HIS 136 Spring 2007

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Instructor: Tracy LaiE-mail:

Office: room 4132(206) 587-6958

Office Hours: TWTh 8:30-9:00 a.m. and by appointment

COURSE DESCRIPTION: HIS 136 explores Asian American history through the following themes: roots, immigration, community, representation, identity and social justice. We will use a comparative and case studies approach to examine the earliest Asian immigrants (Filipino, Chinese, Japanese and Korean) and the more recent (South Asian, Southeast Asian, Pacific Islander). We will challenge our own and societal stereotypes about Asian Americans, such as “the model minority,” and take into account the larger context of changing US relations with countries in the Asia/Pacific region. The evolving identity and culture of Asian Americans also includes the “mixed-race” or “happa” experience, as well as that of Asian adoptees.

COURSE OBJECTIVES:

To build a learning community in which we are actively engaged in critical thinking and constructing possible interpretations;

To analyze the roles of race, class and gender in the struggles that have defined Asian American experience;

To study major stages and turning points of Asian American history from a variety of viewpoints;

To explore multiple expressions of history including primary and secondary texts, images, art, literature, among other forms;

To improve as a writer of and about history;

To listen and communicate effectively about ideas/perspectives with which we are unfamiliar or uncomfortable.

Course Methods & Format

This course relies upon collaboration among class members and inquiry as a process for developing historical understanding. Class weekly schedule includes 1-2 lecture/discussions on main questions and themes. Other days include group work, seminar, videos and computer lab. /

Learning Philosophy

I approach learning as a collaborative process. Collaboration works best when people are prepared and take initiative. Each of us chooses a role in making (or not making) this process work well. Expect to be actively involved, including evaluating your learning process and achievement.

STUDENT OUTCOMES:

Compare and contrast the experiences of Asian Americans in terms of immigration and adaptation;

Deconstruct stereotypes of Asian Americans and create realistic representations;

Explain the class and political spectrum of Asian American experience;

Practice information literacy skills in terms of academic research methods, application of Chicago Manual Style (CMS), and evaluation of sources;

Practice note taking, outlining and use of historical analysis and evidence;

Practice oral communication skills in posing and addressing questions, facilitating discussion and clarifying main points.

Required Texts:

Lahiri, Jhumpa. The Namesake . Boston: Mariner Book/Houghton Mifflin Company, 2003.

Liu, Michael, Kim Geron and Tracy Lai. The Snakedance of Asian American Activism.

Unpublished Manuscript, 2007. (3rd floor Copy Center for purchase)

Shimabukuro, Robert. Born in Seattle – The Campaign for Japanese American Redress. Seattle:

University of Washington Press, 2001.

Takami, David. Shared Dreams.

Recommended:

Chan, Sucheng. Asian Americans: An Interpretive History.

Takaki, Ronald. Strangers from a Different Shore.

Wong, Kent and Julie Monroe, eds. Sweatshop Slaves – Asian Americans in the Garment

Industry. Los Angeles: UCLA Center for Labor Research and Education, 2006.

ATTENDANCE & WITHDRAWAL

Good attendance is highly correlated with high gradepoints. Students are NOT automatically dropped from courses. Drop-class forms are available in room 1141 and 4128. April 13 is the Add/Change deadline. May 25 is the last day to withdraw and requires an instructor’s signature. A “W” (withdrawal) appears on your transcript. Without the completed form, a “0.0” is assigned. /

STUDENT RESPONSIBILITIES

By week 2, try to complete the reading by the beginning of the week. Skim for main themes and takes notes to organize and develop your ideas, as well as sharpen discussion. It is unnecessary to memorize all dates and details. Focus on expressing your understanding in your own words. PLAGIARISM receives no credit. Please make at least one appointment during the quarter with the instructor to discuss your progress and concerns.

TENTATIVE SCHEDULE OF READINGS & TOPICS:

Week

/

Topic / Reading

/

Assignment Overview

1: 4/2-6 / Overview and Roots
Takami (handout)
Liu, Introduction
2: 4/9-13
No Class Meeting 4/13 / Liu, chapter 1-2 / Proposals: Service Learning or Projects
Friday: watch Part II of Ancestors in Americas, “Chinese in the Frontier West”
3: 4/16-20 / Liu, chapter 3
4: 4/23-27 / Liu, chapter 4 / Project Bibliographies
5: 4/30-5/4 / Lahiri, chapters 1-6 / Service Learning I
Mid Quarter Self-Eval
6: 5/7-11 / Lahiri, chapters 7-12 / Project Outlines/Intro
Exam I 5/9
7: 5/14-18
12 noon Broadway Performance Hall Jhumpa Lahiri / Liu, chapter 5 / Documentary Notebook I
Project Peer Evals
8: 5/21-25 / Liu, chapter 6
9: 5/29-6/1
NO SCHOOL 5/28 / Shimabukuro (all) / Projects due
10: 6/4-8 / Liu, chapter 7, Conclusion / Exam II 6/6
Project/Service-Learning Reports
Documentary Notebook II
11: 6/11-12
FINALS: 6/13-15 / No assigned reading / Project/Service-Learning Reports
Evaluations
Service Learning II

Documentaries may include: Ancestors in the Americas, Sai-I-Gu, Desi in New York, Rabbit in the Moon, Who is Albert Woo?,Blue Collar and Buddha, Who’s going to Pay for these Donuts, anyway?,Refugee,First Person Plural, Dollar a Day, 10 Cents a Dance.

Grades & Assignments: Grades will be based on evaluation of 4 areas. The percentage of the final gradepoint is in parentheses. Participation, Documentary Notebooks and Computer Lab assignments will be graded as credit/no credit (such as mid/final self-evaluations) or on a wholistic basis: outstanding (+), good (), needs work (-). Exams, Projects and Service Learning will receive decimal grades (.7 – 4.0) and evaluation criteria will be clarified in separate instructions.

Participation (20%) / Computer Lab (15%) / Project/Service Learning (25%) / Exams (40%)
mid & final self-evals, consistent, prepared engagement in course activities, 2 Documentary Notebooks / Attendance and participation in weekly lab activities / See separate handouts / In-class short essay exams demonstrating synthesis & analysis grounded in course concepts and materials

The following descriptions are examples to help you achieve the gradepoint that you are working towards:

Barely Passing
.7 (D-) to 1.4 (D+) / Passing/Average
1.5 (C-) to 2.4 (C+) / Above Average
2.5 (B-) to 3.4 (B+) / Outstanding
3.5 (A-) to 4.0 (A)
Misses class often. Does not complete assignments.
Inattentive or does not participate in class. Never takes notes. Does not talk with or know the instructor. Writes in simple declarative sentences. / Misses class. Completes assignments with minimal effort. Pays attention in class. Takes some notes. Knows instructor. Writes descriptively, relies heavily on text. / Misses class occasionally. Completes assignments fully. Contributes to discussion. Tries to collaborate with class members. Takes notes consistently. Talks with/e-mails instructor as needed. Writes with organization, and focus, reflects good comprehension of course materials and original thought. / Rarely misses class. Completes assignments with high standards and quality. Actively involved in class without dominating discussions. Collaborates well. Exemplary notebook that shows critical inquiry. Communicates frequently with instructor. Revises writing for mechanics, style, content. Writing demonstrates research, synthesis, connections and original thought.

OTHER COURSE POLICIES

Make every effort to attend class on time. This is not a correspondence class and significant information and understanding develops from in-class work.

Inform the instructor of absences.

Late work accepted only by prior consultation with the instructor.

AMERICAN DISABILITIES ACT: If you need course adaptations or accommodation because of a disability, if you have emergency medical information to share with the instructor, or if you need special arrangements in case the building must be evacuated, please discuss with the instructor as soon as possible. For further consideration, contact Disability Support Services, room 1147, 587-4183.

BEYOND THE CLASSROOM

Student Assistance Center gives free workshops on study and college survival skills. Room 1102B1, 587-5463.

SCCC has excellent reference librarians. They are trained in the organization and access of information and can suggest many ways of locating the “perfect” source. Make it a habit to always consult a reference librarian on research projects. Inter-library loans are a possibility, but allow lag time between your request and the item’s arrival. Room 2101.

Collegewide Tutoring System (room 2103) offers individual weekly tutoring on a variety of subjects (including writing, speeches). More information: Brenda Kyler 206-587-5463 or

Seattle Public and King County Library systems offer free borrower cards. These libraries have other resources, different from those in the Seattle Community Colleges library system.

University of Washington Suzzallo Library has an excellent periodical and reference collection, open to the public for use in the library. Copy machines are available.

Form study groups with class members. By studying together regularly, you can support each other’s efforts to be thorough, critical and knowledgeable.