FALL 2001
This information effective for Fall 2001.
Check with instructor the first day of class for any changes.
[AMST-080C] [AMST-080D] [AMST-100] [AMST-101] [AMST-102A] [AMST-114A] [AMST-123F] [AMST-125A]
Instructor: Judy Yung
Classroom: Oakes 105
Class Time: MWF 9:30-10:40 am
e-mail: yung@cats.ucsc.edu
Office: Oakes 207, 459-4725
Office hours: Wed. 2 - 4 p.m., or by appointment
This course introduces students to the major themes informing the history, culture, and politics of Asian Americans. We will critically examine the experiences of Asian Americans from a historically grounded, interdisciplinary perspective and within an international context of diaspora and labor migration and domestic context of race, class, and gender dynamics. Topics will include immigration, labor, war, cultural representations, family life, identities, community development, and political empowerment.
Students will learn to think critically, write forcefully, and to challenge thoughtfully the writings, films, and ideas presented in this class. Please see the instructor if you would like to take the course for upper-division credit or if you need any special accommodations.
(Books are available at Bay Tree Bookstore and on reserve at McHenry Library.)
This course website will provide outlines for lectures that will be posted the day before the class meets. You are encouraged to print these outlines and bring them to class. PowerPoint presentations given in class will be posted the day after the presentation. I will also post details on the written assignments, final exam questions, and sample papers. You can use the website to obtain e-reserve reading, to send messages to your TA or me, and to find other websites that address topics covered in this course.
(Be sure to complete reading and viewing assignments before lecture dates. All films will be shown in class that day.)
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Sep 19 |
Introduction to the Course |
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Sep 21 |
Critical Perspectives in Asian American Studies Read: Hune, "Rethinking Race: Paradigms and Policy Formation;" and Takaki, pp. 3-18 |
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Sep 24-Oct 3 9/24 |
International Context of Asian Migration Read: Takaki, pp. 19-75 |
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Oct 5-15 10/5 |
Labor and Race Relations Read: Takaki, pp. 177-269 |
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Oct 17-24 10/17 |
War, Race, and Citizenship Read: Takaki, pp. 355-405 |
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Oct 26-Nov 5 10/26 |
Cultural Representations Read: Zia, pp. 109-135 |
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Nov 7-19 11/7 |
Families, Identities, and Cultures Read: Glenn & Yap, "Chinese American Families" |
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Nov 21-28 11/21 |
Political Empowerment Read: Omatsu, "Four Prisons and Movements of
Liberation" |
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Dec 4 |
Final Exam (4-7 p.m.) - Bring Blue Books |
Instructor: Curtis Marez
Tu/Th 4 - 5:45 p.m., Porter 144
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.
Instructor: Ann Lane
This course is designed for students new to the major who want to develop interdisciplinary writing skills and for advanced students (especially seniors preparing for the senior thesis) who want to improve their skills. AMST 100 is writing intensive, drawing on short articles chosen for their suitability for all pathways. The Reader is available at the Campus Copy Center. A Pocket Style Manual by Diana Hacker is available at BayTree Bookstore. Course TAs will also provide one-on-one tutoring.
Introduction
1/5
T
Introduction
1/7
Th
Writing exercises
Audre Lorde
"Age, Race, Class, Sex: Women Redefining Difference" (7 pp)
1/12
T
Close reading of text and 1-paragraph precis due
1/14
Th
2-pp. exposition due
Kwame Anthony Appiah
"Racisms" (15 pp)
1/19
T
Close reading of text and 1-paragraph precis due
1/21
Th
2-pp. exposition due
Jayne Chong-Soon Lee
"Navigating the Topology of Race" (9 pp)
1/26
T
Close reading of text and 1-paragraph precis due
1/28
Th
4-5 pp. draft of comparative analysis due
1/29
F
5-pp. revised draft due
Robert Thompson Ford
"The Boundaries of Race: Political Geography in Legal Analysis" (16 pp)
2/2
T
Close reading of text and 1-paragraph precis due
2/4
Th
2-pp. analysis due
Michel Foucault
"Space, power, and knowledge" (9 pp)
2/9
T
Close reading of text and 1-paragraph precis due
2/11
Th
4-pp. comparative analysis due
Sharon Zukin
"Disney World: The Power of Facade/The Facade of Power" (40 pp)
2/16
T
Close reading of text, l-paragraph precis and 2-pp. exposition due (Exchange Day - no class)
2/18
Th
6-7 pp. draft of comparative analysis due
2/19
F
7-pp. revised draft due
Sheldon Wolin
"Democracy without the Citizen" (12 pp)
2/23
T
Close reading of text, 1-paragraph precis and 2-pp. exposition due
2/25
Th
2-pp analysis due
M. Annette Jaimes
"Federal Indian Identification Policy: A Usurpation of Indigenous Sovereignty in North America" (16 pp.)
3/2
T
Close reading of text, 1-paragraph precis and 2-pp. exposition due
3/4
Th
4-5 pp. draft of comparative analysis due
3/5
F
5-pp. revised draft due
Conclusion
3/9
T
Guests
3/11
Th
Review Discussion
3/18
Revised drafts of all three papers due in my box in the Oakes Steno Pool by 4PM
Fall 2001
Instructor: Eric Porter
This seminar is designed to introduce students to the study of race and ethnicity in the United States. Students will receive a grounding in various theoretical and methodological perspectives used to analyze race and ethnicity, explore how scholars have used these perspectives to better understand the historical experiences of different ethnic and racial groups, and examine how issues of race and ethnicity inflect current social and political debates.
We will begin by defining terms and follow this discussion with an overview of various theoretical perspectives (sociology, feminism, Marxism, postcolonial studies, critical race theory, etc.) that scholars use to understand race and ethnicity.
Readings:
The second part of the course explores how ethnic and racial categories and relations have been consolidated, transformed, and contested in the contexts of conquest, colonization, capitalist development, slavery, immigration, politics, cultural production, etc. We will analyze books devoted to the experiences of different racial and ethnic groups and, in doing so, consider how various disciplinary approaches enhance the study of race and ethnicity.
Readings:
We will conclude by applying the historical and theoretical perspectives we have encountered to contemporary issues. Possible topics include multiracial identity, the prison industrial complex, affirmative action, immigration, and the "culture wars."
Readings: Selected articles form the course reader
1) Regular attendance and active participation in all class sessions. This course will be run as a seminar, and, as such, student participation is critical to its success.
2) In-class midterm on theoretical perspectives.
3. One 3-5 page response paper. Each student will write a response paper on one of the books assigned for unit II. On the day their papers are due, students will help to facilitate the class discussion by presenting a brief summary of their arguments and posing questions to the rest of the class.
3) Group presentation. During the final two weeks of the course, the class will be divided into four groups. Each group will be responsible for presenting material on one of the contemporary issues.
4) Final paper. Each student is required to complete a 8-10 page paper based on her/his group presentation work.
Instructor: Katie Gilmartin
This course will serve as an introduction to the gendered analysis of U.S. society and culture from theoretical and historical perspectives. We will work from the assumption that both women and men are gendered and will devote particular attention to the ways in which gender intersects with race, ethnicity, class, and sexuality. The course will begin with theoretical perspectives on gender, on the role of gender in history, and on the intersections of gender, race, ethnicity, and class. We will then examine the gendering of work, with an emphasis on gendered work and social change during World War II. Next we will explore gendered images and gendered violence. We will then turn our focus to the complex relationship between gender and sexuality. The course will conclude with a novel by a "gender outlaw" that touches on each of the main topics of the course and underscores the variety of ways in which gender is enforced in U.S. society.
You are responsible for all information contained in this syllabus. Please read it over carefully and refer to it throughout the quarter.
These are available at Bay Tree Books:
Also required is a Course Reader, available at the UCSC Copy Center. Be sure to pick this up immediately; our first reading is an article in this reader.
1. You are expected to attend class regularly, to read and think about each of the assigned texts, and to participate actively in class discussions. This class will be run as a seminar with much of our time devoted to discussing the readings; class participation will therefore be an important part of your grade/evaluation. If you will be forced to miss class due to illness, please notify me beforehand. If you do miss a class, you are responsible for getting notes, assignments, handouts, etc. from that day's class.
2. Together with several other students, you will facilitate discussion of the week's reading once over the course of the quarter. This will involve (1) meeting together to formulate two questions for the class to discuss and handing in these questions to me at the beginning of class, (2) writing these questions on the board and introducing them to the class, and (3) leading class discussions. Your discussion questions should focus on the readings. The purpose of these questions is not to stump your fellow classmates, but rather to facilitate scintillating conversations that clarify the texts we have read for that day or week. Ask questions that interest you! You are not expected to be able to provide the answers, but rather to get things rolling.
3. You will write weekly response papers on the starred (*) readings. These should be 1-2 pages, typed, and double-spaced. The purpose of these response papers is to encourage active reading; it is a place for you to explore your responses to the readings, to note important themes, to examine issues in the readings that interest you. These should not merely be summaries of the week's readings, but rather thoughtful explorations of some idea or issue in the readings. I want to see you thinking. This exercise is also intended to encourage more active and thoughtful participation in class discussions; therefore, the journal entries must be handed in at the beginning of the class on that particular text or texts (no exceptions). Your journals will not be graded individually, but they are required, and will be an important part of your overall grade/evaluation for the class. Seven response papers are assigned during the quarter; you must successfully complete at least six of these to pass this class.
4. You will write a short paper (3-4 pages, typed, double-spaced), due April 18, examining the ways in which work in your family of origin was gendered. A handout will describe this assignment in greater detail.
5. You will write a longer paper (7-8 pages, typed, double-spaced), due on the last day of class, analyzing the role of gender in an autobiography of your choice. A handout will describe this assignment in greater detail and suggest some autobiographies that you may wish to read.
6. You are expected to bring in and discuss at least one item for "show and tell." This assignment will be explained during the first week of class.
Introduction to Course
Film: "The Life and Times of Rosie the Riveter" (+65 min)
*Reading: Finish Rosie the Riveter Revisited
Film: "Ethnic Notions" (+57 min)
Reading: none for class. However, over the weekend you should browse around and choose an autobiography to read for your final paper.Due today: author and title of the autobiography you will be reading for your final paper
Films: "Slaying the Dragon" (+60 min) and "And Still I Rise" (+30)
Reading: none for today; this is a good time to begin reading the autobiography for your final paper.Film: "Forbidden City" (+56 min)
*Reading: Linda Gordon, "'Be Careful About Father': Incest, Girls' Resistance, and the Construction of Femininity," and "'The Powers of the Weak': Wife-Beating-and Battered Women's Resistance"In-class Presentation by Gillian Greenspan of the Rape Prevention Education Center
In-class: African American women's blues
Reading: Stone Butch Blues to page 153Film: "Two Spirit People" (+20 min) and "She Even Chewed Tobacco" (+40)
*Reading: Finish Stone Butch Blues
Instructor: Ann Lane
Office: Oakes 201, 459-4517
amlane@cats.ucsc.edu
"Post-modern order is beginning to resemble Tocqueville's vision of modern despotism: 'an immense, protective power ... fatherlike ... [keeping all] in perpetual childhood ... the citizens quit their state of dependence just long enough to choose their masters....'" --Sheldon Wolin
Format: Seminar
Assignments: Five 4-page papers, topics to be assigned
Weekly small group discussion outside class
Jigsaw classroom preparation
Readings: Selections from the following books on reserve at McHenry Library, for sale at The Literary Guillotine, 204 Locust St., 475-1195
Oct. 1 - Introduction
Oct. 6
Ruben Martinez, The Other Side: Notes from the New LA, Mexico City, and Beyond
Oct. 8, 13, 15 (paper due 15th)
Alexis de Tocqueville, Democracy in America
Oct. 20, 22
Richard J. Perry, Apache Reservation: Indigenous Peoples and the American State
Oct. 27, 29 (paper due 29th)
M. Annette Jaimes (ed.), The State of Native America: Genocide, Colonization, and Resistance
Nov. 3, 5
C.L.R. James, American Civilization
Nov. 10, 12 (paper due 12th)
Vicki Crawford et al. (eds.), Women in the Civil Rights Movement: Trailblazers, Torchbearers (1941-1965)
Nov. 17, 19
Michael Sorkin (ed.), Variations on a Theme Park: The New American City and the End of Public Space
Nov. 24 (paper due 24th)
Sandy Lydon, Chinese Gold: The Chinese in the Monterey Bay Region
Dec. 1, 3
Noam Chomsky, Deterring Democracy
Dec. 8, 10 (paper due 10th)
Brian Wallis (ed.), Democracy: A Project by Group Material
"Mrs. [Fannie Lou] Hamer discovered that there were many things 'dead wrong' with the lives of Blacks and whites in Mississippi. 'I used to think ... let me have a chance and whatever this is ... I'm gonna do somethin' about it.'"Her chance came ..." --Bernice Reagon Johnson
Fall 2001
Instructor: Renya Ramirez
T/Th 4-5:45 PM, Porter 144
Office Hours: 3-4 T/Th
e-mail: renya@cats.ucsc.edu
This course first examines how Indian women are constructed in the dominant society. It then examines how gender has been constructed in tribal societies. Then it explores the interaction between gender and citizenship as well as examines the linkage between feminism and Indian women's lives. It also looks at the experiences of Indian women in prison. It then explores how Native women resist dominant constructions through biography and two novels. The course crosses national borders and includes examples in Canada and the United States.
Course materials (books and a reader) are available in the UCSC Bookstore.
The group critical essay is a well-written and organized (3-5 page) critique of the readings. The paper should compare and contrast the arguments, strengths, and weaknesses of the readings. Each group will present their essay during class. These essays will be distributed to the class. They will be due by noon on Tuesdays and Thursdays. E-mail to Jennifer Maio (amst@cats.ucsc.edu). She will post them on the American Studies web site to be downloaded. Hand in a hard copy to the instructor.
If a student does not miss more than two class sessions and successfully completes all the other course requirements, then the final exam is not required. There will be occasional pop quizzes to encourage everyone to complete the readings on time. A student will be dropped from the class after missing three class sessions.
Tuesday: Watermelon Nights (1/4 of book)Thursday: Watermelon Nights (1/4 of book)
Tuesday: Watermelon Nights (1/4 of book)Thursday: Watermelon Nights (1/4 of book)
Tuesday: Gardens in the Dunes (1/4 of book)Thursday: Gardens in the Dunes (1/4 of book)
Tuesday: Gardens in the Dunes (1/4 of book)Thursday: Gardens in the Dunes (1/4 of book)
Papers DueTake home final will be handed out. Due the following Monday of finals week at 9AM in American Studies office.
Fall 2001
Instructor: Eric Porter
This course explores three modes of African American cultural production (music, film and literature) in their social and historical contexts. We will examine the social conditions that influenced the production of these genres at distinct historical moments and will analyze particular examples of each as windows into aspects of African American life. We will also consider the various strategies African American cultural workers have employed to represent themselves and their people and situate these strategies in the ongoing dialogue about culture in African-American intellectual and activist circles. This course is also intended to introduce students to some of the key questions and issues that drive the study of African American music, film, and literature.
The course is divided into three sections, each of which focuses on a particular historical period. Each section is designed to give students a snapshot of the constantly evolving debates about African American culture and to provide an opportunity to analyze specific examples of music, literature, and film from the period in question.
Music: Jazz and BluesFilm: Body and Soul, Dir: Oscar Micheaux
Literature: Claude McKay, Home to Harlem
Music: Soul and FunkFilm: Sweet Sweetback's Baadasssss Song, Dir: Melvin Van Peebles
Literature: Toni Morrison, Sula
Music: Hip HopFilm: The Watermelon Woman, Dir: Cheryl Dunye
Literature: Octavia Butler, Parable of the Sower
1) Regular attendance and participation in class discussions.
2) Midterm examination
3) Final examination
4) 8-10 page research paper