ETHN 101: Africans, Europeans & Indian Nations In the Making of American Cultures
Fall 2013, Section 401
MW, 1:00-1:50, MER 131
Final exam: Saturday, December 13, 12:302:30
Professor: Greg Carter, [email protected]
Office hours: M 11:00-1:00
and by appointment, HLT 383
TA: Jessica McGillivray, [email protected]
Office hours: MW 11:00-12:00, M 2:00-3:00,
and by appointment, HLT 402
TA: Hayley McNeill, [email protected]
Office hours: W 10:00-11:00, TH 12:00-1:00,
and by appointment, HLT 402
COURSE DESCRIPTION:
A current popular trope claims that the United States is more diverse than ever, because of recent
immigration of Latin American and Asia, and because of a so-called “biracial baby boom” of
racially mixed offspring. In truth, there has always been an influx of immigrants, and racial
mixing has occurred since first contact with Native Americans. Instead of privileging the present
moment, we will start at the beginning to explore how America has always been diverse.
We will begin by establishing working definitions for the terms we will use: race, ethnicity,
culture, subculture, gender, sexuality, and class. Then we will survey all the major encounters
between groups in United States history, from first contact with American Indians to the postSeptember 11 security state. Weekly discussion sessions will feature smaller-scale conversations
on the material. In addition to quizzes, tests, and the final exam, a personal reflection essay will
encourage students to communicate what they have learned in a style both personal and
academic.
GER AREAS:
This course counts towards the fulfillment of two areas of the university’s general education
requirements (GER): the humanities area and the minority cultural diversity in America area.
Humanities
1. Definition: The academic disciplines that investigate human constructs and values, as
opposed to those that investigate natural and physical processes, and those concerned
with the development of basic or professional skills. The humanistic disciplines--such as
art history, history, language and literature, philosophy—are concerned with questions,
issues and concepts basic to the formation of character and the establishment of values in
a human context; they induce an organic study of letters and knowledge; they provide
literary, aesthetic and intellectual experiences which enrich and enlighten human life.
2. Criteria: To satisfy GER distribution requirements for the Humanities, a course must
meet Criteria a and one other:
a. approach its subject using humanistic means of inquiry, such as: the critical use of
sources and evaluation of evidence, the exercise of judgment and expression of
ideas, the organization, logical analysis, and creative use of substantial bodies of
knowledge;
1 b. increase the student's capacities for making informed and independent evaluation
pertaining to the nature of knowledge, language, and representation, and
concerning the formation of ethical or aesthetic concepts, or the ways in which
values are manifested within diverse theoretical or conceptual frameworks;
c. introduce the student to substantial and coherent bodies of historical, cultural,
literary or philosophical knowledge, as a means of increasing an understanding of
the complexities and varieties of human events;
d. enhance and extend the student's response to literature and/or other arts by
introducing the process of thoughtful and systematic analysis, or by fostering an
appreciation of distinctive cultures and traditions, or by increasing the student's
sensitivity to language and its nuances; or
e. foster the application of humanistic perspective to other branches of knowledge or
to issues of universal human concern.
Minority Cultural Diversity in America
1. Definition: This area pertains to the study of life experiences either of African
Americans, Hispanic Americans, American Indians, or Asian Americans.
2. Criteria: Courses satisfying this requirement shall:
a. have primary focus on African Americans, Hispanic Americans, American
Indians, or Asian Americans;
b. introduce students to significant elements that ground the life histories and life
prospects of one or more of the groups listed above;
c. scrutinize perspectives, world views, methodologies, and philosophic constructs
which the group(s) use(s) to describe, explain and evaluate its/their life
experiences over historical time; and
d. enhance and extend the student's ability to conceive and perceive transcultural
similarities and dissimilarities, and make sound empirical as well as normative
generalizations.
LEARNING GOALS:
▪ Apply the analytic lenses of culture/subculture, race/ethnicity, and gender/sexuality to
past and present encounters in the United States, appreciating how they change in each.
▪ Challenge the conventional understanding of our past (and present) by appreciating a
diverse set of participants, locales, and issues.
▪ Critically assess our own identities and backgrounds, connecting them to larger social
and historical forces.
▪ Understand how community service in a pluralistic society reinforces democratic
citizenship and cross-cultural understanding.
2 TEXTS:
During the first five weeks, the readings will come from handouts. After then, you will need one
textbook, which will be available at the UWM Bookstore and Panther Bookstore (Neebo):
Wyle, Susan. Revisiting America: Readings in Race, Culture, and Conflict. Upper Saddle River,
N.J.: Pearson/Prentice Hall, 2004.
Some later reading assignments will also be handouts, and I will present a variety of primary and
secondary sources, song lyrics, movies, and documentaries in class.
COURSE REQUIREMENTS:
▪ Attend all classes: For every three unexcused absences from discussion sections or
lecture, your final grade will decrease by 10%. The TA’s will make a roll call at each of
their meetings. I will do so on days with visibly low attendance. Because of its ability to
disrupt class, lateness may result in an unexcused absence.
▪ Read all assigned texts: You have around 50-75 pages of reading a week. I will give
guidance on how to approach them, but it is up to you to manage your time and come to
class familiar with the material.
▪ Participate actively: Your preparations should help with this. But your perspectives will
add unique flavor to our conversations. Laptop use for note-taking is acceptable, but
conspicuous surfing will result in a penalty to your participation and attendance grade.
Laptop users will sit in a section of the lecture hall determined by the professor. Put away
all other devices for the whole class period. Power them down to avoid disruptions from
ringing, vibrating, or notifications. Pay attention to the class; for example, don’t talk,
giggle, or share glances with friends. Violations of these standards may lead to your final
grade decreasing by 10%.
▪ Complete all assignments on time: Unexcused late assignments will lose 10% for missing
the initial deadline, and another 10% for every twenty-four hours after that. Assignments
arriving with 72 hours of unexcused late will receive an “F” (60%).
MAJOR ASSIGNMENTS:
§ Discussion questions: Each week, before 12:00 AM Wednesday (midnight Tuesday), you
will submit to your TA one thoughtful discussion question based on that week’s material.
These should reflect your engagement with the readings and lectures, and be of a caliber
that would inspire conversation in your discussion section.
§ Quizzes: There will be five quizzes throughout the semester to gauge your
comprehension of the preceding weeks’ material. Each will have five short answer
questions that you’ll be able to answer within twenty minutes.
§ Tests: There will be two tests, one during Week 5 and the other during Week 10. Most
likely, they will include short answer questions similar to those on the quizzes. I will
announce these well in advance, and use both preceding classes as review sessions.
§ Personal reflection paper: Reflect on what you have learned in this course. Which unit
was completely new to you? Which lesson seemed familiar, yet incorporated a
perspective new to you? What popular conceptions do you now want to challenge? Use at
least four course readings and as many references to lectures and discussions as you deem
necessary to: a) argue the historical complexities of concepts like race, ethnicity, culture,
3 §
class, gender, and sexuality; b) describe how American has always been diverse; and c)
demonstrate that many groups have participated in the “making of American cultures.” A
successful essay will blend your personal perceptions with the scholarly material from the
course. It will be four to five pages with double spacing (and no extra space between
paragraphs), twelve-point Times New Roman font, and one-inch margins. You must refer
to at least four course readings in your paper, which you should cite using proper format
from the Chicago Manual of Style. You will submit it as a hard copy at the beginning of
class on Monday, December 9.
Final exam: This two-hour exam will will include short answer questions similar to those
on the quizzes.
GRADING:
Lectures:
Discussion sections:
Quizzes:
Test 1:
Test 2:
Personal reflection paper:
Final exam:
10%1
25%2
10%
15%
15%
10%
15%
POLICIES:
Attendance: For every three unexcused absences, your final grade will decrease by 10%. If you
must miss class for medical, athletic, or religious reasons, please provide me documentation as
soon as possible. If you need an extension on an assignment because of an excusable absence,
please contact me as soon as possible. If the occasion arises that I must miss class, I will make
arrangements to make up for the missed time; these may include extra assignments, readings, or
meeting times.
Late assignments: Unexcused late assignments will lose 10% for missing the initial deadline, and
another 10% for every twenty-four hours after that. Assignments arriving with 72 hours of
unexcused late will receive an “F” (60%).
Academic misconduct: CHEATING AND PLAGIARISM ARE UNACCEPTABLE, AND
WILL RESULT IN COURSE FAILURE. If requirements are unclear, or if you find an
assignment overwhelming, it is best to consult me beforehand so we can work out something.
UWM expects each student to be honest in academic performance. Failure to do so may result in
discipline under rules published by the Board of Regents (UWS 14). The most common forms of
academic dishonesty are cheating and plagiarism.
Cheating includes:
• Submitting material that is not yours as part of your course performance, such as copying
from another student's exam, allowing a student to copy from your exam; or,
1
You can earn this 10% by following the guidelines under “Attend all classes” and “Participate
actively,” above.
2
This consists of: participation (10%), attendance (10%), and discussion questions (5%)
4 •
•
•
•
•
•
•
Using information or devices that are not allowed by the faculty; such as using formulas
or data from a computer program, or using unauthorized materials for a take-home exam;
or,
Obtaining and using unauthorized material, such as a copy of an examination before it is
given; or,
Fabricating information, such as data for a lab report; or,
Violating procedures prescribed to protect the integrity of an assignment, test, or other
evaluation; or,
Collaborating with others on assignments without the faculty's consent; or;
Cooperating with or helping another student to cheat; or,
Other forms of dishonest behavior, such as having another person take an examination in
your place; or, altering exam answers and requesting the exam be re-graded; or,
communicating with any person during an exam, other than the exam proctor or faculty.
Plagiarism includes:
• Directly quoting the words of others without using quotation marks or indented format to
identify them; or,
• Using sources of information (published or unpublished) without identifying them; or,
• Paraphrasing materials or ideas of others without identifying the sources.
Academic integrity means honesty concerning all aspects of academic work. Students are
encouraged to consult with faculty to develop:
• Correct procedures for citing sources of information, words and ideas.
• Ways to properly credit collaborative work with project team or study group members.
• Strategies for planning and preparing for exams, papers, projects and presentations.
• Alternative procedures for quiz/exam conditions in classroom environment where
cheating has been observed.
If a student is charged with academic misconduct, there are specific procedures, including the
right of appeal, which must be followed by UWM. Sanctions imposed by the university in
response to academic misconduct range from reprimands to expulsion. COURSE FAILURE IS
LIKELY.
Students with disabilities. Notice to these students should appear prominently in the syllabus so
that special accommodations are provided in a timely
manner.http://www4.uwm.edu/sac/SACltr.pdf
Religious observances. Accommodations for absences due to religious observance should be
noted. http://www4.uwm.edu/secu/docs/other/S1.5.htm
Students called to active military duty. Accommodations for absences due to call-up of reserves
to active military duty should be noted.
Students: http://www4.uwm.edu/current_students/military_call_up.cfm
Employees: http://www4.uwm.edu/secu/docs/other/S40.htm
(Editorially Revised, 3/25/09)
5 Incompletes. A notation of "incomplete" may be given in lieu of a final grade to a student who
has carried a subject successfully until the end of a semester but who, because of illness or other
unusual and substantiated cause beyond the student's control, has been unable to take or
complete the final examination or to complete some limited amount of term work.
http://www4.uwm.edu/secu/docs/other/S31.pdf
Discriminatory conduct (such as sexual harassment). Discriminatory conduct will not be
tolerated by the University. It poisons the work and learning environment of the University and
threatens the careers, educational experience, and well-being of students, faculty, and staff.
http://www4.uwm.edu/secu/docs/other/S47.pdf
Academic misconduct. Cheating on exams or plagiarism are violations of the academic honor
code and carry severe sanctions, including failing a course or even suspension or dismissal from
the University.
http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm
Complaint procedures. Students may direct complaints to the head of the academic unit or
department in which the complaint occurs. If the complaint allegedly violates a specific
university policy, it may be directed to the head of the department or academic unit in which the
complaint occurred or to the appropriate university office responsible for enforcing the policy.
http://www4.uwm.edu/secu/docs/other/S49.7.htm
Grade appeal procedures. A student may appeal a grade on the grounds that it is based on a
capricious or arbitrary decision of the course instructor. Such an appeal shall follow the
established procedures adopted by the department, college, or school in which the course resides
or in the case of graduate students, the Graduate School. These procedures are available in
writing from the respective department chairperson or the Academic Dean of the College/School.
http://www4.uwm.edu/secu/docs/other/S28.htm
Other The final exam requirement, the final exam date requirement, etc.
http://www4.uwm.edu/secu/docs/other/S22.htm
6 CLASS SCHEDULE
Week 1 (September 3)
W: Orientation
Week 2 (September 8, 10)
Race and Ethnicity
M: Cornell & Hartmann, Ethnicity and Race, 1-40 (PDF on D2L)
W: Cornell & Hartmann, Ethnicity and Race, 41-74 (PDF on D2L)
Week 3 (September 15, 17)
Culture and Subculture
M: Pamela Perry, Shades of White, 1-33 (PDF on D2L)
W: Pamela Perry, Shades of White, 3-72 (PDF on D2L)
W: QUIZ (Race and Ethnicity; Culture and Subculture)
Week 4 (September 22, 24)
Gender and Sexuality
M: West and Fenstermaker, “Doing Difference” (PDF on D2L)
W: Linda Kerber, “Republican Mother” OR E. Anthony Rotundo, American Manhood
(PDFs on D2L)
Week 5 (September 29, October 1)
Class
M: Jack Metzgar, “Politics and the American Class Vernacular” (PDF on D2L)
W: TEST 1
Week 6 (October 6, 8)
Early Conflicts on the Eastern Shore
M: Susan Wyle, Early Conflicts on the Eastern Shore
M: Ronald Takaki, The “Tempest” in the Wilderness
M: Rayna Green, The Pocahontas Perplex
M: Chief Roy Crazy Horse (Powhatan Nation), The Pocahontas Myth
W: Elaine G. Breslaw, The Reluctant Witch
W: QUIZ (Class; Early Conflicts on the Eastern Shore)
7 Week 7 (October 13, 15)
Native Americans versus the Newcomers
M: Susan Wyle, The Native Americans versus the Newcomers
M: Mary Rowlandson, from Captivity and Restoration
M: Thomas Jefferson, Policy of Civilization and Assimilation
M: Michael Paul Rogin, Liberal Society and the Indian Question
M: Chief Black Hawk, Surrender Speech
W: Andrew Jackson, Seventh Annual Message to Congress
W: Chief Red Cloud, Address to President Grant
W: Luther Standing Bear, What the Indian Means to America
W: Frederick W. Turner III, Introduction to I Have Spoken
W: Ruth Rosen, The War to Control the Past
Week 8 (October 20, 22)
Conflicts on the Way West
M: Susan Wyle, Conflicts on the Way West
M: Articles VIII, IX, XI, and XII of The Treaty of Guadalupe Hidalgo
M: Quintard Taylor, Slavery in the Antebellum West, 1835-1865
W: Frederick Jackson Turner, The Significance of the Frontier in American History
W: George Armstrong Custer, from My Life on the Plains
W: Wallace Stegner, Introduction to The Gathering of Zion
W: Ann Eliza Young, from A Life in Bondage
W: QUIZ (Native Americans versus the Newcomers; Conflicts on the Way West)
Week 9 (October 27, 29)
Slavery and the Civil War
M: Susan Wyle, Slavery and the Civil War
M: Jefferson Davis, Inaugural Address of the President of the Provisional Government
M: George Fitzhugh, The Proslavery Defense
W: Alan T. Nolan, The Anatomy of the Myth
W: Sojourner Truth, from Narrative of Sojourner Truth
W: Edwin S. Redkey, from A Grand Army of Black Men
W: Elizabeth D. Leonard, from All the Daring of the Soldier
Week 10 (November 3, 5)
Reconstruction and the Supreme Court
M: Rebecca Scott, “Conceptual Roots of the Plessy Challenge” (PDF on D2L)
W: TEST 2
8 Week 11 (November 10, 12)
Poverty, Wealth, and the American Dream
M: Susan Wyle, Poverty, Wealth, and the American Dream
M: Andrew Carnegie, Wealth
M: John D. Rockefeller, Jr., from The Personal Relation in Industry
M: Howard Zinn, from Declarations of Independence
W: Samuel Gompers, Testimony before the Senate Committee upon the Relations
between Labor and Capital
W: Leon Stein, from The Triangle Fire
W: Elizabeth Cady Stanton, The Subjection of Women
W: Opinion of the Court from Minor v. Happersett
Week 12 (November 17, 19)
Minority Anti-Colonialism and World War II
M: Penny Von Eschen, Race Against Empire (PDF on D2L)
M: Susan Wyle, The Depression and the Two World Wars on the Home Front
W: Franklin Delano Roosevelt, Pearl Harbor Address
W: Time Magazine, How to Tell Your Friends from the Japs
W: Karl R. Bendetsen, The Story of Pacific Coast Japanese Evacuation
W: Sherna Berger Gluck, from Rosie the Riveter Revisited
W: QUIZ (Marking the Oriental; Minority Anti-Colonialism and World War II)
Week 13 (Novmber 24, 26)
Debating the Civil Rights Movement
M: Lawson and Payne, Debating the Civil Rights Movement (PDF on D2L)
W: NO CLASS (Thanksgiving)
Week 14 (December 1, 3)
Debating the Civil Rights Movement
M: Lawson and Payne, Debating the Civil Rights Movement (PDF on D2L)
M: QUIZ (Debating the Civil Rights Movement)
Ronald Reagan: Original Gangsta
W: Michael Rogin, “Make My Day!: Spectacle as Amnesia in Imperial Politics” (PDF on
D2L)
Week 15 (December 8, 10)
Conflicts Past and Conflicts Present
M: PERSONAL REFLECTION PAPER DUE
W: REVIEW SESSION
9