SOC 5150-Themes in Ethnic Studies
Spring 2018
W 6
Dr. Mark Myers
Office: Elliot Hall B007B
Office Hours: MWF 11-1, T 10-1, W 5-6 and by appointment
Course Description:
This course will explore the historical development, lifestyles, and cultural patterns of ethnic groups in the United States and the world. Course themes may include a focus on a particular ethnic group or groups, or may use a comparative approach to study the cultural development, political trends, and economic impact of various ethnic or cultural groups, as well as issues of immigration and assimilation. Literary works emanating from the various ethnic groups may also be subject to scrutiny and discussion.
This semester’s themes will include Native American and African American Studies.
Required Texts:
Holt and Brown, Major Problems in African American History, Volume II: From Freedom to
“Freedom Now,” 1865-1990s (Ho)
Hurtado, et. al., Major Problems in American Indian History, 3rd Edition (Hu)
Neihardt, Black Elk Speaks (N)
Sitkoff, The Struggle for Black Equality, 25th Anniversary Edition (S)
Goals for and Obligations of Students:
- The first goal of the class is for students to gain an interpretive awareness of major issues in Ethnic Studies. All students are obligated to complete all assigned readings before class. This is imperative because this is a seminar course. Class meetings will only succeed if you put in the time to read the assignments.
- The second goal of the class is for students to become comfortable participating in class. Students are obligated to participate in all class sessions.
- Each of the first two goals is designed to meet the overall, and most important, goal of the course, improving students’ critical thinking skills.
Course Requirements:
- Exams: There will be two exams during the semester. The format of the exams will depend on class participation. As of now, I am planning to have the exams be “take-home” essay exams. However, I reserve the right, based on the class performance in seminar discussion, to assign in-class exams. Each exam will be worth 40 points each (80 points total).
- Participation/Journals: This class is a seminar class; therefore, I hope to convey to you the importance of collegial discussion. I consider a seminar to be a “team activity,” therefore the class will be graded as a group. Everyone is expected to be involved in the discussion in some way, and there are multiple ways to participate. A second component of the participation score will be daily reading journals (2 full paragraphs each). This is an opportunity for you to write down your thoughts about the assigned readings. What are the most important themes of the reading? What are the arguments considered in the primary and secondary sources? What do you think is important for us to consider? What questions do you have based on the readings? These responses are designed for you to get you thoughts together and to help produce a more effective discussion. The responses must be submitted to Blackboard (journal link) by class time and late responses will not be accepted. Excused absences will not count against your participation score. There will be 30 points allocated for the participation grade for each exam period (roughly 1/2 of the semester each). I will break it down further into 10 point sections, which will be listed in the gradebook specifically (60 points total).
- Research Project: Each student will design and conduct a research project on a topic within the broad scope of Ethnic Studies. You will select a topic and research question, identify and read appropriate primary and secondary sources (a minimum of 10 is expected), and write a traditional academic research paper that shapes and supports a historical argument. I expect the final paper to be a minimum of 10 pages (double-spaced, 12 pt. font, Times New Roman) and to use Chicago Style citations. If you are unclear about Chicago Style, then I suggest that you consult a reference tool such as Purdue OWL. I am also here to help you with any specific questions. It is your responsibilityto use the correct citation style. Failure to cite will lead to a failing grade on the paper and failure to use Chicago Style citations will lead to at least a one letter grade penalty. This is not a debatable point! I am willing to look over an optional rough draft of your paper. To take advantage of this opportunity, I will need a copy of your full draft by no later than class time on March 28, 2018. The final paper will be due no later than class time on April 25, 2018. The paper is worth 40 points.
- Essay on Black Elk Speaks: Each student will write an analytical essay on the book Black Elk Speaks. In the essay, I want you to think about the important themes found in the memoir. What does the work tell us about Native American History? What are some of the potential pitfalls with such a work? Is it a work that we should seriously consider as historians? What other themes do you think are important about the book? The analytical essay must be a minimum of 3 pages (double-spaced, 12 pt. font, Times New Roman) and may use parenthetical citations for any direct quotes. Since I’m considering this as a review essay (similar to a book review of a secondary source), you’re only required to cite if you use direct quotes or outside sources (which is not required). The paper will be due by class time on January 31, 2018. The essay is worth 10 points.
Grade Distribution:
Essays:40% (80 points)
Participation:30% (60 points)
Research Project:20% (40 points)
Black Elk Speaks Essay:10% (20 points)
A:90-100%
B:80-89%
C:70-79%
D*:Below 70%
(Note: plus/minus may be used at my discretion.)
Late Policy:
For all major assignments (everything but the reading journals), late submissions will be penalized 10% for each class day late.
Attendance and Tardies:
Attendance is required, per Academy policy. Unexcused absences will result in a grade deduction in participation. Late arrivals may be counted tardy, with late arrivals of more than ten minutes subject to being counted absent for the day.
Electronic Submissions:
I will only accept late assignments electronically for purposes of grading. If you email me your assignment, even if it is prior to the time it is due, it will be considered late.
Assignments:
All assignments, except the daily reading journals, must be submitted in hard copy.
Academic Dishonesty:
Academic dishonesty will not be tolerated and will be subject to the Academy’s policies on academic dishonesty. For a full discussion of this process and possible sanctions, please refer to the student handbook.
Behavior:
This class is expected to be a positive learning experience based on open communication and respect. You are expected to be collegial and to respect the rights of the other seminar participants. On that note, I expect you to be engaged with the class conversation, with no side conversations, sleeping, or playing on your cell phones or computers. Doing so will lead to the awarding of zero points for the seminar, as well as a potential unexcused absence. Furthermore, using computers for non-academic purposes could lead to a banning of computers for all students. Continued disruptive activity can lead to removal from class (which would be an unexcused absence) and the sending of an APR.
Blackboard:
All of the reading assignments will be posted to Blackboard, so you must check it frequently.
Diversity Statement:
Ball State University aspires to be a university that attracts and retains a diverse faculty, staff, and student body. We are committed to ensuring that all members of the community are welcome, through valuing the various experiences and worldviews represented at Ball State and among those we serve. We promote a culture of respect and civil discourse as expressed in our Beneficence Pledge and through university resources found at
Disclaimer:
I reserve the right to make changes to this syllabus at my discretion. I will give notice to the class as soon as possible after making any change.
Class Schedule:
Part I: Native American History and Studies
1/10Introduction to the Course, Origin Stories, and Contact
Read: (Hu) Chapters 2 & 3
1/17English Settlement and European Wars
Read: (Hu) Chapters 5 & 6
1/24American Independence & The Early Republic
Read: (Hu) Chapters 7 & 8
1/31Black Elk Speaks
Read: (N) Entire Book
Black Elk Speaks Essay Due Today (No Journal is Necessary This Week)
2/7The Reservation & Assimilation Era
2/14The New Deal Era, World War II, and the Post-War Period
Read: (Hu) Chapters 12 & 13
2/21Life in Post-1960 America
Read: (Hu) Chapters 14 & 15
2/28Exam 1
Current Issues
Read: Please read and be prepared to discuss an article of your choosing on the Native American Experience today
Part II: African American History and Studies
3/14An Introduction to African American History & Research Paper Workshop
Read: (Ho) Chapter 1
3/21Reconstruction and the New South
Read: (Ho) Chapters 2 & 3
3/28Migration & Racial Politics
Read: (Ho) Chapters 4 & 5
4/4Culture Wars & Opportunity
Read: (Ho) Chapters 6 & 7
4/11Civil Rights
Read: (Ho) Chapters 8 & 9
4/18Struggle for Black Equality
Read: (S) Entire Book
4/25Research Paper Due Today
Current Issues
Read: Please read and be prepared to discuss an article of your choosing on the African American Experience today
5/2The African American Experience after “Freedom Now!” to the Early 21st Century
Read: (Ho) Chapters 10 & 11
TBAExam 2