CRD 002: Ethnicity and American Communities
Fall Quarter 2016
Tuesdays & Thursdays 12:10 to 1:30 Wellman 126
INSTRUCTOR: LAWRENCE TORRY WINN, JD
I love America more than any other country in this world,
and, exactly for this reason, I insist on the right to criticize her perpetually.
James Baldwin, Notes of a Native Son
Education either functions as an instrument which is used to facilitate integration of
the younger generation into the logic of the present system and bring about
conformity or it becomes the practice of freedom, the means by which men and women
deal critically and creatively with reality and discover how to participate in the
transformation of their world. Paulo Freire
We who believe in freedom cannot rest. Ella Baker
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CRD 002: Ethnicity and American Communities
Fall Quarter 2016
Tuesdays & Thursdays 12:10 to 1:30 PM Wellman 126
Lawrence Torry Winn, JD
Office: 1327 Hart Hall
Office Hours: Tues. 2-3 pm
[email protected]
Annemeike Farrow (TA)
Office: 2420 Hart Hall
Office Hours: TBA in Sections
[email protected]
Alena Marie (TA)
Office: 2420 Hart Hall
Office hours: TBA in Sections
[email protected]
Class Discussion Sections, Meeting Days, Time and Location
#27626 Section A01: TA1 Farrow, Annemieke
#27627 Section A02: TA2 Marie, Alena
#27628 Section A03:
#27629 Section A04:
#27630 Section A05:
#27631 Section A06:
T 5:10-6:00P 22 Hart 1116
T 6:10-7:00P 22 Hart 1116
T 7:10-8:00P 22 Hart 1116
R 5:10-6:00P 22 Wellman 211
R 6:10-7:00P 22 Wellman 233
R 7:10-8:00P 22 Wellman 233
Course Description
Since 1950, American communities (neighborhoods, schools, organizations, etc.)
have become more diverse and multicultural. There has been an increased belief in
the notion of a post-racial society, i.e. race is not a major concern. However, within
the past decade a plethora of defining racial events and persistent racial disparities
have plagued the United States. Although many of us live, learn, and work in
ethnically diverse settings and have colleagues and friends from different socioeconomic backgrounds, we often do not have the time or opportunity to critically
analyze issues of race, social identity, oppression, privilege, and class.
“Ethnicity and American Communities” is designed to create a learning environment
where students explore and examine recent racial issues. The course provides a
historical overview of concepts, theories, policies, and laws, which have influenced
race-relations in present-day America. We will examine the impact that systems of
oppression have on historically marginalized groups (Native Americans, African
Americans, Latinos, South East Asians, etc.) and the ways in which these same
systems maintain privilege and opportunities for others. We will read and discuss a
host of alarming trends including mass incarceration, under-resourced schools, the
privatization of public goods, and overly aggressive policing of communities of color.
The ultimate goal of this course is to provide students with a historical analysis of
race and ethnicity so that they can develop critical and multiple perspectives needed
to build democratic societies.
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Class Format
Through lectures, films, group activities, writing assignments, and section
discussions the class will explore the past and present social and economical
conditions that have led to oppression for communities of color. Students should
read the assigned readings before class and be prepared to participate in-group
discussions or in class written assignments. Because we are all here to acquire
knowledge about race and ethnicity issues in our American communities, we will
give each and everyone the opportunity to express his/her thoughts, ideas and
feeling about topics that we discuss and share his/her experience and knowledge in
this area with us to learn from one another. This will help us to relearn an inclusive
history of the US and help us move forward together as a community.
Course Goals
• To examine policies, laws, concepts, and theories that influence present-day racerelations.
• To make the connections between current race relationships and the history of
marginalized communities of color.
• To explore systems of oppression and dehumanizing practices through the lens of
both the marginalized and the privileged.
• To develop a critical analysis (written and oral skills) necessary for dismantling
oppressive systems and practices.
• To learn from each other, share our experiences, build our community, and BE
THE CHANGE NEEDED FOR A MORE JUST WORLD!
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Required texts
Zinn, Howard (2003). A People’s History of the United States. HarperCollins.
Coates, Ta Nehsi. (2015). Between the World and Me. Spiegel and Grau.
Alexie, Sherman. (2004). Ten Little Indians. Grove Press.
All other assigned readings such as articles, op-eds, etc. will be made available on
UC Davis’ Canvas.
Course Expectations:
Class Attendance/Participation/Readings/Writing Assignments
Attendance and participation are vital components to the understanding and
learning of the course. It is impossible to “make-up” the collegial discussions and
support you will be receiving from classmates and TA’s. Therefore students are
expected to:
• Be in class on time and for the entire duration of the class.
• Come to lecture having done all readings and assignments on time. The
required readings for each lecture are on the syllabus.
• Actively participate in class discussions and activities.
• Limit the use of technology to class assignments.
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All written assignments must be typed, doubled spaced, proofread, 1-inch margins,
and should be in font size 11 or 12. Papers need to be submitted in hard copy AND
online in the assignment section of Canvas. Late papers will lose a point/day.
Information for student writing services can be found at
http://success.ucdavis.edu/academic/writing.html.
Grading Scales
Class & Section Attendances
Paper #1
Ethnicity Interview
Paper #2
Team Poster
Reflection Paper
Final Exam
10%
15%
10%
15%
10%
10%
30%
Academic Honesty and Plagiarism Policy
Plagiarism (quoting or paraphrasing from another source without properly citing it)
and other academic dishonesty are grounds for failing the course and will be
reported to the University. All written work submitted by students should be their
own. Students should read, understand, and be familiar with the Student Code of
Academic Conduct (http://sja.ucdavis.edu/cac.html). In particular please note #6 of
the code: “Know what plagiarism is and take steps to avoid it. When using the words
or ideas of another, even if paraphrased in your own words, you must cite your
source. Students who are confused about whether a particular act constitutes
plagiarism should consult the instructor who gave the assignment.”
It is also a violation of the Code of Conduct to use your own written materials from
papers prepared from other classes, unless you take the following points into
consideration. It is permissible to use materials and texts from other class projects,
within CRD or in other departments, under the conditions that:
1. You inform the instructor beforehand.
2. You clearly identify the portions where you quote yourself (or collaborative
work).
3. You can provide a copy of the previous work you have submitted in the other
class to the instructor.
4. To ensure that you receive a good grade, make sure that the quoted or reused
parts fit seamlessly into the assignment for this class.
5. If you have any doubts about the extent to which you can use already written
materials, please speak with the instructor or the TA prior to making any
submissions.
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Disability Policy
UC Davis strives to ensure the accessibility of programs, classes, and services to
students with disabilities. Reasonable accommodations can be arranged for
students with various types of disabilities, such as documented learning disabilities,
vision or hearing impairments, and emotional or physical disabilities. If you require
accommodations for a disability, please register with the Student Disability Center
http://sdc.ucdavis.edu/ and let your instructor know your needs.
Changes to Syllabus
The professor/instructor reserves the right to make changes to the syllabus.
Writing Assignments
Ethnicity Interview Paper, Team Poster, and Reflection Paper (1000 Words)
Ethnicity Interview Paper (5 pages): Interview a classmate in your CRD 02 Section
about their background (ethnicity, upbringing, family, hometown, prior school
experiences, career aspirations, etc.). If possible, this person should belong to
different racial ethnic group than yours. The interview should include probing
questions that address race, privilege, oppression, and opportunity. Be considerate
and sensitive to the interviewee’s experiences. From your interview, write a 5-page
summary/life sketch about your classmate. Due: Week 6-Thursday, October 24th
before lecture.
Team Poster: Working as a team with the classmate you interviewed, create/make a
poster that illustrates both of your cultural/racial/ethnic experiences. In addition to
demonstrating your differences, include the aspects of your life that you have in
common such as music, art, sports, travel, etc. Be Creative! Be Bold! Due: Week 9 in
Section.
1000 Words Reflection Paper: Staying true to the English idiom that a picture is
worth a thousand words, write a 1000-word paper about your Team Poster. Your
paper should include concepts, theories, class conversations, films, etc. that we
discussed in class or sections. Due: Week 9 in Section.
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Paper #1: Racial Equality and the American Dream (5-6 pages)
Many would argue that since the 1960’s America has made great progress towards
racial equality and that opportunity to achieve the American Dream is more possible
than ever before for historical marginalized communities of color. However, others
like Derrick Bell, Ian Lopez, and Ta Nehsi Coates would argue that there has been
little progress. In 5 to 6 pages, focusing on one specific ethnic group (Native
Americans, Latinos, African Americans, or Asian Americans) answer the following
question:
With the election of the first African American President, have the prospects
of achieving the American Dream (opportunities to prosper) and better race
relations between whites and communities of color (i.e. the ethnic group you
selected) improved?
In addition to your common knowledge, please use assigned readings, film, and
current race-related events to make your case. Citations must document your
research.
Due: Week 4-Thursday October 13th before lecture.
Paper #2: The Case for Reparations (5-6 pages)
For several decades, scholars, lawyers, politicians, and social justice advocates have
participated in the long-standing debate of whether or not Native Americans and/or
African Americans should receive economic (and/or social) reparations for the
American history of slavery, genocide and oppression that have left these
communities disadvantaged. In 5-6 pages, make a concise and compelling argument
for why or why not a specific ethnic group that has been historically oppressed in
the US should receive reparations. Citations must document your research.
Due: Week 7-Thursday, November 3rd before lecture.
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COURSE SCHEDULE, TOPICS AND READINGS
Week 1:
Sept. 22
Course Overview
Introduction and Course Overview
Week 2:
Sept. 27
As American as __________and Apple Pie
The Dream, the Flag, the Anthem, and the Problem
 Read: Blow, C. “Constructing a Conversation about Race,” New York
Times (August 20, 2014).
 Read: Any story online about Colin Kaepernick and his protesting
of oppression of people of color.
 Read: Coates, T. “The case for reparations.” The
Atlantic (May 21, 2014).
Sept. 29
Post–Racial America
 Read: Perry, I. (2006). “Post-Intent Racism: A new Framework for
An Old Problem.”
Week 3:
Oct. 4
The Racialization of Urban America
The Making of the US Ghetto
Film: OJ: Made in America (ESPN 30 for 30).
 Read: Coates, T. Between the World and Me (Part I, pgs. 1-71)
 Coates, T. “The Ghetto is Public Policy,” The Atlantic (March 13,
2013).
Oct. 6
The Racialization of Class
 Read: Cohen, P. “Racial Wealth Gap Persists Despite Degree, Study
Says.” New York Times (August 16, 2015).
Week 4:
Oct. 11
Racial Inequities in Suburbia America
Oct. 13

Read: Coates, T. Between the World and Me (Part II, pgs. 73-152)
Wisconsin: Packers, Cheese Curds, Beer, and Race
 Read: Race to Equity Report
 Read: Wolf, W. “Wenona Wolf: What it’s like to be native in
Madison.” Madison Magazine (May 16, 2016).
Due (Paper #1): Racial Equality and the American Dream
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Week 5:
Oct. 18
History of Race and Ethnic Relations in US Communities
Film: Ethnic Notions
 Read: Zinn, H. A People’s History of America (Chapters 1, 2, 3, & 4).
Oct. 20
Defining Race/Racism: Theories, Concepts, and History
 Read: Wynter, S. (1995). “1492: A new world view, in Hyatt &
Nettleford, Race, discourse, and the origins of the Americas.
Week 6:
Oct. 25
The Marginalization of Communities of Color
Historical Oppression
 Read: Zinn, H. (Chapters 5 & 6).
 Read: “An Unnoticed Struggle: A Concise History of Asian
Americans Civil Rights” Japanese American Citizen League (2008).
Oct. 27
Dominant Narratives and the Politics of Representation
• Read: Zinn, H. (Chapters 7 & 8).
• Read: Martínez, R. A. (2015). ‘Are you gonna show this to white
people?’: Chicana/o and Latina/o students’ counter-narratives on
race, place, and representation.
Due: Ethnicity Interview
Week 7:
Nov. 1
Social Identity and Double Consciousness
Film: Smoke Signals
 Read: Alexie, S. Ten Little Indians
 Read: Beverly Daniel Tatum (2000), “The Complexity of Identity:
‘Whom Am I.’”
Nov. 3
Double Consciousness
 Read: Alexie, S. Ten Little Indians
Due (Paper #2): The Case for Reparations
Week 8:
Nov. 8
Nov. 10
Film: Cracking the Code or Space Traders
 Read: Zinn, H. (Chapters 21 & 24).
Interest Convergence
 Read: Seelye, K. “In Heroin Crisis, White Families Seek Gentler War
on Drugs.” New York Times. (October 30, 2015).
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Week 9:
Public Education and Racial Inequities
Nov. 15
Cultural Imperialism and Cultural Relevant Pedagogy
 Read: Lee, S.J. (2002). “Learning ‘America’: Hmong American High
School Students.”
Nov. 17
The School to Prison Pipeline
 Winn, L. & Winn, T. (2016) “There is Nothing for Us Here: “Black
Families Navigating School/Prison Nexus 60 Years After Brown.”
 Cerecer, P. D. Q. (2013). “The policing of native bodies and minds:
Perspectives on schooling from American Indian youth. “
Due in Sections: Team Poster and 1000 Words Reflection Paper
Week 10:
U.S Holidays and Colonialism
Nov. 22
Film: Viewing: “The Sopranos” episode 42, “Christopher
 Read: Zinn, H. (Chapters 9, 10, 11& 12)
Nov. 24
NO CLASS THANKSGIVING
Week 11:
Diversity and Climate on College Campuses
Nov. 29
Students Protesting Dehumanizing and Colonizing Practices
 Read: Gates, L. “Black America and the Class Divide.” New York
Times. (February 1, 2016).
 Pauly, M & Andrews, B. “Campus Protests Are Spreading Like
Wildfire.” Mother Jones. (November 19, 2015)
 Read: Zinn , H. (Chapters 16, 17, & 18)
Dec. 1
Final Exam
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