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Schedule may change slightly depending on class needs/time--check here often
Tuesday 8/24
Introduction to the Course and each other
objectives, requirements
What is ethnicity? What is race?
What is ethnic studies?
Why it is threatening to some people, to the point it is
being banned in Arizona schools?
Problems we'll investigate this semester:
IS Ethnic Studies subversive and dangerous?
Should it be taught and why or why not?
Immigration and immigration reform: what should happen? What is happening:
Do we want to do an educational "teach-in" on campus for Ethnic Studies Week?
see:
http://ethnicstudiesweekoctober1-7.org/index.htmlSee:
http://www.cnn.com/2010/POLITICS/05/12/arizona.ethnic.studies/index.html
Form discussion/report groups:
Writing Assignment 1 due Thursday (type, double-spaced; approx. 2
pages):
What does ethnicity mean to you?
How do you define your race and or
ethnicity?
When did you first become aware of racial and ethnic difference?
How
have race and ethnicity functioned in your family and life?
Do you think this class will be of benefit to you? If so, why? If not, why?
Thursday 8/26
Healey, Diversity and Society
Read for today:
Part 1: An Introduction to the Study of Minority Groups in the US
p. 1
pp. 3-top of 22, Chapter 1: Diversity in the US: Questions and Concepts (to "Key
Concepts")
Lecture Notes
Healey, Diversity and Society
website for sample quizzes, etc.
Writing assignment 1 due
Tuesday 8/31
Healey, pp. 22-40 (conclude Ch. 1)
Powerpoint slides for Chatper 1: PPT
Take the "Unpacking the Invisible Knapsack of White Privilege "test" at
www.case.edu/president/aaction/UnpackingTheKnapsack.pdf
and bring results to class
begin watching Crash
Thursday 9/2
WE'RE MOVING TO TLC 149: COME TO TLC 149 TODAY
finish watching Crash
Writing assignment 2 on Crash:
List the different stereotypes you saw portrayed in the movie as well as the
different instances of prejudice and/or discrimination.
Do you think this film realistic?
Do these things still occur? Where and to whom are they most likely to happen?
Why? What can we do to change? What is your response to Crash? Did
you like it? What do you see is as its major theme or message? Why do you think
it won 3 Academy Awards including Best Picture?
Tuesday 9/7
Writing assignment 2 due
Quiz Chapter 1
Discuss Crash
Choose a character from Crash and explain his/her feelings
and motivations:
Det. "Graham" Waters (whose mother is an addict and whose brother is missing)
his mother "Mrs. Waters"
His partner and lover, Det. "Ria," who is Latina
Iranian shop owner "Farhad"
his daughter "Dorri"
Police officer "John" who molests then saves Christine
"Cameron," the film producer, who is African American
his wife, "Christine"
Police officer "Tom," who is Officer John's partner for awhile
"Jean," the white, wealthy housewife played by Sandra Bullock
Her Latina maid, "Maria"
the Mexican American locksmith "Daniel"
Young black man played by singer Ludicrous "Anthony"
His friend, and brother of Det. Graham, "Peter"
Gun Store Owner
Korean man (run over by Anthony and Peter) and his wife
Thursday 9/9
Guest Speaker:
Rachel Dolezal, Human Rights Educator
TONIGHT: SOCIAL JUSTICE
FORUM: "Fear of the Other"
7-9 pm, 1912 Center
Tuesday 9/14
return quizzes/discuss them and Ms. Delezal's visit
discuss Crash
individual v institutional discrimination
prejudice v. discrimination
social v biological dimensions of gender and race
Thursday 9/16
Handout: "10 Things Everyone Should Know About Race"
Chapter 2 ppt
Healey, Ch. 2. Assimilation and Pluralism: From Immigrants to White Ethnics to
White Americans
pp. 45-96
(If time)
clips from Race: The Power of an Illusion: The Difference Between Us
Tuesday 9/21
discuss Quiz 1
finish discussing Chapter 2
discuss:
Healey, Part II: The Evolution of
Dominant-Minority Relations in the US,
p.99-101
Ch. 3. The Development of Dominant-Minority Group Relations in
Preindustrial America: The Origins of Slavery,
pp.103-135
CHAPTER 3
Ch. 4: Industrialization and Dominant-Minority Relations: From
Slavery to Segregation and the Coming of Postindustrial Society,
pp. 139- top of 175
CHAPTER 4
clips from Race: The Power of an Illusion: Episode 2: "The Difference
Between Us"
Thursday 9/23
finish going over Chapters 2, 3 & 4
clips from Race: The Power of an Illusion: The Story We Tell
discussion of the film and activities
What are some of the ways that race has been used to rationalize inequality?
How has race been used to divert attention (and responsibility) away from
oppressors and toward targets of oppression?
What is the connection of American slavery to prejudice against
African-descended peoples?
Why does race persist after Emancipation?
Tuesday 9/28
Quiz for Chapters 2, 3 and 4
Thursday 9/30
Part III: Understanding Dominant-Minority Relations in the US
Today
pp. 177-178
Ch. 5. African Americans: From Segregation to Modern Institutional
Discrimination and Modern Racism, pp. 179-234
PPT
Writing Assignment: Answer questions 6. and 7. on page 234 of Healey
(due Tuesday)
Race: The Power of an Illusion: Episode Three: The House We Live In
check out: www.pbs.org/race
Writing Assignment on the film due Tuesday:
write 1-3 pages, typed, double-spaced
How is advantage or disadvantage, depending on who
you are, inherited?
What is the difference between income and net worth/wealth? What accounts for
blacks possessing1/8 the wealth of whites in the U.S.?
How and why should we make the invisible visible if we are to achieve a society
of equality?
Why will colorblindness not end racial inequality?
What are your responses to the film?
Tuesday 10/5
Healey and "The House We Live In" writing assignment due
Chap. 6: American Indians: From Conquest to Tribal Survival in a
Postindustrial Society
pp. 235 - 278 (note writing assignment on this chapter due Thursday)
Writing Assignment: Answer questions 1, 3 4 on page 278. (due Thursday)
Thursday 10/7
writing assignment due
Guest speaker: Steven Martin, MA, Director, UI Native American Student Center
Write a 1-2 page response to Mr. Martin's visit, connecting it to what you're
learning in our course.
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Instead of class on 10/12, attend one of the following
3 lectures:
Dakotah (Sioux) writer/scholar Elizabeth Cook-Lynn speaks tonight in the Law
School Courtroom, 5:30 - 7:00 for Indigenous Peoples' Day:
or
Friday 10:30 - 12:00 in Administration Auditorium for the American Indian
Studies Distinguished American Indian Speakers Series
Write a 2 page report of what you learned at the lecture and how you think it relates to our
class
Tuesday 10/12
No class: attend lecture by Elizabeth Cook-Lynn (Sioux) either Thursday
evening 10/07 or Friday morning 10/08
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GREAT DIVERSITY EVENT!!! Wednesday 10/13:
Social Justice Activist, Antiracist Tim Wise to Speak
on Oct. 13
SUB Ballroom, 7:30 PM
Tim Wise is among the most
prominent anti-racist writers and activists in the U.S., having spoken to over
300,000 people in 48 states, and on over 400 college campuses.
Tim Wise on
youtube
Active Hate Groups Map
(Southern Poverty Law Center)
Thursday 10/14
Discuss "The House We Live In" documentary, the written responses to questions from Chapters 5 and 6,
and Steven Martin & students' visit
Guest Speaker: Dr. Carmen Suarez, Director, UI Office of Human Rights,
Access & Inclusion
write a 1-2 page response to Dr. Suarez's visit, connecting to what you've
learned in the course.
DIVERSITY EVENT:
Monday, O ct. 18th 11:00
A.M.
Professor Ed Galindo will present on
"Native American Life in Climate Change"
Idaho Commons Clearwater Room
ALSO on MONDAY:
Free movie about an important subject: WELCOME TO SHELBYVILLE -
Monday, Oct. 18, 7pm at the Kenworthy Theatre on Main Street in Moscow.
The film is about a "small Southern town as it grapple swith
demographic change and issues of immigrant integration." For more
information on the film, see
http://www.itvs.org/films/welcome-to-shelbyville.
The film explores issues of religious, cultural, ethnic diversity within a
political economic context. More info below.
A panel discussion will follow the movie.
The Film
Welcome to Shelbyville
is a glimpse of America at a crossroads. In this one small town in the heart of
America's Bible Belt, a community grapples with rapidly changing demographics.
Just a stone's throw away from Pulaski, Tennessee (the birthplace of the Ku Klux
Klan), longtime African American and white residents are challenged with how
best to integrate with a growing Latino population and the more recent arrival
of hundreds of Muslim Somali refugees.
Set on the eve of the 2008 Presidential election, the film
captures the interaction between these residents as they navigate new waters
against the backdrop of a tumultuous year. The economy is in crisis, factories
are closing, and jobs are hard to find. The local Tyson chicken plant is hiring
hundreds of new Somali refugees, and when a local reporter initiates a series of
articles about the newcomers, a flurry of controversy and debate erupts within
the town.
Just as the Latino population grapples with its own immigrant identity,
African American residents look back at their segregated past and balance
perceived threats to their livelihood and security against the values that they
learned through their own long struggle for civil rights. As the newcomers —
mostly of Muslim faith — attempt to make new lives for themselves and their
children, leaders in this deeply religious community attempt to guide their
congregations through this period of unprecedented change. Through the vibrant
and colorful characters of Shelbyville, the film explores immigrant integration
and the interplay between race, religion, and identity in this dynamic dialogue.
The story is an intimate portrayal of a community’s struggle to understand what
it means to be American.
Tuesday 10/19
Chap. 7: Hispanic Americans: Colonization,
Immigration, and Ethnic Enclaves
pp. 281-332
Guest Speaker: Jesse Martinez, Program Coordinator, CAMP
(College Assistance Migrant Program)
Write a 1 page response to Mr. Martinez's presentation
begin reading Under the Feet of Jesus
Thursday 10/21
discuss Chapter 7 and Mr. Martinez's visit
CHAPTER 7
-quiz on Chapter 7
Tuesday/10/26
 
Under the Feet of Jesus,
Helena Maria Viramontes
Spanish Language Glossary for Under the Feet of
Jesus
Banda Music
Corridos sin Fronteras
La
Llorona (the weeping woman; a powerful Latino legend; she loses her husband,
drowns her children, and must forever cry with grief; she is thought to haunt
near rivers and streams.)
The
environmental justice
movement and ej literature:
Texts/stories that explore the connections between social injustices,
environmental hazards and sustainability:
The environmental justice movement
recognizes that the poor and people of color bear a disproportionate burden of
environmental hazards. Under the Feet of Jesus is an example of literature with
an environmental justice theme.
Writing Assignment: Choose a character and write a character sketch: describe
the character: looks, gender, age, thoughts, personality, motivations, beliefs,
struggles, etc. 1-2 pages typed, to discuss and turn in.
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Thinking about your final group project:
Final Project Work-- See button "Group Projects" for presentation
instructions
* Your job is to apply concepts you've learned to material/events and do
analysis. Work with your group to articulate the theoretical lens through which you'll
view your topic (assimilation/acculturation, the Blauner Hypothesis, modern racism,
white privilege, etc.). You MUST incorporate the relevant vocabulary you've
learned from our text: note that Healey has an excellent glossary at the
end. Remember--the purpose of this assignment/project is for you to
apply course concepts and demonstrate what you've learned in the class.
You must use a minimum of 3 credible (scholarly) sources.
* Identify the problem raised in your topic: how will you present the problem and
your topic to the class and in your written paper? (refer to the assignment
under "Course Description" if you need to refresh your memory)
* Brainstorm potential
solutions to the problem you've identified and are exploring in this project.
* Organize out of class meetings to put your project together and divide
presentation and writing duties. You will need a visual component that will be
engaging.
*
Sign up to present your project to the class. |
Thursday 10/28
Class cancelled: meet with your group to discuss project
ideas
See Resources Button for Diversity Events in November
Tuesday 11/2
briefly discuss group projects
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Under the Feet of Jesus, Chapters 1 - 3 For
discussion:
Describe Viramontes' style of writing. Part One
1. Read the first paragraph very closely. What does it describe and what
does it suggest?
2. Estrella says, "It was always a question of work, and work depended
on the harvest, the car running, their health the condition of the road,
how long the money held out, and the weather, which meant they could
depend on nothing" (4). How might this foreshadowing affect the
novel?
3. Why does Viramontes use so many Spanish phrases and sentences in the
novel? How does the presence of so much Spanish affect a reader's
experience of the text?
4. What are cousins Alejo and Gumicendo doing as the novel opens?
5. Describe the "home" where they will stay--and where Petra has been
before. What does Perfecto do when he enters the house, and what does it
signify about his and perhaps the family's values? (8) Describe Petra
and what she has been through.
6. Describe Estrella--does this appear to be a "coming of age" story?
7. On page 24, Estrella makes a connection between the tools in
Perfecto's toolbox and letters of the alphabets. Explain. How is treated
by the teachers and what does she think of this treatment?
8. Why do you think Viramontes put the Devridges, the white migrant
family, in the novel?
9. Where do you see Viramontes begin to develop the theme of
environmental injustice?
Part Two
1. Explain Estrella's thoughts about the woman on the red raisin box
(p.49-). What is the significance of the woman on the raisin box?
2. Look closely at the scene beginning on page 58 as Estrella
walks from the fields toward the labor camp and comes across the ball
field. Explain her fear. 3. Read closely on page 52 the paragraph that
begins, "Alejo struggled with a piece of newsprint paper . . . "
Describe Alejo, his hopes and dreams-and current situation. When he is
later sprayed with poison why does he think of sinking into tar
(p76-78).
4. What does Perfecto want? What do we learn about him that helps us to
understand him (p. 78-)?
5. Explain the joke the dj tells on page 84.
6. What do you make of the many references to oil and to Ajelo's story
about the tar pits beginning on page 85?
7. At the end of Part Two (p.
90) Estrella is again drawn to the barn (which she has refused to help
Perfecto dismantle). Any ideas about what the barn might mean to
Estrella?
Part Three
1. What is Alejo's illness? Why has Petra agreed to take him in and care
for him?
2. What themes of love arise in this section?
3. What is the significance of the woman on the raisin box?
4. Do you think Estrella was justified in the actions she took at the
doctor's office? Was the nurse to blame?
5. What does the statue of Jesuscristo represent or symbolize for Petra?
What happens to the statue? What might this signify?
6. At the center of Under the Feet of Jesus are two women who must
endure enormous suffering and hardship. How does having women as
protagonists make this work different from similar works with male
protagonists?
7. What will happen between Petra and Perfecto? Look closely at Perfecto
as he leans against the car trying to decide what to do
8. What is the significance of Estrella's climb to the top of the barn? |
Thursday 11/4
Chapter 8: Asian Americans: Model Minorities?
pp. 333 - 373
Guest Speaker: Sayantani Dagsgupta
Ideas about Asian Indians, India, and "Poverty Porn"
Tuesday 11/9
Quiz Chapter 8
Part V: Challenges for the Present and the Future
p. 375
Ch. 9: New Immigrants, Assimilation, and Old Challenges
pp. 377-405
meet with your group to finalize topic and division of labor
Thursday 11/11
Focus on gender/sexual orientation
Ground Rules
for LGBTQA Speakers Bureau
Guest Speaker: Rebecca Rod, LGBTQA Coordinator, and
LGBTQA Speakers Bureau
"It Gets Better"at UI
Groups and Project Topics Due
Tuesday 11/16
Ch. 10: Minority Groups and US Society: Themes, Patterns and the Future
pp. 404-418
Fulbright Presentation: "Pakistani Culture,"
by Quratulain Qamar
Being Part of the Solution:
Action Continuum, Becoming an
Ally, Model of Agent/Target Groups
Become an Ally
Action Continuum
Responding to Triggers
Definitions of Sex, Gender, Sexism and Sexual/Gender Orientation
Thursday 11/18
continue discussion of handouts from Tuesday
Presenation, "Russia, the
Country of Diversity, Tradition and Beauty" by Katya Mordvinova
Prep for presentations
Tuesday and Thursday 11/23 & 25 Fall Recess No Class
Tuesday 11/30
Presentations
1. "Disney and Ethnic Studies"
spencer, junior, kaci, quratulain
Thursday 12/2
Presentations
1. "Drug Trafficking/Aryan Nations"
carlin, weston, drew, jason
Event Opportunity:
The Human Rights Commission for the City of Moscow is sponsoring
a very timely and significant social justice forum this
Thursday, Dec 2nd, 2010 ,
7:00-8:30 at Council Chambers, second floor of City Hall (206 E.
Third Street),
entitled "What Is Islam? What Is Islamophobia? Where Do We Go
From Here?
Tuesday 12/7
Presentations
1. "Music for Da-Masses: Music and Social
Justice"
james miller
2. "The Other Side of Immigration"
jesse, nancy, hans, anam
3. Japanese Internment
namra, steven, andrea, jarae, megan
Thursday 12/9
Presentations
1. Music and the Civil Rights Movement
rosa, alisha, katya
2. Immigration in Idaho
brian, elizabeth, frank, jennifer
3. "A History or Racist Stereotypes"
sarah and kelly
brooke, nathan, dustin?????
We will use our final exam time for presentations if needed.
Check your schedule.
video:
Ethnic Notions
for discussion:
The Power of the Media in Stereotyping "Others"
How does stereotyping in media maintain inequality?
Video: Ethnic Notions
What are "the coon, the mammy, the tom, the Sambo, the brute and the
golliwog or pickaninny"?
How are the images constructed to produce a political outcome?
How did they change as society changed?
How did particular images legitimate social inequality?
How do these images relate to contemporary stereotypes of blacks?
What do you think of people who collect racist memorabilia such as mammy dolls?
Why would African Americans want to collect such items? Does the collector's
race matter? Why or why not?
Research other racist images at Ferris
State University: (http://www.ferris.edu/jimcrow/)
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