History 179: A History of American Immigration Dr. Patrick Ettinger Fall 2006, MW 12:00-1:15 Office: Tahoe Hall 3097 Phone: 278-6589 (with voice mail) Email: email@example.com Mailbox: Tahoe Hall 3080 Web: http://webpages.csus.edu/~ettinger/ Office Hours: Mondays, 9:00-10:00, Tuesdays, 11:00-12:00, or by appointment CSUS Catalog Description: “A study of immigration in American life. Particular attention given to the shifting causes and patterns of immigration, similarities and differences among the experiences of immigrants in the United States, nativism, the development of immigration restrictions, and the effects of immigration on the economic, social, cultural, and political life of the nation over time.” Course Themes: This course traces the history of immigration to the United States, with particular emphasis on immigration during the late nineteenth and twentieth centuries. Although the course will proceed chronologically, we will address ourselves to several principal issues. One focus of the course will be to examine changing immigration patterns and the historical causes and contexts that brought different groups of migrants to the U.S. at different times. Another focus will be on the contours of the “immigrant experience” in the United States, and one of our challenges will be to try to explore meaningful similarities and differences among various immigrants’ experiences over time. How did race, ethnicity, gender, migration goals, class, religion, timing, area of settlement, and other factors shape the experiences of immigrants to the United States? A third, closely related, theme will be on the ways that immigrants have been received by Americans. We will explore the historical development of American “nativist” movements and efforts to restrict immigration. This is a course that encourages you to think about history not simply as “what happened in the past” but as the stories we choose to tell about what happened in the past. The course materials will give you an opportunity to think critically about the very idea of history, its purposes, and the manner in which we create and debate stories about our American past. Perhaps, at the end of the semester, you will have come to your own conclusions about the essential stories and themes in the history of American immigration. Summary of Learning Objectives: Students enrolled in History 179 will: • Develop an understanding of the centrality of immigration to United States history. • Deepen their awareness of the varied origins of immigrants to the U.S. and of the diverse experiences immigrants encountered in the United States. • Explore nativist movements and their effects on immigrants and immigration policy. • Evaluate primary source documents that illuminate immigration from a variety of perspectives. Required Texts: Thomas Bell, Out of This Furnace: A Novel of Immigrant Labor in America Roger Daniels, Coming to America: A History of Immigration and Ethnicity in American Life Thomas Dublin, ed., Immigrant Voices: New Lives in America, 1773-1986 George J. Sánchez, Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 Mark Wyman, Round-Trip to America: The Immigrants Return to Europe, 1880-1930 Anzia Yezierska, The Bread Givers Additional Required Readings: For selected class meetings, additional readings have been placed on reserve at the CSUS library or are available on the World Wide Web. These are noted on the syllabus. Course Requirements: 1. Class Participation: Class attendance and participation are expected. You therefore need to keep up with the schedule of course readings as outlined in the course calendar. Lectures, films, and class discussions will build upon these required readings, so they should always be completed before class. Class participation will account for fifteen percent (15%) of your final grade, and it will be measured not simply by attendance but by your preparation for and active participation in the class. To help you get the most out of the textbook Coming to America, I have posted questions for each chapter to my webpage (http://webpages.csus.edu/~ettinger/) on the “History 179 Reading Questions” link. I expect that students will come to class prepared to answer any of that particular day’s reading questions if called upon to do so. Students should also be prepared to field questions related to any other assigned readings. On days when novel readings are due, I will use reading quizzes to assess your preparation. 2. Exams: There will be one midterm exam and one final exam. Both will be blue book exams, consisting of essay questions and short-answer identifications drawn from the readings, lectures, and films. The date of the midterm exam is marked on the syllabus. Each exam will be worth twenty percent (20%) of the final course grade. The final exam will not be cumulative. 3. Book Essays: You will be required to write five-page analytical essays on both of the following books: Mark Wyman’s Round-Trip to America and George J. Sánchez’s Becoming Mexican American. These assignments require that you read conscientiously and think critically about works of substantial historical scholarship. The essay due dates appear on the syllabus. Guidelines for writing each essay will be provided at least two weeks prior to the due date. 4. Oral History Project: Each student will conduct a one- to two-hour, tape-recorded oral history interview with someone who has immigrated to the United States and who can speak, from their own life experiences, about the immigration experience. As a class, we will design interview questions to be used for the interviews, but students will be responsible for contacting interviewees, scheduling and conducting the interviews, producing a finding guide for the interview, and writing a short paper about life of their interviewee. Copies of the completed oral history interview tapes may be deposited at the CSUS University Archives and made available to future researchers. Guidelines for the oral history interview will be distributed during the fourth week of class, and several class sessions will be devoted to preparing students for this fieldwork exercise. Course Grading: Your final grade will be calculated in the following manner: Class Participation 30 points 15% Midterm Exam 40 points 20% Round-Trip to America Essay 30 points 15% Becoming Mexican American Essay 30 points 15% Oral History Project 30 points 15% Final Exam 40 points 20% TOTAL 200 points 100% Important Notes: 1. Students must complete all assignments and take both examinations in order to pass the class. Students who do not complete all of the assignments will be assigned a failing grade. 2. Because the due dates of assignments and exams are on the syllabus and because I want to be fair to everyone in the class, I will only provide make-up examinations or paper extensions to students with documented medical or family emergencies. Unless a student has been excused because of such an emergency, I will deduct a full letter grade for each day (not each class session) that an essay is late. 3. Papers submitted for this course must be your own original work. I consider plagiarism to be a severe breach of student ethics. Students found to have submitted papers that were not entirely their own original work will receive no credit for the assignment. All incidents of cheating or plagiarism will be handled in accord with the University’s “Policy on Academic Honesty.” Course Calendar Lecture Topics Reading Assignments Week One: Introductions September 6: Introduction and Class Overview Week Two: Immigration to the American Colonies September 11: Immigration in a Global Perspective Coming to America, chapter 1; and Immigrant Voices, Introduction September 13: Colonial Patterns and Legacies Coming to America, chapters 2-3 Week Three: Immigrants in a New Nation September 18: Colonial Patterns and Legacies, II Coming to America, chapter 4 September 20: Immigration to the New Nation Coming to America, chapter 5; and Immigrant Voices, chapters 2-3; and chapters 1-3 of Rebecca Burlend, “A True Picture of Emigration.” On reserve and at: http://digital.library.upenn.edu/women (search under “Burlend”) Week Four: Passages to America: European Patterns September 25: Irish, Germans, and Scandinavians Coming to America, chapter 6 September 27: Who Were the “New Immigrants”? Coming to America, chapter 7; and Out of This Furnace, Part One; and Immigrant Voices, chapter 4 Week Five: The Working Lives of Immigrants October 2: Working Conditions for the New Immigrants Coming to America, chapter 8; Out of This Furnace, Part Two; and Immigrant Voices, chapter 5 October 4: Work, Mobility, and Return Migration Round-Trip to America Assignment Due: Essay on Round-Trip to America Week Six: Passages to America: Asian Patterns October 9: The Chinese and Japanese Experiences Coming to America, chapter 9 October 11: “The Chinese Must Go!” Immigrant Voices, chapter 6; and “The Chinese American Experience: 1857-1892” website at: http://immigrants.harpweek.com/. Read William Wei’s introduction, the editorial “The Chinese Again” (editorial), and 3 Thomas Nast cartoons: “Every Dog Has His Day,” “The Chinese Question,” and “E Pluribus Unum” Week Seven: The Rising Tides of Nativism October 16: Strains of Nativist Thought, 1830-1924 Coming to America, chapter 10 October 18: Discuss Oral History Project Week Eight: Immigrant Women in America October 23: Discussion of The Bread Givers The Bread Givers October 25: Midterm Exam Week Nine: The Advent of Mexican Immigration October 30: Origins of Mexican Immigration Becoming Mexican American, “Intro,” ch. 1-3; Immigrant Voices, chapter 7 November 1: Mexican Immigration and the Border Patrick Ettinger, “`We sometimes wonder what they will spring on us next’: Immigrants and Border Enforcement in the American West, 1882-1930,” Western Historical Quarterly, 38 (Summer 2006), 159-81. On reserve and at: http://historycooperative.press.uiuc.edu/index.html Week Ten: Americanization Campaigns November 6: Visions of Americanization November 8: War and “100% Americanism” Out of This Furnace, Part Three Week Eleven: The End of Open Immigration November 13: Debate over the National Origins Act Becoming Mexican American Assignment Due: Essay on Becoming Mexican American November 15: Repercussions of the Depression Coming to America, chapter 11 Week Twelve: Great Depression and World War Two November 20: Class, Culture, and Belonging Out of This Furnace, Part Four November 22: WWII: Refugees and Internees Immigrant Voices, chapter 8 Week Thirteen: Immigration and the Cold War November 27: The Bracero Program Oral history interview with former bracero Rigoberto Garcia Perez. On reserve and at: http://dbacon.igc.org/TWC/b01_Bracero.htm November 29: Shifting Immigration Policies Coming to America, chapter 13-15 Week Fourteen: Immigrants in the Contemporary Era December 4: Immigration in the Post-1965 Era Immigrant Voices, chapter 10 December 6: Battles over Undocumented Immigration Coming to America, chapter 16 Assignment Due: Oral History Project Week Fifteen: Immigration at the End of the Century December 11: Discussion of Oral History projects December 13: Discussion of Oral History projects Final Exam: Friday, December 22, 10:15 a.m.-12:15 p.m.
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