1Sociology (&Asian Am) 220: Ethnic Movements in the US: OrientationCourse Staff• Pamela Oliver, Professor• Peter Brinson, Teaching Assistant• Shauna Morimoto, Teaching AssistantWeb page: www.ssc.wisc.edu/~oliverGo to the “Sociology 220” sectionSociology 220 Announcements• If you are trying to get into the class, fill out the “first day” survey and take a syllabus: we will talk to you at the end of class• Shauna & Peter will handle section switches, later. Indicate your needs on the survey• Fill out the “first day” survey and leave it here: your proof of class attendance. • ALSO put your name on a separate piece of paper and answer the last question as your first “lecture comment”• If you have decided to drop, PLEASE tell us on the survey & leave it behind. Also leave syllabus copy with us.Philosophy of Course• About African Americans, American Indians, Hispanics/Latinos (especially Mexican American), & Asian Americans + their experiences with European Americans• Everybody has an ethnicity• About history & structures, not being a good person• About who is a “real” AmericanGRADINGDiscuss5%Journal35%Papers60%Course meets both ethnic studies & communication-b requirementsNO TESTSGrading dimensions• Incompatibility between learning & grading, need to balance the imperatives• For the goals of the “e,” learning is central. Student-centered, ungraded, learning through writing & talking: Journal + discussion• For the goals of the “com-b,” learning + certifying (grading), emphasis on writing & argumentation quality. Graded papers.2How the parts work together• Books, lectures, papers, discussion section “loosely coupled” (not discussing the same things)• Student-centered learning: we create a context, give you things to think about, ask you to do the thinking and learning• YOU make the connections, pull things together• Each student will have a different learning experience, controlled by youBooks: 1 from each group is required• Syllabus gives more information about each• These provide background, ideas• Assessed through the journal, not tests1. American Indian: DeLoria OR Cornell OR Crow Dog2. African American: Morris OR Giddings3. Mexican American: Acuña OR San Miguel OR García4. Asian American: Chen OR Takaki5. free choice of book OR 8-10 hours videos OR 100+ pp of articles OR 10 hours serviceLectures & large class discussion• Are meant as an end in themselves, to give you things to think about and relate to your life, current events, important issues, etc• Emphasis on learning not grading• Are assessed by journal reactions, not tests• Provide overviews, background, theory, discussion of controversial issues• Are focused on the “e” requirement• Can be retrieved from the web page (demo)• WILL CHANGE from last term, don’t download too far ahead if you are concerned about wasteLecture Class Sessions• Straight Lecture• Films• Speakers• Discussion & exercises• Cultivate atmosphere of openness & tolerance• Open forumLecture topics• Opening concepts on racial construction & racial names, idea of racial state, analyzing controversial issues (tied to discussion), brief historical sketch• Then discussion controversial topics intermingled with history, relating to American Indian, African American, Hispanic/Latino, Asian American & other groups• Section papers analyzing controversial issues will use similar concepts/framework as we used in lecture to discuss issues• Exact topics will vary somewhat depending on current events, student interestPapers & Presentations (Details in Section)1. Debate + a written brief around 4 pre-determined topics 2. Paper + short oral presentation around a topic you choose ~ 5-8 pages• Based in discussion sections, which are required & integral to the course• Balanced presentation of both sides of the issue, NOT building a case for one side• Library & Internet research to learn what each side really thinks3Major Project #1 - Debate• In-section prepared debate on one of four topics: – Mexican immigration– Race & college admissions– English only in classrooms– Racial profiling in crime control• Prepare as a team, pool information for the debate• Submit individual bibliographies & written briefs prepared for debateMajor Project #2: Paper• Controversial issue related to ethnic/racial politics in the US – you choose the issue• Must give a balanced presentation of the arguments on both sides as given by people who really believe that side• + 3-5 minute in-section informal oral presentation on this issue or other relevant experience• Controlled format: no “recycling” of old papers permittedJOURNAL: Focus is on thinking, learning• Only Effort & Engagement Counts • Informal Writing • 5 books • Attend all classes • Write 200-500 words per week• Journal is read & responded to by Prof. Oliver• Turn in after every class, get it back at the next class• KEEP RETURNED JOURNAL PAGES, YOU WILL NEED TO RE-SUBMIT THEM LATER FOR POSTINGJOURNAL FORMAT• 4 separate sections• Submit to Prof. Oliver in lecture– Lecture reactions (1-5 sentences per class)– Longer comments (~150-200 words per week) – Book reactions (300-600 words per book)• Submit to/in section– Discussion reactions (1-5 sentences per class)• Loose leaf paper, standard size, separate pages for each, no spiral-bound notebooksFOUR SEPARATE SECTIONS OF JOURNALLECTUREDate ~~~Date ~~~Date ~~~DISCUSSIONWeekly reaction, instructions vary by sectionBOOKDate, book, pages ~~~~~~~~~~~~~~~~~~~~~~~~~~~~LONGERDate ~~~~~~ ~~~~~~~~~~~~~~~~~Date ~~~~~~~~~~~~~~~~Material to Prof. Oliver is read & date stamped & returned to you. Re-submit to your TA for computer posting in October & end of term. To Prof. Oliver: Returned with Comments To Section2 per week 1 per week 1 per weekLECTURE REACTIONS (2 per week)• Comment after each lecture class 1-3 sentences (more is OK but not required)• Turn in at lecture • Can be summary, question or comment, or process noteLECTURE REACTIONS1/21/04 A few sentences1/26/04 Some more sentences1/28/04 More sentencesEtc.Dates continue on one sheet of paper until it is full4LONGER COMMENT SECTION • 1 per week to Prof. Oliver in the folders• 100-200 words/week• Longer more thoughtful comments giving more extended ideas about some issue linking course materials to things outside class• NOT just a rehash of daily/book
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