FALL 2000
This information effective for Fall 2000.
Check with instructor the first day of class for any changes.
[AMST-080C] [AMST-080D] [AMST-101] [AMST-145]
TTh 10 - 11:45 a.m., College Eight 240
Prof. Judy Yung (yung@cats.ucsc.edu)
Oakes 207, 459-4725
Wed 1 - 3 p.m. or by appt.
From the 1840s to the 1940s, a million people emigrated from China, Japan, Korea, the Philippines, and India to Hawaii and the United States. Why did they come and how successful was each group in adapting to life in America, in becoming Americans? This course will examine their immigration, labor, family and community life against the backdrop of broad economic, social, and political changes in American society. Special attention will be given to the effects of shifting race/ethnic, gender, and class ideologies and the multiple intersections of these ideologies on the formation and transformation of Asian American identities and experiences. Students will come away from this course with a better understanding of our collective identity and shared past as Asian/Americans. (History 80J, which covers Asian American history from World War II to present day, will be taught by Prof. Gin Pang in the winter quarter.)
1. Attendance at lectures, participation in discussion sections, and contribution to group presentation at the conclusion of the course (20% of the grade).
2. Five 2-page response papers to the readings and films due throughout the quarter (40%). Six paper topics will be assigned. You may choose to skip one of them. Your papers should be typed, double-spaced, and proofread.
3. Comprehensive final exam of identification and essay questions (40%). Study questions will be distributed ahead of time from which the actual exam questions will be drawn.
1. Sucheng Chan, Asian Americans: An Interpretive History
2. Carlos Bulosan, America is in the Heart
3. Mary Paik Lee, A Quiet Odyssey: A Pioneer Korean Woman in
America
4. Judy Yung, Unbound Feet: A Social History of Chinese Women
in San Francisco
5. John Okada, No No Boy
6. Reader of essays on electronic reserve at McHenry Library.
(All books are available at Bay Tree Bookstore and on reserve at
McHenry Library.)
Sept 21. Introduction to Course: Who Are Asian Americans?
Sept 26 - Oct 3. The International Context of Asian Emigration
9/26 Read: Chan, Asian Americans, pp. xi-xviii, 3-23
9/28 Film: "Coolies, Sailors, and Settlers"
10/3 Read: Bulosan, America is in the Heart, Introduction
and Part I
Response Paper #1 due
Oct 5 - 12. Immigration and Livelihood
10/5 Read: Chan, Asian Americans, pp. 25-42
10/10 Read: Bulosan, America is in the Heart, Part II
10/12 Read: Takaki, "Tide of Turbans" (Reader)
Film: "A Dollar a Day, Ten Cents a Dance"
Response Paper #2 due
Oct 17 - 24. Hostility and Conflict
10/17 Read: Chan, Asian Americans, pp. 45-61
10/19 Read: Bulosan, America is in the Heart, Part III
Film: "Carved in Silence"
10/24 Read: Bulosan, America is in the Heart, Part IV
Response Paper #3 due
Oct 26 - Nov 2. Social Organizations and Resistance
10/26 Read: Chan, Asian Americans, pp. 63-100
10/31 Read: Lee, Quiet Odyssey, pp. xiii-61
11/2 Read: Lee, Quiet Odyssey, pp. 62-201
Response Paper #4 due
Nov 7 - 14. Women, Families, and Second Generation
11/7 Read: Chan, Asian Americans, pp. 103-118; Yung,
Unbound Feet, pp. 1-105
Film: "Talking History"
11/9 Read: Yung, Unbound Feet, pp. 106-292
11/14 Read: Leonard, Making Ethnic Choices, pp. 123-162
(Reader)
Film: "New Puritans"
Response Paper #5 due
Nov 16 - 28. World War II: A Turning Point
11/16 Read: Chan, Asian Americans, pp. 121-142
11/21 Read: Okada, No No Boy, pp. i - 116
Film: "The Color of Honor"
11/28 Read: Okada, No No Boy, pp. 117-260
Response Paper #6 due
Nov 30. Conclusion: Group Presentations
Dec 7. Final exam, 12 to 3 p.m. (bring blue books)
Prof. Curtis Marez, Tu/Th 4 - 5:45 p.m., Soc Sci 2, Room 71
(Note: this syllalbus has spring 2000 dates)
This course will introduce students to a range of themes and debates in Chicana/o Studies by focusing on different forms of Chicana/o cultural expression, including literature, music, visual arts, and film. The class requires a good deal of reading as well as other demanding assignments. Students, for example, will be required to study different literary genres; listen critically to historic recordings of Chicana/o folk, rock, and rap music; explore Chicana/o web sites; analyze examples of Chicana/o painting, sculpture, and photography; and criticize a variety of film genres including shorts, documentaries, and feature films.
The following textbooks are for sale at the Literary Guillotine (204 Locust Ave., downtown Santa Cruz) and on reserve at McHenry Library:
Viramontes, Helena Maria. The Moths and Other Stories.Fregosso, Rosa Linda. The Bronze Screen: Chicana and Chicano Film Culture.
Mendoza, Lydia, Strachwitz, Chris, and Nicolopulos. Lydia Mendoza: A Family Autobiography.
In addition, a course reader (referred to below as CR) is for sale at the UCSC copy center. All assigned films and music recordings are housed at the Media Center, first floor, McHenry Library.
1. Regular attendance and participation. Each day you should come to class ready to discuss all assigned material. Students with no more than three (3) unexcused absences will be excused from the final exam requirement.
2. Weekly in-class quizzes. Starting with week two, there will be one quiz a week, on either Tuesday or Thursday, for a total of nine (9). Quiz questions will be few in number (3-5), and easy to answer if one has completed course assignments for that day.
3. Two 5-7 page papers. Both papers are due at the start of class on the assigned days.
4. A final exam, except for students with no more than three (3) unexcused absences (see #1).
March
28 Introduction
30 The Historical Diversity of Chicana/o Cultures
David G. Gutiérrez, "Legacies of Conquest," Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity (CR)Ramon A. Gutiérrez, "Unraveling America's Hispanic Past: Internal Stratification and Class Boundaries" (CR)
Media assignment: Bring to class something--a photo, a newspaper or magazine clipping, an object-that in some way reflects Chicana/o diversity.
April
4 Stories of Occupied Texas
Selections from Américo Paredes, The Hammon and the Beans and Other Stories, with an introduction by Ramón Saldívar (CR)Vicki L. Ruiz, "With Pickets, Baskets, and Ballots," From Out of the Shadows: Mexican Women in Twentieth-Century America (CR)
Media assignment: spend half an hour exploring the Border Studies web site (http://www.humanities-interactive.org/Borderstudies/exhibitindex.html). Be prepared to discuss what you have discovered.
6 Migrant Labor Fiction
Tomás Rivera, "The Salamanders," "On the Road to Texas: Pete Fonseca," "Eva and Daniel," "The Harvest," "Zoo Island," Tomás Rivera: The Complete Works (CR)Rosaura Sánchez, "The Ditch" (handout)
Barbara Harlow, "Sites of Struggle: Immigration, Deportation, Prison, Exile" (CR)
Media assignment: Bring to class a newspaper or magazine article about migrant labor.
11 Chicana Short Stories
Helena Maria Viramontes, The Moths and Other StoriesMedia assignment: Come to class ready to say something about one page in The Moths.
13 Border Essays
Gloria Anzaldúa "The Homeland, Aztlán: El Otro México," Borderlands/La Frontera (CR)Cherríe Moraga, "Queer Aztlán: The Re-formation of Chicano Tribe" (handout)
Recommended reading: Leslie Marmon Silko, "The Border Patrol State" (CR)
Media assignment: spend at least half an hour exploring Ruben Martinez's electronic photo essay, "New Americans" (http://zonezero.com/exposiciones/fotografos/newam/default.html).
Music
18 Corridos of Border Conflict
Selections from Américo Paredes, "With His Pistol in His Hand": A Border Ballad and Its Hero (CR)Reserve listening: Corridos and Tragedias de la Frontera, Disc 1: songs 1-3, 7, 11, 12, McHenry Media Center
Media assignment: bring to class the lyrics from a corrido that you find particularly interesting.
20 Chicana Recording Stars: The Mendoza Family
Selections from "Lydia Mendoza: A Family Autobiography" (CR)Vicki L. Ruiz, "The Flapper and the Chaperone," From Out of the Shadows: Mexican Women in Twentieth-Century America (CR)
Reserve listening: "Tejano Roots: the Women"
Media assignment: spend half an hour exploring U.T. Austin's web site, "Border Cultures: Conjunto Music" (http://www.lib.utexas.edu/Libs/Benson/border/ConjuntoIndex.html)
25 Chicano Rock and Roll
Selections from David Reyes and Tom Waldman, "Land of a Thousand Dances: Chicano Rock 'n' Roll from Southern California" (CR)George Lipsitz, "Cruising Around the Historical Block: Postmodernism and Popular Music in East Los Angeles" (CR)
José David Saldîvar, "Frontejas to El Vez," Border Matters (CR)
Reserve listening: Latin Playboys, Latin Playboys and El Vez, Graciasland
Media assignment: bring to class a cassette tape with at least one Chicana/o rock song that you like or find especially interesting.
PAPER ONE DUE
27 Hip Hop and the Chicano Grove
José David Saldívar, "Border Noise: Punk, Hip-Hop, and the Politics of Chicano/a Sound," Border Matters (CR)Selections from Brian Cross, "It's Not About a Salary: Rap, Race and Resistance in Los Angeles" (CR)
In-class viewing of the video for Rage Against the Machine's video "People of the Sun"
Media assignment: bring to class a cassette tape with at least one rap, or rap-influenced song that you like/find interesting.
May
2 The CARA Exhibit
Examine the images in and read selected essays from Chicano Art: Resistance and Affirmation (on reserve, McHenry Library)Media assignment: bring a piece of art to class.
4 The CARA Exhibit
Examine the images in, and read selected essays from Chicano Art: Resistance and Affirmation (on reserve, McHenry Library)Media assignment: spend half an hour exploring the "Chicano Visual Arts Digital Image Collections" (http://cemaweb.library.ucsb.edu).
8 Chicana/o Snapshots
Out of the West: Chicano Narrative Photography (on reserve, McHenry Library).Media assignment: Bring to class a favorite photo, perhaps one you have taken yourself. Be prepared to say why you like it.
11 Chicano Cyberspace
Spend 30 minutes exploring each of the following, interactive web sites:Pocho Productions, "Virtual Varrio" (www.pocho.com/varrio.html)Guillermo Gomez Pena, James Luna, and Roberto Sifuentes, "The Shame-Man and El Mexican't Meet the Cyber Vato" (http://riceinfo.rice.edu/projects/CyberVato)
Jacalyn Lopez Garcia, "Glass Houses: A Tour of American Assimilation from a Mexican American Perspective /California with a View" (http://www.cmp.ucr.edu/students/glasshouses).
16 Chicano Movement Shorts
Rosa Linda Fregoso, "Introduction" and "Actos of 'Imaginative Re-discovery,'" The Bronze Screen (CR)In-class screening of selected documentaries
Media assignment: spend half an hour exploring either the "Time Line" or "Biographies" sections of the Chicano home page (http://www.pbs.org/chicano/index.html).
18 Union Film Making
In class screening, "Salt of the Earth"James J. Lorence, "The Suppression of Salt of the Earth: How Hollywood, Big Labor, and Politicians Blacklisted a Movie in Cold War America" (CR)
Media assignment: Examine the list of journal and newspaper articles in the UC Berkeley Bibliography of Chicano/Latino Film (http://www.lib.berkeley.edu/MRC/LatinoBib.html). Bring to class full citations for at least three that look interesting to you.
22 Union Film Making
In class screening of "The Wrath of Grapes"Discussion of "Salt of the Earth" and "The Wrath of Grapes"
25 Selena and the films of Lourdes Portillo
In-class viewing: "Corpus"Selections from Joe Nick Patoski, "Selena: Como la Flor" (CR)
Rosa Linda Fregoso, "Nepantla in Gendered Subjectivity," The Bronze Screen
Reserve viewing: "Selena"
PAPER TWO DUE
May
1 Chicana/o Punks on Film
In-class viewing, "Pretty Vacant"George Lipsitz, "That's My Blood Down There," "Dangerous Crossroads: Popular Music, Postmodernism and the Poetics of Place" (CR)
Media assignment: make a cassette tape of music inspired by the course. Choose your songs carefully, and be sure to decorate the tape case. At the end of class we will have a party and exchange tapes.
Prof. Donald Matthews, Tu/Th 2 - 3:45 p.m., Nat Sci Annex 103
A primary purpose of this course is to acquaint the student with the history of the social construction of race, racism, and ethnicity in the Western world. We will also explore strategies for ending racial and ethnic inequality and conflict in the contemporary setting of the United States of America.
The issue of race is the oldest and most pernicious social problem confronting the United States. At the beginning of the twentieth century in the classic text, The Souls of Black Folks, W. E. B. Du Bois wrote that the problem of the twentieth century was the problem of the color line, yet in the beginning of the new millennium America continues to be divided by racial and ethnic divisions.
The social sciences and humanities offer us converging methods for the study of social problems, i.e., narrativity. In this class we will read accounts of how race was constructed, how it affects individuals and groups, and for what purposes it continues to have strength in our social life. The student will be expected to gain a critical appreciation of the development of the idea of race and how it contributes to modern racism.
We will read first hand accounts of those who have been negatively affected by racism. The best way to understand the effects of racism is to listen to those who have been subjected to its power. It is therefore necessary to engage these voices as they speak to us about their experience as racially identified subjects in the modern world.
1. Classroom Attendance and Participation: Attendance, of course, is required. Students who make a significant contribution to classroom discussions may enhance their grade at the instructor's discretion.
2. Midterm and Final: students will take an in-class midterm and final based on the readings and classroom presentations and discussions.
3. Group Presentation: the student will work with a team that will investigate a certain aspect of racism in the modern world: Employment, Marriage, Gender, Education, Poverty, Sports, etc.
1. Studs Terkel, Race: How Blacks and Whites Think and Feel About the American Obsession
2. Ronald Takaki, A Different Mirror: A History of Multicultural America
3. bell hooks, Ending Rage, Killing Racism
4. Thomas Gosset, Race: The History of an Idea in America
5. Additional Readings and Handouts will be distributed in class.
Weeks 1 and 2: History of Race in the Modern World (read Gosset)
Weeks 3 and 4: History of Race in the United States (read Takaki)
Week 5: Philosophical Basis of Modern Racism (read Cornel West, "A Genealogy of Modern Racism," and film, "Ethnic Notions"
Weeks 6 and 7: Narrative Accounts of Race and Ethnicity (read Terkel)
Weeks 8 to 10: Solutions to Racial and Ethnic Conflict (read hooks) and Group Presentations
MWF 9:30 - 10:40 a.m. Oakes 105
Forrest Robinson, Oakes 205, x4566
robinson@cats.ucsc.edu
The following, by Mark Twain:
Innocents Abroad
Roughing It
The Adventures of Tom Sawyer
Life on the Mississippi
Adventures of Huckleberry Finn
A Connecticut Yankee in King Arthur's Court
Pudd'nhead Wilson
Great Shorts Works of Mark Twain (GSW)
Attendance is required at all class meetings. More than two unexcused absences will be grounds for a No Record in the course.
Students will be required to submit two essays. The first, two to three pages, on a topic to be assigned in class. The second, six to eight pages, on a topic of your own selection (in consultation with your section leader).
There will be quizzes from time to time. The final examination is scheduled for Thursday, December 7, from 8:00 - 11:00 a.m.