HISTORY OF IMMIGRATION, ETHNICITY, AND NATIVISM IN THE ...

NEW YORK CITY COLLEGE OF TECHNOLOGY The City University of New York School of Liberal Arts Department of Social Science

Course Code: HIS3208 Course Title: US Immigration History Class hours/credits: 3 class hours, 3 credits Prerequisite: PRE: ENG 1101 OR ENG 1101CO OR ENG 1101ML AND A PREVIOUS HISTORY COURSE (HIS 1000 SERIES, AFR 1460, AFR 1461, AFR 1465, AFR 1466, OR LATS 1462) Pathways: US Experience in its Diversity

Course Description The history of various groups which make the United States a melting pot, how and why these groups arrived in the United States, how they accepted or rejected assimilation into American society, how they coped with the problems that face immigrants as well as major events in American history such as the Civil War, the Great Depression or World War II. In addition, the development of nativism and other manifestations of discrimination and how they affected each group as it attempted to integrate into American society.

Course Content Learning Outcomes

Learning outcomes

Assessment Methods

Students will be able to discuss the significance of Class discussions, Exams And Essays immigration on the history of the United States.

Students will be able to identify specific contribu- Class discussions, Essays and Exams tions of the varied immigrant groups in American culture.

Students will be able to discuss the nativist move- Final exams, essays and class discussions ments and discuss their effect on immigration.

Students will be able to discuss the changing legal Final exams, essays and class discussions status of immigrants and immigration.

Students will be able to evaluate primary source Class discussions, Essay and exams documents that provide insight into the immigrant experience.

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Pathways U.S. Experience in its Diversity Learning Outcomes

1. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature.

2. Analyze and explain one or more major themes of U.S. history from more than one informed perspective.

3. Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States.

4. Explain and evaluate the role of the United States in international relations.

5. Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation.

General Education based learning outcomes

Learning Outcomes

Assessment Methods

Students should able to use primary sources to conduct historical analysis.

Exams, Essay that demonstrate the use original documents, autobiographies, memoirs and orature to conduct historical analysis.

Students should be able to conduct basic research Essays and Final Exams. and be able to catalog that research in writing.

Students should be able to engage in critical think- Exams, class discussions and responses to short

ing.

questions.

Students should understand the significance of ethical conduct in research.

Essays, Exams and responses to short questions.

Required Texts: Roger Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, HarperPerennial. David Gerber and Alan Kraut, (eds.) American Immigration and Ethnicity: A Reader, Palgrave/Macmillan.

Assignments: ? Online reading quizzes worth a total of 10% of the student's final grade. These quizzes are intended to assess whether students have completed and understood the weekly reading assignments from the textbook and essay Reader. ? Two in-class exams worth 30% each toward the student's final grade. The exams will be comprised of short answer and essay questions. ? An oral history project worth 25% of the student's final grade. Students will submit their

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work in the form a 3-4 page paper.

All grades will be calculated according to the college grade scale:

Letter Grade

Number Grade

A

100-93

A-

92.9-90

B+

89.9-87

B

86.9-83

B-

82.9-80

C+

79.9-77

C

76.9-70

D

69.9-60

F

59.9-0

ATTENDANCE POLICY It is the conviction of the Department of Social Science that a student who is not in a class for any reason is not receiving the benefit of the education being provided. Missed class time includes not just absences but also latenesses, early departures, and time outside the classroom taken by students during class meeting periods. Missed time impacts any portion of the final grade overtly allocated to participation and/or any grades awarded for activities that relate to presence in class.

Instructors may including a reasonable "Participation" grade into their final grade calculations for this course.

STUDENT ACCESSIBILITY City Tech is committed to supporting the educational goals of enrolled students with disabilities in the areas of enrollment, academic advisement, tutoring, assistive technologies, and testing accommodations. If you have or think you may have a disability, you may be eligible for reasonable accommodations or academic adjustments as provided under applicable federal, state, and/ or city laws. You may also request services for temporary conditions or medical issues under certain circumstances. If you have questions about your eligibility and/or would like to seek accommodation services and/or academic adjustments, please email the Student Accessibility Center.

COMMITMENT TO STUDENT DIVERSITY The Department of Social Science complies with the college wide nondiscrimination policy and seek to foster a safe and inclusive learning environment that celebrates diversity in its many forms and enhances our students' ability to be informed, global citizens. Through our example,

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we demonstrate an appreciation of the rich diversity of world cultures and the unique forms of expression that make us human.

ACADEMIC INTEGRITY STATEMENT Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.

Course Schedule

Week One: First Encounters (Reading: Daniels, Chapters 1 & 2; DVD: The Human Family Tree (2009)) Students will study the early peoples of North America and the European exploration of the Americas. Students will also examine the relationship between Native Americans and European settlers.

Week Two: Race and Slavery in Colonial America (Reading: Daniels, Chapter 3 & 5; DVD: Slavery and the Making of America: The Downward Spiral (2004)) Students will examine the establishment of race slavery in Colonial America. Students will also learn about the "Middle Passage" and the relationship of African and African Americans to Native Americans and the white settler societies of North America.

Week Three: The !Old Immigrants" from Europe (Reading: Daniels, Chapter 6; Gerber and Kraut !The Tide of Emigration to the United States," Illustrated London News (1850); McCabe, !Castle Garden" (1872); !James Burn Describes Irish and German Immigrants in New York City" (1850)

Student will discuss immigration patterns, causes and assimilation of the Irish and Germans as well as the origins of Nativism during the First Wave of immigration during the early 19th century.

Week Four: The !New Immigrants" from Europe (Reading: Daniels, Chapters 7 & 8; DVD: Hester Street (1975) Students will examine the role of industrialization and urbanization on the Second Wave of immigrants from Eastern and Southern Europe during the late 19th and early 20th century.

Week Five: Defining Race and Ethnicity (Reading: Daniels, Chapter 9; Gerber and Kraut, Helen Clark, !The Chinese of New York" (1896))

Students will study the growing theories of race which became popular in the late 19th century. They will

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learn how these theories rose in the context of imperialism and Social Darwinism. Students will also learn how the Progressive movement both aided the newcomers to mainstream of American life and contributed to anti- immigrant sentiment.

Week Six: Midterm Exam

Week Seven: Immigration from Asia (Reading: Daniels, Chapter 10) Students will learn about the "push" and "pull" factors that led to immigration from Asia, with special emphasis on Chinese immigration before the Chinese Exclusion Act of 1882.

Week Eight: The End of Open Immigration (Reading: Daniels, Chapter 11; DVD: Eat a Bowl of Tea (1989)) Students will study the rise of anti-immigration legislation such as the Chinese Exclusion Act and the National Origin Act. Students will examine the debates over immigration and citizenship in the early 20th century.

Week Nine: Shifting Policy in Postwar America (Reading: Daniels, Chapter 13) Students will examine the influence of World War II and the Red Scare on immigration policy. Students will also be able to explain the development of the Civil Rights movement after World War II and its impact on immigration reform in 1965.

Week Ten: Immigration from Mexico (Reading: Daniels, Chapter 12; DVD: Under the Same Moon (2004)) Students will trace the long history of immigration from Mexico. They will examine the unique immigration issue involved with Mexico as a border nation.

Week Eleven: New Immigrants from Asia (Reading: Daniels, Chapter 14) Students will trace postwar immigration patters from Southeast Asia and discuss their impact on the United States.

Week Twelve: Black Diasporic Immigration (Reading: Daniels, Chapter 15) Students will trace postwar immigration patters from Africa and the Caribbean and discuss their impact on the United States.

Weeks Thirteen and Fourteen: Changing Demographics and Contemporary Policy Issues (Reading: Congressional Quarterly !Immigration Debates"; Daniels, Appendix 1, pp. 453-54) Students will trace the rise of immigration since the 1965 immigration reforms. They will examine the similarities and differences between various waves of immigration we have studied during the semester. Student will learn the main issues regarding contemporary immigration policy debates. Students will discuss contemporary policy issues and debates concerning immigration reform in the United States.

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Week Fifteen Final Exam Revised by Peter Catapano is Summer 2013 Revised by Peter Parides in Spring 2021

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