Ethnic Studies l00
GE (area D)/Advanced Study/Race and Ethnicity
AMD.562B Office Hours: MWF 12.00-12.50
e-mail: email@example.com or firstname.lastname@example.org
1. David Schaeffer 1999. Racial and Ethnic Groups in America , 9th Edition.
2. Cameroon Wedding, Vega and Mark. 2003. Ethnic America. Kendall/Hunt
This course is about the experience of the 4 major minority groups of the United
States namely Native Americans, African Americans, Mexican Americans and Asian
1. The course provides a historical background to each of the four major minority
groups of this
2.Through readings, films, lectures, and discussions students understand the
desires and interests of the major ethnic groups which are easily distinguishable
because of their color or physical features.
3.Students learn how these groups are discriminated against and oppressed.
4.It forces to look at the alternative solutions to those problems in the government
makers), academicians, community activists and the concerned people themselves.
5.You learn about these people from their own experiences (their own writings)
6.You get acquainted with their various contributions to the development and
progress of this
country (science, culture and technology).
Besides the introduction to the experience of these minority groups in the
United States, an integral approach: historical, comparative, descriptive, prescriptive
and theoretical is used in order for the students to fully understand and appreciate
The purpose of the course is (a) to make students learn and understand diachronically
and synchronically how, various existing institutions and certain groups and
individuals, have contributed to race and ethnic relations in the United States,
(b) to expose students to competing theories on race and ethnicity, (c) to acquire
critical thinking, .(d) to teach students to improve their writing skills, and
(e) to enable students to make their own contributions in the search of the
right solution(s) in improving relations in this pluralistic society.
l.This course has been approved for Advanced Study. Therefore, five papers
have to be written. These papers must meet three levels of adequacy:
observational adequacy, descriptive adequacy and explanatory adequacy.
2.You may use some of the following approaches: descriptive, prescriptive, theoretical,
comparative or historical.
3.The thesis of your essay should be clearly stated and focused. The essay has
to be informative,
show evidence of research and comprehension of issues, concepts and competing
Ethnic Studies and originality in analysis, interpretation and explanation.
4.Three papers will be corrected and discussed in the classroom.
5.These papers should be six-pages long (maximum), typed and double-spaced.
6. There will be an exam consisitng of multiple short essay questions to test
the understanding of
concepts, issues and theories.
Week One: Comparative Study of Pluralistic Societies: Genesis of pluralism
Schaeffer Part 1.
Week Two: Concept of Culture: Lecture and Schaeffer. Kimenyi (Anatomy of Culture:
Video: American Tongues
Week Three: African Americans: All the chapters from Schaeffer's on African
Annual Editions Articles on African Americans.
Historical background: Middle Passage, Slave Codes, Emancipation, Civil War,
Reconstruction, Jim Crow, Civil Rights Movement
Week Four: African-American Leaders: Harriet Tubman, Frederic Douglas, Sojourney
W.E.B DuBois, Booker T.Washington, Marcus Garvey, A. Philip Randolph, Rev. Martin
Luther King, Malcolm X. Chap.7
Week Five: African-American Civil Rights Organizations: NAACP, CORE, Southern
Leadership Conference, the Nation of Islam, SNCC. Chap.7
Videos: Blacks and the Constitution V-1930, Ethnic Notions V-1425,
Week Six: .American Indians: Schaeffer's chapters on Native Americans; Annual
Editions Articles on American Indians
Historical background: The Peopling of America, the Monogenetic and Polygenetic
Hypothesis, Ethnic Diversity.
Week Seven: The Removal Act, Resistance, Massacres, Life on Reservations.
Video: In the White Man's Image
Week Eight: Broken Treaties, Court decisions, etc.
Video: More than bows and arrows.
Week Nine: Mexican-Americans. Read Schaeffer and Kendall/hunt
The birth of Mexico, The Treaty of Guadalupe Hidalgo and the Genesis of the
Week Ten: Bracero programs, Nativist Movements, Bilingual programs and Immigration
Week Eleven: Videos: Arturo Madrid, Richard Rodriguez
Week Twelve: Asian-Americans
Week Thirteen: Chinese and Japanese. Schaeffer Chap.12
Gold Rush, Chinese Exclusion Act, The Gentlemen's Agreement, Internment.
Week Fourteen: Hawaiians, Filipinos and Koreans. Schaeffer Chap.11
Videos: Guilty by reason of race (Japanese Internment); Act of War v.3440 (Overthrow
of the Hawaiian Monarchy)
Week Fifteen: the 1965 Immigration Act, "the Boat People"
Global Solutions to ethnic and racial problems in America.
Paper #1: General. Which one of the following metaphors best describes racial
and ethnic relations in the United States: (i) melting pot, (ii) salad bowl,
(iii) mosaic, (iv) grocery bag, (v) stew can, (vi) kaleidoscope, (vii) fabric,
(viii) landscape, etc? Due February 16
Paper #2:African Americans : In-class essay. Topic to be announced.
Due March 16
Paper#3:Paper on Native. Many academicians claim that Native Americans were
victims of genocide. Did they really undergo a genocidal experience? To answer
this question you have to understand both the UN and academic definition of
genocide. You can use any approach: prescriptive, descriptive, comparative,
historical, theoretical. Due April 13.
Essay # 4: In Class Exam: The exam consists of multiple short essay questions
and explaining terms, concepts, theories, issues, etc.
Paper #5: Is the Asian-American Success, a myth or reality?
Due the day of the final.
Class Attendance and Participation: 10%; b. 5 essays: 18% each --->90%