historical experiences of Asian Americans?
3) Your reactions – How did you feel about the event? How comfortable were you at the event? How much
did you relate to or care about the focus of the event? And why? What did you get out of attending?
Paper Check-In Statements 20 points
You will submit Check-In statements to update me on the status of your Oral History Paper (**Note: Late
worksheets will be penalized 1 point and will be accepted only 1 day after due date.)
Final: Oral History Paper 100 points
The Oral History Paper asks you to inquire about the experiences of three people of Asian ancestry who live
in the U.S. The purpose of the paper is to contextualize the individuals‟ lives in relation to the historical
experiences of Asians in the U.S. and to draw out themes in relation to course topics. (**Note: Late papers
will not be accepted. No exceptions.)
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ICS 20 Extra Credit, Grade Scale, and Academic Integrity
Extra Credit 20 points max
You can be rewarded for additional efforts in learning by submitting extra credit. There are two ways to get
extra credit in the course.
1. Extra credit write-ups can be submitted up to June 17. Write-ups are single-spaced, one-page maximum
discussions based on your responses to movies, events, readings, or personal experiences that relate to
course topics and themes. See course website for more information:
http://faculty.deanza.fhda.edu/leemae/. (5 points max per submission; 2 submissions maximum)
2. Another extra credit opportunity is participation in the Cross-Cultural Partners program. Participation
requires filling out and submitting an application form by the third or fourth week of the quarter to the
CCP office in ATC 304 (see link on the course website for information and application). To receive 10
points extra credit, you need to submit a verified copy of the Log form by June 17.
Scale for Final Grade
Your final grade will be calculated on a percentage basis of the 560 total points possible:
100% - 96.5% = A+ 86.4% - 83.0% = B 69.9% - 66.5% = D+
96.4% - 93.0% = A 82.9% - 79.5% = B- 66.4% - 63.0% = D
92.9% - 89.5% = A- 79.4% - 76.5% = C+ 62.9% - 59.5% = D-
89.4% - 86.5% = B+ 76.4% - 70.0% = C below 59.5% = F
Policy on Academic Honor Code
Academic dishonesty will not be tolerated. Examples of such dishonesty include cheating* on an exam,
plagiarizing* on writing assignments, or violating other codes of academic integrity. See section on
Academic Integrity in your current schedule of classes catalog.
* Plagiarism is the act of using someone else‟s ideas and/or words and claiming them as your own,
intentionally or unintentionally. Any time you use someone else‟s words or ideas in your own writing, you
need to state the source of those words/ideas. Turning in work that was not done by you and claiming it as
your own is cheating as well as plagiarism. This includes non-published work as well as papers taken from
internet sources, newspapers, magazines, books, and any printed material. In the case of suspected cheating, I
will confront the student. If the cheating is proven, the penalties can range from failing the assignment to
failing the course, and even possibly expulsion from De Anza if the incident is severe enough. De Anza is a
serious institution which is proud of its integrity and reputation and such behavior is not tolerated.
For drop-in assistance on writing assignments, visit the Writing & Reading Center 864.8839 - ATC 309.
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ICS 20 Course Calendar
Week 1/ April 8: Introduction to Asian American Studies and Identity
Why is it worthwhile to study the historical experiences of Asians in the United States? How does
knowledge about Asian American experiences help us? And who counts as Asian American anyway?
1. Introduction to course
2. Exploration of week‟s key questions
3. Intro to Asian American historiography and Asian American Studies
Week 2 / April 15: The International and U.S. Contexts for Immigration, Economics and Race
Are the experiences of Asians in the U.S. just like those of all other immigrants? Was it the American Dream
that enticed Asians to the U.S.? How do historical accounts of Asian immigration complicate the
stereotypical image of downtrodden but hopeful immigrants who come the U.S. to pursue the American
Dream?
OR:
Are the experiences of Asians in the U.S. just like those of all other immigrants? How did global relations of
power in the world shape the conditions in which Asians migrated to the U.S.? How did relations of power in
terms of class and race shape the conditions of life for early Asian immigrants in the U.S.?
Sucheng Chan, Chapter 1, “The International Context of Asian Emigration”: 3-23.
Mae Ngai, “Race, Nation, and Citizenship in Late 19th-Century America, 1878-1900”: 96-129.
Uma Segal, “A Framework for the Immigration Experience”: 3-37.
Week 2 Reading Commentary Due
Week 3 / April 22: Becoming American Subjects - Immigration, Labor, Colonization, Nationalism
What kinds of lives did Asian immigrants create for themselves in the U.S. and its territories? How were
their experiences shaped by U.S. territorial expansion and industrial development? How were their lives
shaped by ties to and developments in their home country? Did coming to the U.S. reshape the way early
Asian immigrants understood their senses of self/identity?
Sucheng Chan, Chapter 2, “Immigration and Livelihood”: 25-42.
Ronald Takaki, “Native and Asian Labor in the Colonization of Hawai‟i”: 55-61.
Lili M. Kim, “Redefining the Boundaries of Traditional Gender Roles, Korean Picture Brides,
Pioneer Korean Immigrant Women, and Their Benevolent Nationalism in Hawai‟i”: 106-117.
Gail Nomura, “Issue Working Women in Hawaii”: 135-148.
Joan Jensen, “Exporting Independence to Colonial India”: 167-1712.
Week 3 Reading Commentary Due / Midterm #1*
* If you are taking Midterm #1, the exam will begin at .
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ICS 20 Course Calendar
Week 4 / April 29: Community Building in the Face of Hostility Part I: Resistance to Oppression
How were Asian immigrants made into subordinate or disadvantaged members of U.S. society? What
measures were taken to limit their power as members of U.S. society? What options did Asian immigrants
have in the face of hostility and subordination? How did they respond? How did they find ways to exercise
power?
Sucheng Chan, Chapter 3, “Hostility and Conflict”: 45-61.
Jean Pfaelzer, “Introduction: The Chinese Called it Pai Hua, or The Driven Out”: xv-xxix.
Jean Pfaelzer, “An Early Case Against of Police Harassment: San Jose”: 229-251.
Timothy Lukes and Gary Okihiro, Chapter 3, “Japanese Migrant Labor, 1895-1907” and Chapter 4,
“Progressives and the Anti-Japanese Movement, 1899-1920”: 19-52.
Week 4 Reading Commentary Due
Week 5 / May 6: Community Building in the Face of Hostility Part II: Resistance to Oppression
How were Asian immigrants made into subordinate or disadvantaged members of U.S. society? What
measures were taken to limit their power as members of U.S. society? What options did Asian immigrants
have in the face of hostility and subordination? How did they respond? How did they find ways to exercise
power?
Sucheng Chan, Chapter 5, “Resistance to Oppression”: 81-100.
Mae Ngai, “From Colonial Subject to Undesirable Alien: Filipino Migration, Exclusion, and
Repatriation, 1920-1940”: 111-125.
Peter Jamero, “Preface,” “Campo Life, 1930-1944”: xii-xiv, 1-37.
Rhacel Salazar Parrenas, “Alliance between White Working-Class Women and Filipino Immigrant
Men”: 241-246.
Documents:
“A Filipino Immigrant Is Shocked by Sexual Freedom in the US, circa 1924”: 224-225.
“Sociologist Emory Bogardus Analyzes an Anti-Filipino Riot, 1930”: 225-228.
“Writer Carlos Bulosan Conveys the Dangers of Filipino Labor Organizing (1930s), 1943”: 232-234.
“Time Magazine Reveals Sexual Bias for Filipino Repatriation, 1936”: 228-229.”
Week 5 Reading Commentary Due
Be prepared to role play in class based on Week 4 and Week 5 readings.
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ICS 20 Course Calendar
Week 6 / May 13: Dilemmas of Community and Identity: Families and Second Generation
Did Asians in the U.S. automatically become “American” simply with the passage of time? In what ways
they become “American” and what did it take for them to be recognized as “American” by others? What did
being “American” even mean to Asians in the U.S.?
Sucheng Chan, Chapter 6, “Women, Families, and the Second Generation”: 103-118.
Lon Kurashige and Alice Yang Murray, “Americanization and the Second Generation, 1920-1942”:
249-250.
Lon Kurashige, “The Problem of Nisei Biculturalism”: 277-283.
Documents:
“Flora Belle Jan Longs for Unconventionality and Freedom, 1924”: 251-252.
“Dora Yum Kim Recalls Growing Up Korean American in Chinatown (1920s, 1930s, and 1940s),
1999”: 255-259.
“Connie Tirona Recalls Growing Up Filipino American (1930s and 1940s), 1995”: 252-255.
“Taishi Matsumoto Bemoans Limited Employment Opportunities for Nisei, 1937”: 259.
“American Intelligence Officer Promotes Nisei Americanization, 1942”: 262-268.
Week 6 Reading Commentary Due / Oral History Paper Check-In #1 Due
Guest speaker
Week 7 / May 20: Race and Citizenship in Times of War
How did World War II affect the social position of Asians in the U.S.? For Japanese Americans, how were
popular ideas and government policies that were related to race, citizenship, and national loyalty critical to
their experiences? How did Japanese Americans respond to those popular ideas and government policies by
invoking their interpretations of race, citizenship and national loyalty?
Sucheng Chan, Chapter 7, “Changing Fortunes, 1941 to 1965”: 121-142.
Timothy Lukes and Gary Okihiro, Chapter 6, “Migrant Laborers Once Again”: 115-126.
Documents:
“Executive Order 9066”: 7.
“Instructions to All Persons of Japanese Ancestry”: 8-9.
“Concentration Camps for Japanese Americans During War World II [Map]”: 35.
“Lieutenant General John L. DeWitt Recommends the Removal…, 1942”: 293-295.
“Japanese American Mike Masaoka Vows to Cooperate…, 1942”: 295-296.
“Journalist James M. Omura Condemns the Mass Exclusion of Japanese Americans, 1942”: 297.
“The Fair Play Committee Calls on Nisei, Second-Generation Japanese Americans, to Resist the
Draft Within the Heart Mountain Internment Camp, 1944”: 298-299.
“Justice Frank Murphy Criticizes the Supreme Court‟s „Legalization of Racism,‟ 1944”: 299-302.
“A Government Commission Proclaims Internment a „Grave Injustice,‟ 1982”: 302.
“A District Court Acknowledges Government Misconduct…During World War II, 1984”: 303-304.
“Campaign for Redress [Timeline]”: 28-29.
“Bill of Rights”: 4-5.
“Summary of Constitutional Rights Violated”: 30-34.
“The Civil Liberties Act of 1988: Redress for Japanese Americans”: 61-62.
Letter of U.S. Apology to Those Interned: 63.
Week 7 Reading Commentary Due / Midterm #2*
*If you are taking Midterm #1, the exam will begin at .
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ICS 20 Course Calendar
Week 8 / May 27: Post-1965 Immigration and Panethnicity
How did the Immigration Act of 1965 affect the Asian American population and the U.S.? What is the idea
of Asian American panethnicity and how did its emergence coincide with post-1965 Asian immigration?
How might transnational migration and identities complicate the formation of Asian American panethnicity
that developed in the 1960s and 1970s? Is there something we can call an “Asian American identity”?
Sucheng Chan, Chapter 8, “New Immigrants and Refugees”: 145-152 (end of top paragraph).
Yen Le Espiritu, “Coming Together: The Asian American Movement”: 15-52.
Catherine Choy, “A Transnational History of Filipino Nurse Migration”: 375-381.
Documents
“Perla Rabor Rigor Compares Life as a Nurse in the Philippines and America, 1987”: 362-364.
“The Immigration and Nationality Act of 1965 Repeals Discriminatory Policies Toward Asian
Immigrants, 1965”: 359.
Week 8 Reading Commentary Due
Week 9 / June 3: Refugees and Immigrants from Southeast Asia
How are the circumstances and experiences of refugees and immigrants from Southeast Asia similar to and
different from other Asian immigrants who came to the U.S. after 1965?
Sucheng Chan, Chapter 8, “New Immigrants and Refugees”: 152-165.
Linda Trinh Vo, “Managing Survival: Economic Realities of Vietnamese American Women”: 237-
256.
Sucheng Chan, “Scarred, Yet Undefeated: Hmong and Cambodian Girls in the U.S.”: 253-270.
James M. Freeman and Usha Welaratna, “Vietnamese and Cambodian Views of „Successful‟
Adjustment in America”: 412-418.
Documents
“Lang Ngan, a First-Wave Refugee, Compares Life in Vietnam and the U.S. (1975), 1991”: 390-392.
“Cambodian Refugee Bun Thab Remembers the Atrocities of the Khymer Rouge, 1993”: 392-394.
“Le Tran Si Writes a College Essay About His Terrifying Escape by Boat from Vietnam (1979),
1989”: 394-397.
“An Account of Cultural and Religious Conflict Between Doctors and Hmong Refugees in a Thai
Refugee Camp, 1982”: 397-399.
“Xang Mao Xiong Tells His Daughter of the Problems Hmong Parents Face in America, 1994”: 400-
401.
Week 9 Reading Commentary Due
Invited guest speakers (?)
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ICS 20 Course Calendar
Week 10 / June 10: Asian Americans Today and Multiethnic Coalitions
How would you describe the current social, economic, and political status of Asian Americans today? What
challenges or dilemmas seem to face Asian Americans as a group? How would you characterize the position
of Asian Americans in U.S. race/ethnic relations today?
Sucheng Chan, Chapter 9, “Current Socioeconomic Status, Politics, Education, and Culture,” Asian
Americans: 167-185.
“Korean American Professor Elaine Kim Discusses Problems in Building Coalitions Between Asian
Immigrants and Other Communities of Color”: 370-373.
Week 10 Reading Commentary Due / Oral History Paper Check-In #2 Due /
Peer Forum for Oral History Paper
The purpose of the Peer Forum is for you to present your current ideas for your Oral History Paper and to
get feedback on areas that you would like help with. You will have 10-15 minutes to present.
For the presentation, please tell us:
1. about the three people you have interviewed
2. what experiences, topics, and/or themes stand out for you in their life histories
3. what course topics and historical themes seem to relate to the oral histories
4. what references you plan to use for your paper
5. what you would like help with in developing your paper
Week 11 / June 17: Asian Americans, Community Empowerment, and Cultural Representations
What does Asian American community empowerment mean today for different Asian Americans? How are
Asian American young people engaging with forms of community empowerment and cultural representation
through their artistic and performative work? What does community empowerment mean to them and how
do their ideas and efforts compare with those of earlier Asian American historical experiences?
Yen Le Espiritu, Chapter 6, “Beyond Dualisms”: 108-119.
Youtube – “Alvin Lau - Asian America, Where Have You Gone?”:
http://www.youtube.com/watch?v=FNlJpTzh5CE&feature=related
Youtube – “Beau Sia Hip Hop": http://www.youtube.com/watch?v=fjeLu5HFRWI
Kaba Modern Website. Click on “History” and “Media”: http://www.kabamodern.com/
“Crazy for Kaba Modern” Commentary by Angry Asian Man:
http://www.angryasianman.com/2008/03/crazy-for-kaba-modern.html
Jeff Yang, “Asian Pop – To B or Not to B” from SF Gate, Tuesday, March 26, 2008:
http://www.sfgate.com/columns/asianpop/
Week 11 Reading Commentary Due / Midterm #3*
* If you are taking Midterm #1, the exam will begin at .
Week 12 / June 24: Finals Week
Meet at 6:15p - Oral History Paper Due in Class / Course Evualation
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ICS 20: Asian American Experience Oral History Paper Assignment
Assignment:
The oral history paper will be a chance for you to tell a story about Asian American experiences. The 5-7
page paper will involve conducting three life history interviews with individuals of Asian ancestry. Two of
the individuals must be at least 50 years old. One of the individuals can be at least 35 years old. The
interviewees can be relatives (e.g., parent, aunt/uncle, grandparent) or friends or other acquaintances. Choose
people who genuinely interest you!
The purpose of the paper is threefold: 1) to explore different Asian American experiences, 2) to give
historical context to these life stories based on course topics, and 3) to draw out themes and analytical
connections that say something insightful about the Asian American experiences you have researched.
Therefore, the interviews will serve as the “raw material” of your oral history paper.
To help you develop the paper, there will be two Check-In statements that you will submit during the quarter.
Content Requirements:
Inclusion of at least 8 cited references: 5 different course readings (each source counts as 1 reading),
1 film, and 1 class discussion/lecture.
The purpose of a cited reference is to relate course material to your paper‟s discussion. A reference
can be a quote, paraphrasing of a source, application of a term or concept, a comparison, or some
other form of engagement with a source.
Discussion and analysis of 3 life histories based on interviews with individuals of Asian ancestry
living in the U.S. Two individuals must be at least 50 years old. Once individual can be 35 years or
older.
Discussion that addresses the following key questions:
1. What are the life experiences of your three interview subjects?
2. How can your interviewees‟ life experiences be better understood or more contextualized by
course themes and topics that have examined the experiences of Asians in the U.S.?
3. What do these three oral histories suggest is interesting or worth noting about the experiences of
Asian Americans in the U.S.?
Format Requirements:
5-7 pages, double-spaced, font size -- 11 minimum, 12 maximum
Heading on first page includes name, date, course number, instructor name, and title of paper (no
need for separate cover page)
Customized title that reflects your paper‟s theme
Page numbers on bottom of each page
Citations should be in the text and at the end of the sentence. The formatting is as follows:
1. For readings: (Author‟s last name, page number).
2. For videos: (Video title)
3. For class discussion: (Topic of class meeting, date of class meeting)
Staple Reflections on Oral History Paper to the back of the paper for submission
Grading Criteria:
1) Completeness of assignments
2) Clarity of writing
3) Cogency of discussion
4) Depth of analysis
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ICS 20 Check-In Statements
Oral History Paper
The purpose of the Check-In Statements is to help you think through and plan for your Oral History
Paper. For each Check-In, respond to the questions below.
Submission: Each Check-In statement needs to be typed and submitted in class on the due date (see
course calendar). Late statements will be penalized 1 point and will be accepted only 1 day after due date.
Check-In #1:
1. What are the names of the 3 individuals whom you plan to interview?
2. What are their ages?
3. What is their ethnicity?
4. What is your relation to each individual?
5. What are your scheduled dates for the 3 interviews?
6. Do you plan to audio record the interviews?
7. What are your planned interview questions?
Check-In #2:
1. Have you completed the oral history interviews with your three subjects? If not, why not?
2. Did you audio record the interview?
3. Please submit a copy of the notes you took after the interviews. (Do not give me the originals.)
4. How do you feel about the quality of the interview material you‟ve collected?
5. Do you need to go back to any of the individuals for more information? If so, why?
6. What course themes or topics do you plan on using to provide context for the three oral
histories? From what specific course materials (which readings, film, class session) will you
draw these themes and topics?
7. What do you plan to focus on in addressing the following in your paper: What do these three oral
histories suggest is interesting or worth noting about the experiences of Asian Americans in the
U.S.?
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Your Name: Reflections on Oral History Paper
1. What was the most valuable aspect of producing the oral history paper for you and why?
2. What was the most challenging part of producing the oral history paper for you and why?
Criteria Self-Evaluation Instructor’s
Evaluation
Content Requirements ___ yes ___ no ___ yes ___ no
1. Discusses 3 life histories based on interviews ___ somewhat ___ somewhat
2. Contextualizes oral histories with course themes and topics ___ yes ___ no ___ yes ___ no
___ somewhat ___ somewhat
3. Offers analysis of oral histories to suggest what is interesting or ___ yes ___ no ___ yes ___ no
worth noting about the experiences of Asian Americans in the ___ somewhat ___ somewhat
U.S.
4. Includes 8 different cited references based on course material ___ yes ___ no ___ yes ___ no
o 5 readings, 1 film, 1 class session ___ mostly yes ___ mostly yes
___ mostly no ___ mostly no
How many do you include?
Format Requirements
5. 5-7 pages, double-spaced, font size -- 11 min, 12 max ___ yes ___ no ___ yes ___ no
6. Heading on first page includes name, date, course number, ___ yes ___ no ___ yes ___ no
instructor name, and customized title of paper ___ somewhat ___ somewhat
7. Page numbers on bottom of each page ___ yes ___ no ___ yes ___ no
8. Proper citation formats:
o For readings: (Author‟s last name, page number). ___ yes ___ no ___ yes ___ no
___ somewhat ___ somewhat
o For videos: (Video title)
o For class discussion: (Topic of class mtg, date of class)
Other Criteria ___ yes ___ no ___ yes ___ no
1. Writing is clear – ideas are understandable, easy to follow ___ somewhat ___ somewhat
2. Discussion is cogent – well-organized ideas, ideas make sense ___ yes ___ no ___ yes ___ no
together ___ somewhat ___ somewhat
3. Analysis is in-depth – makes good use of interviews and course ___ yes ___ no ___ yes ___ no
materials in integrated fashion; thoughtful discussion ___ somewhat ___ somewhat
Grade Scale
100-90 = meets all requirements; strong/solid in other criteria Expected Given Grade:
89-80 = meets most requirements; strong/solid/developing in other criteria Grade:
79-70 = meets some requirements; strong/solid/developing in other criteria
65 = meets few requirements; solid/developing in other criteria
55 = meets none of the requirements
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Your Name: Reading Commentary
Week # and Theme:
Active Reading - When reading, we often come across references to events/dates, places, people, laws, social
practices, or ideas with which we are unfamiliar. When we do, our curiosity can help us learn by leading us to
new sources for exploration (like the web, or a reference book/encyclopedia).
Do some “research” on two of the items with which you were unfamiliar and explain what you found. For each
item you research, you need to use two different sources that you deem relatively credible. Identify the sources by
listing name of website and URL; author and title if book; if article, author, title, publication title and date. If you
quote from sources, make sure you use quotation marks and cite source.
List up to 6 items that were unfamiliar to you (events/dates, places, people, laws, social practices, ideas, words)
1. 4.
2. 5.
3. 6.
Item 1 (What is it? Which reading is it from? Can‟t be just a word you looked up in the dictionary. 5 pts):
Credible Outside Source 1:
Credible Outside Source 2:
Item 2 (What is it? Which reading is it from? Can‟t be just a word you looked up in the dictionary. 5 pts):
Credible Outside Source 1:
Credible Outside Source 2:
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Reading Comprehension and Analysis – Offer a response to this week‟s thematic questions (see course
calendar). Be sure to incorporate and synthesize ideas from the readings in your response. (10 points)
Critical Questioning - What are two questions that you feel are important to ask as a result of reading this
week‟s assigned readings? (5 points)
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