ETHN 0035 - Immigrants and Refugees in America: The European Experience
http://catalog.sierracollege.edu/course-outlines/ethn-0035/
Catalog Description Course Student Learning Outcomes CSLO #1: Deconstruct the social, political, psychological and cultural factors that have influenced and shaped the European American experience. CSLO #2: Contrast and compare the diversity within the European American experience. CSLO #3: Analyze a comparative analysis of immigration patterns among European ethnic groups. CSLO #4: Explain the influence of ethnicity, socioeconomic class, politics and religion in shaping the European American experience. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through oral and written formats, students will: 1. Compare and contrast theories of racial formation and identity. 2. Identify and analyze the rationales and methods of European immigration to the United States. 3. Identify both the enabling and constraining dimensions encountered by European immigrants. 4. Describe the social, economic, political and cultural factors that influence migration. 5. Summarize the cultural practices and social policies that transformed and promoted assimilation. 6. Describe the chronology of migration patterns, motivation for the movement and methods of acculturation. 7. Identify and hypothesize the effects of various attitudinal, political, social and behavioral issues on ethnic relations and immigration policies in the United States. 8. Differentiate and analyze the concepts of individual and institutional racism, cycles of oppression, matrix of domination and policies of exclusion. 9. Describe and compare the challenges related to becoming "American" for each ethnic group including the intersections of race, class, gender, religion and ethnicity. 10. Evaluate past and contemporary patterns of immigration and their impact on today's society. General Education Information Approved College Associate Degree GE Applicability AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D3 Ethnic Studies Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4C Ethnic Studies Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Weekly Homework Assignments: Each week students will be responsible for completing the required assignment. The homework will include research, articles discussion, short answer essay questions, topic searches, films/videos, etc. Example: Write a documentary review on "Eugenics." Reports Example: Developing Intercultural Proficiency: each student will select and attend two events. The events must focus on an ethnic or cultural group that is different from your own. Suggestions: Buddhist Temple, Hanukkah Celebration, Dia de los Muertos Festival, Asian Art Museum, African American Theatre (ACT or Lorraine Hansberry Theatre), Celtic Dance Festival, Ramadan, etc. A two-full page paper that reflects and summarizes each experience is required. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor: Lecture: "Who is Telling the Story and Whose Story Is It?": Instructor will provide lectures that demonstrate how cultural biases are reflected in the learning process (examples: textbooks, curriculum emphasis, content that is omitted and marginalized). Students: In small groups, construct a racialized society upon which resources, assets and privilege are distributed. Use the educational system to provide a rationalization for the society's structure. Create public policies (laws) to enforce and normalize the practices. Instructor: Activity/Group Work: Instructor will organize students in groups of four or five to discuss the distributed articles on Racial Formation. A set of questions pertaining to the articles will be distributed, and assessment will be based on the number of questions answered correctly. The instructor also observes and takes notes on participation, quality of discussion and group dynamics before intervening with comments, questions and processing. Students: Read the articles on Racial Formation, respond to the questions by participating in the small group discussion. Distance Learning Instructor: Lecture: Is the United States a Melting Pot? Most social scientists agree that this is a romantic myth that ignores the past and present realities of the United States. Students are given a copy of the Washington Post article, "The Myth of the Melting Pot, that explores this issue. Students: They are instructed to focus on Part Three: Immigrants Shunning Idea of Assimilation and be prepared to discuss if they agree or disagree with the claim and present evidence that supports their position. Typical Out of Class Assignments Reading Assignments 1. After viewing the 'New World Encounters' and 'English Settlement' segments of Biography of America, and reading assigned text chapters and handouts, contrast and compare the settlements of Virginia and Massachusetts. The two settlements formed during the same period but with very different orientations, guiding principles and results. When comparing and contrasting the two colonies, site a minimum of five areas of difference and contextualize the events on the settlements. For instance, what were the life span differences of the populations in the two colonies? Describe why the difference was so great. 2. Read the assigned text chapters and define each term listed below clearly and completely as it relates to this course. Terms: Race, Ethnic group, Prejudice, Stereotyping, Discrimination, Direct institutionalized discrimination, Indirect institutionalized discrimination, Systemic discrimination, cultural competence, white privilege, racism, marginalization, institutional racism, individual racism, socialization process, Euro-centrism, ethnocentrism, internalized racism. Writing, Problem Solving or Performance 1. History on stage: each student selects a historical character (John Brown, William Lloyd Garrison, Lecretia Mott, Susan B. Anthony, Levy Coffin, etc.) and "becomes" that persona. Through the construction of a historical narrative that uses written letters and autobiographical research, students will recount their stories in rich detail. 2. Create journal entries for a hypothetical person immigrating to the United States in the 1800's from the list below. As part of your entries, include economics, social class, transportation, gender roles, technology, family relations, religion, diet, where would you live/why, work life, compensation for work, how were you received in the new country, what barriers and laws were enacted to limit your freedom, etc. To fully complete the assignment, you will need to research the circumstances of the selected individual. Do not simply imagine what you think it would be like. (Examples of personas: Western European farm woman in Nebraska in the 1890's, Irish Catholic male driven out of Ireland by English oppression and famine, Eastern European Jew in the 1880's, Italian female immigrated as European peasant, English plantation owner who enslaved men, women and children, etc). 3. Listen to the lecture by Dr. Nell Irvin Painter (The History of White People--Rhodes College) and presentation of The Eugenics Crusades (PBS American Experience). After the presentations, identify and explain twenty-five concepts that raises questions about the social construction of race. What is race and how are the categories defined and why? Other (Term projects, research papers, portfolios, etc.) Optional field trips (Example: Community Lecture Series), Guest Speakers, creation of digital stories (historical or personal orientations), Cultural Excursions (walk through the different ethnic neighborhoods in San Francisco: Little Italy, China Town, Japan Town, Tenderloin District, Hunter's Point, etc.). Required Materials The History of White People Author: Painter, Nell Irvin Publisher: W.W. Norton and Company Publication Date: 2010 Text Edition: Classic Textbook?: OER Link: OER: Social Inequality: Forms, Causes, and Consequences Author: Charles Hurst Publisher: Pearson Publishers Publication Date: 2009 Text Edition: 7th Classic Textbook?: OER Link: OER: Hillbilly Elegy Author: J.D. Vance Publisher: Harer Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Evicted Author: Matthew Desmond Publisher: Crown Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: The Myth of Equality: Uncovering the Roots of Injustice and Privilege Author: Ken Wytsma Publisher: IVP Publication Date: 2017 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
http://catalog.sierracollege.edu/departments/humanities/
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