Rutgers School of Arts and Sciences



Department of Latino and Hispanic Caribbean StudiesSample Syllabus for 2 credit 200-level course(30 contact hours: 10 sessions, 3 hours each)Topics in Latino and/or Caribbean StudiesLHCS 01:595:285/286/287/288 (4 numbers requested) Caribbean-American Heritage in the United StatesInstructor: Hyacinth MillerEmail: htmiller@rci.rutgers.eduSupervisor: Prof. Nelson Maldonado-Torres, chair of LHCSCourse OverviewSince June 2005, in recognition of the outstanding achievements of Caribbean-born and Caribbean-American people, the White House has issued an annual proclamation recognizing June as Caribbean-American Heritage Month. Caribbean immigrants began their migration to the United States in the early 1900’s, peaking in the mid-1960’s, and have continued, in large numbers, through the 21st century. They have enhanced the arts through music and literature, have become successful entrepreneurs, and have been integral partners in the movements for civil rights since their arrival to these shores. This course will introduce you to the various groups of immigrants from the Caribbean region (Guyana included) by exploring their socio-cultural, political, and economic contributions to the United States. Students will also participate in the various Caribbean cultural celebrations in the tri-state area for a hands-on interactive learning experience with members of this community.Course GoalsIf successful, you will:Gain knowledge of current Caribbean immigration practices and the complex relationship between race and ethnicity in the United States;Enhance your ability to write expressively and articulate sound arguments through weekly written critiques; Develop critical thinking skills through analysis and evaluation of US federal and state immigration policies;Engage with prominent members of the West Indian community to discuss relevant issues; and Learn the skill sets necessary to enable you to interact effectively in a team environment.REQUIRED TEXTS:Waters, Mary C. 1999. Black Identities: West Indian Immigrant Dreams and American Realities. Cambridge, MA: Harvard University Press. ISBN: 0674007247POSTED READINGS:This course will rely on our Sakai site for access to readings, submission of work and daily communication. Please learn how to use the Sakai because it is a vital component of the course. You will be expected to check the site at least twice a week to post comments about readings, to pose questions to classmates, and/or introduce different topics you would like to see discussed. Many of the readings will either be in PDF or MS Word format and you must have Adobe’s Acrobat Reader and/or a MS Word processor installed on the computer in which you access the readings.READINGS MUST BE BROUGHT TO CLASS ON THE DAY THEY ARE ASSIGNED.Recommended: The course will be more rewarding if we all make an effort to keep up with current events. I encourage you to browse major and community newspapers from across the country for immigration-related articles of interest for discussion in class.COURSE REQUIREMENTS1. CLASS PARTICIPATION AND ATTENDANCE POLICY: This course is designed to be an interactive learning experience. Discussion of assigned readings comprises a significant portion of every student’s final grade. Completing the required reading before class (to enable informed participation) is essential. Participation grades are calculated from both the quality and quantity of your classroom participation. You have a significant role to play in shaping the dynamics of each class. If the class is large enough, you will be placed into teams of three-to-five to enhance your learning experience and build on each other's strengths. Because of the nature of the class design, you should make every effort should to attend class. If this is impossible, and if you must miss a class, you are responsible for completing any in-class assignment for that day, and for obtaining any important class-related information from that day. You are also responsible for contacting me and I would suggest using the University absence reporting website to indicate the date and reason for your absence. An email is automatically sent to me.Please note: More than TWO undocumented absences will adversely affect your final grade. Students must also make every effort to come to class on time. Consistent lateness to class will also adversely affect your grade. Class participation is worth 30% of your final grade.2. READING ASSIGNMENTS:Students must do the reading in advance of the class meeting. Additional readings will also be posted on Sakai.3. READING RESPONSES:The purpose of these responses is to engender an informed class discussion and to ensure that you comprehend the assigned materials. For each assigned reading, students must complete a typed reading response and submit to me using the Sakai Web site by 4pm on the day the assignment is due. Please bring a copy to class for discussion.The report must be written in good Standard English. I will offer suggestions for improving your writing. Responses should be brief – no more than three pages. For each reading, students will: Double-spaced and use a text font of 11 or 12 only. Place your full name, the name of the course, the project title, and the date of submission at the top of the first page. Clearly identify the author and title of the reading at the top; Write your version of the author’s main message, or thesis, OR find a good quote from the reading that articulates the author’s main point. If you do the latter, you must reproduce the quote in your response, with page number.Write ONE (or TWO) key points from the reading that you think is worth discussing in class, or that you’d like to remember from this reading.Briefly state what you thought of the reading. Did you like or dislike it? Why? Why not? Try to say more than that "I liked this reading because it was interesting." You might admire the style of writing or argumentation; you might dislike the author's underlying assumptions or biases; you might have been energized, stimulated, or angered, by the subject-matter or argument. Let yourself REFLECT, then write.Reading responses will graded with an A, a B, or a C and together are worth 40 percent of your final grade. An “A” response shows that you read all the assigned readings for that day and that you took care in writing down your thoughts (e.g., no spelling or typographical errors; good grammar). “B” and “C” grades fall short of these criteria. Due to the nature of the assignment (and the brevity of the course), NO LATE RESPONSES WILL BE ACCEPTED. I expect all students to receive an “A” for this portion of the course. Every student may have ONE “pass” on this assignment, on a day of her/his choice. By the end of the course, every student should have submitted TEN reading responses. If you do all ELEVEN, you will receive extra credit.***A writing tutor is available at the Department of Latino and Hispanic Caribbean Studies for your assistance. Please contact the Department for details and utilize the services as needed*** 4. COURSE GRADESREADING RESPONSES 40%IN CLASS PARTICIPATION30%MIDTERM15%FINAL15%5. POLICY ON PLAGIARISM: Plagiarism is strictly prohibited. Any student who is found to be plagiarizing her/his work will be held accountable. Please refer to the Student Judicial Affairs Web site () for the Academic Integrity Policy and the Code of Student Conduct, including the definition of plagiarism.A SPECIAL NOTE: Students often assume that because information is available on the Web it is public information, does not need to be formally referenced, and can be used without attribution. This is a mistake. All information and ideas that you derive from other sources, whether written, spoken, or electronic, must be attributed to their original source. Such sources include not just written or electronic materials, but people with whom you may discuss your ideas, such as your roommate, friends, or family members. They deserve credit for their contributions too!For a refresher, take a 20 minute interactive-tutorial on Plagiarism and Academic Integrity, SCHEDULEWelcoming remarks & introductionsOverview of the course/syllabusExplanation of paper formats, and sign up for teamsFinal Project Discussion – Family Immigration Project … The immigration story of your family (10-12 pages). Questions to cover in your paper:Basic backgroundWhen did they come to the US? Why? It is not enough to say for a better life. Need to describe conditions, in detail.How? Under what immigration policy? Association historyDid any organizations provide support when they arrived?Did they participate in any organizations after they arrived, such as religious, cultural, social, service, union or political organizations?Do they participate in activities “back home?”Employment and EducationAsk about their educational background in their home country and the USAsk about their work history in their home country and the USAnalysisDiscuss what you learned from this assignment and how your family’s experience relates, if at all, to the experience of current immigrantsIntegrate the themes discussed throughout the course into your paper to help relate your family’s experience to the larger immigration debates.Class 1 – Caribbean American Migration to the U.S.Learning Objective: To learn the history of early Caribbean American migration; to identify the major West Indian thought shapers during this early time period. (BT: Comprehension/Analysis)ReadingsBryce-Laporte, Roy. 1983. “Caribbean Migration to the United States: Some Tentative Conclusions.”Bryce-Laporte, Roy. 1972. “Black Immigrants: The Experience of Invisibility and Inequality.”Rogers, Reuel R. 2006. Afro-Caribbean Immigrants and the Politics of Incorporation: Ethnicity, Exception, or Exit. Introduction and Chapter 1 pp. 1-39Tichenor, Daniel J. Dividing Lines: The Politics of Immigration Control in America, pp. 49-55, The Founders DebateClass 2 – Outing to NYC Festival Class 3 - The History of Caribbean-American Migration – Part IILearning Objective: To complete discussion of early Caribbean American history and to identify and examine the circumstances which enabled the development of inter-ethnic discord. (BT: Evaluation/Comprehension/Analysis) ReadingsGreen, Vera. 1975. “Racial versus Ethnic Factors in Afro-American and Afro-Caribbean Migration.”Gladwell, Malcolm. 1996. “Black Like Them.”Hellwig, David. 1978. “Black Meets Black: Afro-American Reactions to West Indian Immigrants in the 1920’s.”Harry Belafonte DVDClass 4 – Outing to NJ Cultural FestivalClass 5 – Caribbean Americans and Political Incorporation Learning Objective: To examine West Indian political behavior by identifying and analyzing West Indian political leadership. To identify and explore the roles of home country associations in the West Indian electoral process. (BT: Recall/Comprehension/Evaluation/Analysis)ReadingsRogers, Reuel. 2006. Afro-Caribbean Immigrants and the Politics of Incorporation: Ethnicity, Exception, or Exit. Chapter 3, pp. 81-110Cain, Bruce and Brendan Doherty. 2003. “The Impact of Dual Citizenship on Political Participation”Fuchs, Lawrence. 1990. “The Reactions of Black Americans to Immigration.”Holder, Calvin. 1980. “The Rise of the West Indians Politician in New York City.”Shirley Chisholm DVDClasses 6 - Where do Caribbean Americans Live? Census Data Mining Project (Computer Lab)Learning Objective: To learn how to use the Census Data to identify Caribbean populations across the countryClass 7 – Outing to NYC Council Celebration Class 8 - Immigration 101 & Current Immigration LegislationLearning Objective: To understand the basic structure of the United States immigration system; to become familiar with the categories which allow for legal immigration.ReadingsUS Legislation – 1965 Hart-Cellar ActUS Legislation – 1980 AmnestyUS Legislation – 1996 IRRAIRAUS Legislation – 2012 Deferred Action for Minors US Legislation – Pending Bills (House/Senate/President)Frontline – Deportation DVDClass 9 – Outing to NJ Cultural FestivalClass 10 -Discussion on the Future of Caribbean Americans in the USLearning Objectives: To conclude discussions of the impact of Caribbean American integration and what these actions may portend for the future of this community.ReadingsHochschild, Jennifer L. 1998. “American Racial and Ethnic Politics in the 21st Century: A Cautious Look Ahead.”Marable, Manning. 1995. Beyond Racial Identity Politics: Toward A Liberation Theory for Multicultural DemocracyRogers, Reuel. 2006. Afro-Caribbean Immigrants and the Politics of Incorporation: Ethnicity, Exception, or Exit. Conclusion, pp. 234-253Steinberg, Stephen. 2006. “Immigration, African Americans and Race Discourse” in Race and Labor Matters in the New US Economy pp175-192 FINAL EXAM PROJECT DUE ................
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