Oya Aktas (firstname.lastname@example.org) : AD 9:30, AE 10:30
Brendan McElmeel (email@example.com): AA 9:30, AB 10:30
Xiaoshun Zeng (firstname.lastname@example.org): AG 10:30, AH 11:30
Yichen Zhou (email@example.com): AC 9:30, AF 11:30
This is a remote class. Lectures will be recorded and can be viewed when convenient. Friday discussion sections will meet at scheduled times and will not be recorded. Participation is mandatory. If you anticipate problems, it would be best to find an alternative course.
This course explores the history of American diversity. Covering five centuries, it examines the sequences of immigration and conquest that eventually made the United States one of the most ethnically and racially complicated societies on earth. The consequences of diversity are another theme of the course. We will discuss both the contributions of various peoples and the conflicts between them, paying special attention to the historical construction of race and ethnicity and the changing understandings of American citizenship. "What is an American?" each generation has asked, usually answering in terms that are new to their era.
The course earns writing course W-credits (all sections) You may also enroll in Eng 198 and receive additional W-credits. HSTAA 105 satisfies the I&S and Diversity (DIV) requirements. It also counts as a foundations class for the Diversity Minor. Students who pursue the Diversity Minor would have to earn only 20 more credits to satisfy its requirements. For more information about this opportunity please see the webpage http://depts.washington.edu/divminor (Links to an external site.) or email firstname.lastname@example.org.
ASSIGNMENTS: Grades will be based on five elements: a midterm, final, 8-10 page research paper, weekly reading responses, and participation in discussion section. All are mandatory; failure to complete either the midterm, the final, or the research paper will make it impossible to pass the course. The research paper and final exam will each count for 30% of the grade; the midterm 20%, reading responses 10%, discussion section 10%.
Due dates are subject to change:
SCHEDULE OF READINGS AND LECTURES
Week 1: Jan 4-Jan 8 reading assignment: 105Reader, section A
Week 2: Jan 11-Jan 15 reading assignment: 105Reader, section B
Week 3: Jan 18-Jan 22 reading assignment: 105Reader, section C
· Inventing Americans: the road to independence
Week 4: Jan 25-Jan 29 reading assignment: 105Reader, section D
· Irish immigrants and the issue of Catholicism
Week 5: Feb 1-Feb 5 reading assignment: Murray, Proud Shoes, 1-136
Week 6: Feb 8-Feb 12 reading assignment: Murray, Proud Shoes, 137-end
Week 7: Feb 15-Feb 19 reading assignment: Bell, Out of This Furnace, 1-178
Week 8: Feb 22- Feb 26 reading assignment: Bell, Out of This Furnace, 179-end
Week 9: Mar 1 -Mar 5 reading assignment: 105Reader, section E
Week 10: Mar 8-Mar 12 reading assignment: 105Reader, section F
Prospectus: Jan 20 (Wednesday)—a 1-page description of your project
The 8-10 page research paper accounts for 30% of the course grade. You may choose between two kinds of projects: a family history project or a research paper about either a nativist movement or a civil rights movement. Papers will be submitted through VeriCite plagiarism checker. If you would like feed back on a rough draft it must be submitted by Feb 17 (Wednesday).
Option 1: FAMILY HISTORY PROJECT
This involves research into your family's history. Pauli Murray’s book, Proud Shoes, is an example of what family research can yield. Family documents and interviews with relatives will be the major sources for this assignment, and they must be supplemented with library research. Collecting family stories is only part of this assignment. You must incorporate one or more of the concepts developed in this course. The family stories you tell must be used to discuss one or more of the following issues and concepts that will be explained in lectures over the coming weeks:
Identity issues: "ethnic pride," "cultural retention/change," "varieties of Americanism," "passing," "evaporating ethnicity," "compiled ethnicity," "expanding whiteness," “changing dimensions of whiteness,” “changing race formations,” “dangerous religions”
Citizenship issues: "struggles for equality, " "xenophobia," "exile politics," "14th Amendment," "using politics," "expanding pluralism"
Economic issues: “job ghetto,” "ethnic enterprise," "ethnic privilege," "immigrant resources," "productive stereotypes," "the educational divide"
Gendered ethnic issues: "gendered stereotypes," "gendered identity pathways," "gendered cultural guardians," "intermarriage"
Here are some ways to think about connecting a family story to the issues of this course: Does your family background lend itself to a discussion of immigration and Americanization? Think about the issues involved in coming to America and becoming American. Cultural conflicts and identity negotiations will probably be the focus of your analysis. Pay attention to national background, generations, gender, class, and other factors and conditions that might have affected your family's experience.
Some family backgrounds lend themselves to examinations of struggles for basic rights. Perhaps there are family experiences with prejudice and discrimination or perhaps there were ancestors who benefited from the oppression of others. In either case you will want to think about the historical context and try to understand how your family story fits into the changing patterns of pluralism and ethno-racial hierarchy that mark different eras. You may also have an opportunity to discuss the political forces that have changed the fabric of rights and opportunities.
Some of you will be intrigued by family stories about changing economic status, about struggles to attain wealth, position, or a better living. If so, you will want to pay attention to ethnic enterprises and perhaps ethnic privilege. Think beyond the purely personal aspects of these accounts. What events and conditions helped shape family opportunities? How did ethnic connections and communities contribute to the family's experiences?
Some may choose to examine complicated genealogies that stretch back many generations. Here you may find opportunities to discuss issues of intermarriage, cultural retention or ethnic evaporation, and any number of other concepts. How do family members today talk about and use stories about family ancestry and heritage?
Note: Family history projects must focus largely on experiences in the United States and may not be appropriate for international students unless they have family members who have been in the US for some years.
Option 2: NATIVIST MOVEMENTS/ CIVIL RIGHTS MOVEMENTS
Civil Rights and labor movements:
o National Association for the Advancement of Colored People (NAACP). Founded in 1909, the NAACP has been a premier civil rights organization for more than a century. You will read about the organization’s activities in the 1920s in several historic newspapers (online) and in a pair of books that have been placed on reserve.
o Japanese American Citizens League (JACL). Founded in 1929, the JACL sought to represent Japanese Americans the way the NAACP fought for African Americans. You will read about the organization’s activities in the Pacific Citizen (online newspaper) and in a book that has been placed on reserve.
o The Suffragist/ National Woman's Party. Founded in 1913 and initially called the Congressional Union for Woman Suffrage, the National Woman's Party was the most militant and creative of the organizations fighting for votes for women. You will read issues of The Suffragist, the weekly newspaper published by CU/NWP to see how the newspaper articulate the goals and strategies of the organization in its early years.
o Industrial Workers of the World (IWW). Founded in 1905, the IWW was committed to revolutionary unionism and was one of the first labor organizations to organize Black and Asian workers as well as Whites. You will read about the organization’s activities and about the campaign to suppress the IWW in several historic newspapers (online) and in a pair of books that have been placed on reserve.
o Marcus Garvey and the UNIA. Marcus Garvey founded United Negro Improvement Association in 1916 to fight for Black pride and economic self-determination in America and create a new nation in Africa. You will read about activities and explore press coverage several historic newspapers (online) and in a pair of books that have been placed on reserve.
Nativist and white supremacist movements:
· Anti-Catholic campaigns 1850s. In the early 1850s, the American Party (the Know-Nothing Party) won federal and state elections advocating anti-Catholicism and immigration restriction. You will read about the Know-Nothing movement in several historic newspapers (online) and in a pair of books that have been placed on reserve.
· Anti-Chinese movement 1880s. Along the West Coast hatred and violence directed at Chinese people peaked in the 1880s. You will read about the campaign in several historic newspapers (online) and in a pair of books that have been placed on reserve.
· Immigration restriction campaigns 1920s. In 1920 and 1924, Congress passed laws severely restricting immigration. You will read about the campaigns and legislation in several historic newspapers (online) and in a pair of books that have been placed on reserve.
· Henry Ford, the Dearborn Independent, and antisemitism. In 1920, Henry Ford published a stream of vicious attacks on Jews in his widely read newspaper, the Dearborn Independent. You will read about the campaign in several historic newspapers (online) and in a pair of books that have been placed on reserve.
· Ku Klux Klan 1920s. The Ku Klux Klan resurfaced in the 1910s and by the early 1920s claimed millions of members. You will read about the organization’s activities in several historic newspapers (online) and in a pair of books that have been placed on reserve.