| 10/9/2024 9:45:18 PM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
HIST 21 | Title:
RACE, ETHNIC AM CUL |
|
| Full Title:
Race, Ethnicity and Gender in American Culture |
| Last Reviewed:4/26/2021 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
| Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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An examination of the interrelated roles of race, ethnicity and gender in shaping political and cultural institutions in the United States. From pre-Columbian times to the present, the course will explore and analyze the experiences, contributions, and interconnectedness of African, Asian, European, Latino and Native American peoples.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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An examination of the interrelated roles of race, ethnicity and gender in shaping political and cultural institutions in the U.S. From pre-Columbian times to the present, the course will explore and analyze the experiences of African, Asian, European, Latino and Native American men and women.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | Fall 1991
| Inactive: | |
| Area: | D
F
G
| Social and Behavioral Sciences
American Institutions
American Cultures/Ethnic Studies
|
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| | D | Social Science | Fall 2012 | |
| | D3 | Ethnic Studies | | |
| | D4 | Gender Studies | | |
| | D6 | History | | |
| | X1 | U.S. History | | |
| | D | Social Science | Fall 1993 | Summer 2012 |
| | D1 | Anthropology and Archeology | | |
| | D2 | Economics | | |
| | D3 | Ethnic Studies | | |
| | D4 | Gender Studies | | |
| | D5 | Geography | | |
| | D6 | History | | |
| | X1 | U.S. History | | |
| | D | Social Science | Spring 1992 | Summer 1993 |
| | D1 | Anthropology and Archeology | | |
| | D2 | Economics | | |
| | D3 | Ethnic Studies | | |
| | D4 | Gender Studies | | |
| | D5 | Geography | | |
| | X1 | U.S. History | | |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| | 4 | Social and Behavioral Science | Fall 2011 | |
| | 4C | Ethnic Studies | | |
| | 4D | Gender Studies | | |
| | 4F | History | | |
| | XA | U.S. History | | |
| | 4 | Social and Behavioral Science | Fall 1993 | Summer 2011 |
| | 4F | History | | |
| | XA | U.S. History | | |
| |
| CSU Transfer: | Transferable | Effective: | Fall 1991 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 1991 | Inactive: | |
| |
| C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will be able to:
1. Evaluate the American Ethnic Studies major and its relevance to
their educational and career goals.
2. Recognize the critical role of gender within the context of
particular ethnic groups and their relationship to the larger society.
3. Interpret the historical impact of racism, ethnocentrism and sexism
on contemporary society.
4. Analyze the United States' cultural diversity and its impact
upon the lives of its citizens.
5. Define race, nationality, minority group, ethnocentrism
and pluralism as they apply to American history and culture.
6. Analyze the melting pot analogy and its relevance to past and
present American society.
7. Utilize the social historical approach to the study of the past.
8. Analyze political, economic, cultural, and social developments in
U.S. history from the perspective of Asian, African, European, Latino,
and Native America men and women.
Topics and Scope
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I. Introduction
A. The American Ethnic Studies Major
B. American Mosaic: One people out of many
C. Diversity: its potential and its discontents
II. Definitions
A. Race/racism
B. Ethnic group/ethnocentrism
C. Gender
D. Minority group
E. Acculturation
F. Assimilation
III. Pre-Columbian America
A. The diverse cultures of Native America
B. Impact of the Euro/African invasion on Native cultures
IV. Diversity in Colonial America
A. English, French and Spanish settlement
B. The Puritans and the Anglo heritage
C. Life and death in the Chesapeake
D. The Atlantic slave trade and the African diaspora
V. The "Peculiar Institution" and the African Experience
VI. Race and Republicanism
A. Red, white and black in the new republic
B. Race and national identity following the Revolution
VII. Race, Class and Gender in the Market Economy
A. Rise of the factory and the "Cult of Domesticity"
B. Abolition and the birth of women's rights
VIII. Race and Reaction: The Failure of Reconstruction
A. Emancipation and the "New South"
B. The 15th amendment and the women's suffrage movement
IX. Euroethnic Immigration in the 19th century
A. The Irish Experience
B. The German Experience
X. Race and Manifest Destiny: The triumph of technology
A. Reservations and resistance: The Native American Experience
B. "Climbing Gold Mountain": The Chinese Experience
C. "The Border": The Mexican Experience
XI. Race, Ethnicity and Gender in the Twentieth Century
A. World War II and rising ethnic consciousness
B. Diversity: Its potential and its discontents
Assignments:
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1. Regular attendance and extensive notetaking in class is expected
and assumed.
2. Read and study appropriate chapters in text and anthologies.
3. A 5-7 page paper will be assigned. This paper will be a reaction,
analytical, or research paper and will show topics covered and
critical comparisons.
4. Participate in discussion as directed by the instructor.
5. Scheduled quizzes.
6. Extensive in-class mid-term and final essay examinations.
7. Written homework as required by instructor.
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
40 - 50% |
| Written homework, Reaction, analytical, or critical essays | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 0% |
| None | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
40 - 50% |
| Multiple choice, Essay exams | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 15% |
| Attendance and Participation | |
Representative Textbooks and Materials:
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Malcolm Margolin, THE OHLONE WAY, Heyday Books, 1978.
Ronald Takaki, A DIFFERENT MIRROR, Little, Brown and Company, 1994.
Angela Y. Davis, WOMEN, RACE AND CLASS, Random House, 1981.
Frederick Douglass, NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS, Bedford
Books, 1993.
Anzia Yezierska, BREADGIVERS, Persea Books, 1999.
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