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|Discipline and Nbr:
HIST OF CALIFORNIA||
History of California
|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||15 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
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
A survey of California history from the precolonial period to the present with emphasis on the Native cultures, colonial era, the Gold Rush and statehood, urbanization and labor struggles, conflict over land, water, and natural resources, the Depression, World War II, suburbanization and post-war prosperity, the new social movements of the 60's and challenges of continuing growth and declining resources at centuries end. The course will emphasize California as a 'cultural crossroads' and will examine the distinctive contributions and interaction between European, Asian, Latino, African, and Native American peoples. Special attention is given to how political power and social inequality is shaped by race, gender, class, and ethnicity in different periods of the state's history.
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
A survey of the history of California from the precolonial period to the Spanish/Mexican eras, to American expansion and the emergence of modern California after World War II. The course explores the state as a 'cultural crossroads'.
(Grade or P/NP)
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Major Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Fall 1981||Inactive:||
|Social and Behavioral Sciences
American Cultures/Ethnic Studies
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||D||Social Science||Fall 2012||
| ||D3||Ethnic Studies|| ||
| ||D6||History|| ||
| ||D||Social Science||Fall 1996||Fall 2012
| ||D6||History|| ||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||4||Social and Behavioral Science||Fall 2012||
| ||4C||Ethnic Studies|| ||
| ||4F||History|| ||
| ||4||Social and Behavioral Science||Fall 1992||Fall 2012
| ||4F||History|| ||
|CSU Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
|UC Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
Upon completion of this course, students will be able to:
A. Evaluate the basic framework of the history of California, from
the earliest settlement by Native Americans to the present.
B. Compare and contrast the different periods in the history of
California: the period of Native Cultures, the Spanish imperial
period, the Mexican period, the American period.
C. Explain the role of the major ethnic groups that have contributed
to California history (Native Americans, European Americans,
Latinos, African-Americans, and Asian-Americans), and to assess and
analyze racial stratification in the state and the nature of racism
and nativism in different historical periods.
D. Analyze and evaluate the broad range of political, economic,
social, and cultural forces that have shaped the development of
E. Explain the broad context of American history and institutions in
which California has developed.
F. Demonstrate critical thinking and analytical skills and apply
historical learning in in-class discussions and writing assignments.
Topics and Scope
A. Critical thinking and history: terminology defined as applied.
B. Introduction: the California Dream, the mystique, paradoxes, and a
new multicultural history
C. Native peoples prior to contact: the Ohlones
D. Spanish exploration, the Missions, Mexican California and the
E. From Mexican to American California: Mexican Independence, manifest
Destiny, Bear Flag Revolt
F. Gold Rush, Transnational migration, and Legacy of Violence:
Mexicans and Natives
G. Gender, Ethnicity, and Urban Politics: San Francisco Irish and the
Origins of Moral Reform
H. Railroads and Big Business, Workingman's Party, Chinatown, Anti-
Chinese xenophobia, and Chinese exclusion.
I. Los Angeles: An Island on the Land: Anglo migration, agriculture,
J. Response to Industrialism: Populism, Labor, and Progressivism
K. Mexican immigration, barrioization, and segregation; the Imperial
Valley and Los Angeles
L. Rivers of Empire: Land, Water, and Power; Asian immigration to
M. The Depression, Oakie migration to the San Joaquin Valley, Farm
Fascism and class conflict, Mexican deportation
N. California and World War II: The Bay Area and the Second Gold Rush,
Japanese internment, Zoot Suit Riots and Los Angeles
O. Suburbanization and Cold War California: Hollywood and the Red
Scare, Disneyland, Johnny Otis, Central Avenue, and California R & B
P. Student Revolt, Watts and Urban Crisis, Chicano and Women's
Q. California and Post-Industrial Society: New Immigration, Pacific
Century, and the Dream: Multicultural Democracy or Garrison State?
1. Regular attendance and extensive notetaking in class is expected
2. Read and study generally 1-2 chapters per week in texts and
3. Read and write papers in response to assigned or approved books and/or
4. Participate in discussions as directed by the instructor.
5. Prepare for scheduled quizzes.
6. Prepare for extensive in-class mid-term and final examinations.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
20 - 50%
|Reading reports, Research, analytical, or expository papers||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
0 - 0%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
30 - 60%
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
0 - 20%
Richard Orsi, THE ELUSIVE EDEN: A NEW HISTORY OF CALIFORNIA 2nd edition
(McGraw Hill 2002) William Bullough, Richard Rice,
Albert Camarillo - CHICANOS IN CALIFORNIA (Materials for Todays Learning
Mary Paik Lee - QUIET ODYSSEY: A PIONEER KOREAN WOMAN IN AMERICA
(University of Washington Press 1990)
Malcolm Margolin - THE OHLONE WAY (Heyday Books 1978)