ETST 001 Summer Syllabus 15

Ethnic Studies 001
2015 Summer Session 1
Tues. & Thurs. 1:10-4:00 p.m.
INTN 1002

Professor Macías
Office: 4042 INTN
Office Hours: Tues. & Thurs.12:00-1:00 p.m.
E-mail: [e-mail]

Introduction to the Study of Race and Ethnicity
This course is an introduction to race and ethnicity, focused on the United States, that examines the “evolution” and continuing relevance of racial identities and ethnic notions, as well as the development and defense of advantageous privileges, over time, contextualized within a shifting matrix of intersectional power relations, particularly class. Organized chronologically, this course will analyze violence, citizenship, protest and resistance, institutional structures of domination, strategies for social justice, ideologies of democratic equality, and racialized visions of the nation state. We will also study the uses of, and investments in, racial categories, systems of race-based rewards, differential treatment, discriminatory laws, and group consciousness based on race and ethnicity.
Course Requirements:
1.) Midterm Exam—Thursday, July 9, in class:

20% of final grade

•Multiple-choice exam—bring Scantron form no. 882-E
2.) Paper—due Thursday, July 16, in class at beginning of lecture:

30% of final grade

3.) Final Exam—Saturday, July 25, from 1:00-3:00 p.m., in class:
—Bring large blue book.

30% of final grade

4.) Participation/Section:
20% of final grade
You must be prepared to analyze each week’s readings, in relation to the course topics and the material presented during lecture (review “Critical Questions to Ask” in the Course Reader).
Students who verbally engage with, ask questions about, and intelligently discuss the readings, offer well-reasoned analyses and respectful opinions, and contribute to in-class exercises will earn a higher mark for participation. Multiple absences will significantly lower your participation grade. You must print out and read the course contract, transcribe the italicized paragraph in your own writing, sign the document in two places, and turn in your completed copy during discussion section by the end of Week 1, as part of your participation grade.
Required Readings: The readings are collected in a single Course Reader, which will be sold by an off-campus copy shop representative directly to ETST 001 students, outside of INTN 1002, before and after lecture during week 1. It is imperative that you complete and contemplate the weekly readings by Monday of each week, to maximize your engagement with the lectures and your participation in discussion section. Highlighting or underlining passages, writing notes in the margins, and taking detailed notes on each week’s readings will help you complete the assignments.

Lecture & Reading Schedule:
Week One.
Tues. June 23. Course Themes: The Idea of Race; Racial Formation
Thurs. June 25. The American Paradox
1. Audrey Smedley, “Science and the Idea of Race: A Brief History,” in Race and Intelligence
(2002), 145-171.
2. Michael Omi & Howard Winant, “Racial Formation,” in Race Critical Theories (2002), 123139.
3. Edmund S. Morgan, “Toward Slavery,” and “Toward Racism,” in American Slavery
American Freedom: The Ordeal of Colonial Virginia (1975), 295-337.
Week Two.
Tues. June 30. “The Peculiar Institution” of Slavery; Abolitionism
Thurs. July 2. Indian Removal, Indian Wars, Manifest Destiny
1. “Slavery,” and “Slave Law,” in Documenting American Violence (2006), 113-117.
2. George M. Fredrickson, “Revolution, Rebellion, and the Limits of Equality, 1776-1820,” and
“White Supremacy and the American Sectional Conflict,” in White Supremacy: A
Comparative Study in American and South African History (1981), 140-145, 150-162.
3. Frederick Douglass, “What, to the Slave, is the Fourth of July?” [1852], in The Oxford
Frederick Douglass Reader (1996), 108-130.
4. Andrew Jackson, “Condition and Ulterior Destiny of the Indian Tribes” [1829], and “Indian
Removal and the General Good” [1830], in The Removal of the Cherokee Nation:
Manifest Destiny or National Dishonor? (1962), 14-17, 49-52.
5. Reginald Horsman, “Scientific Racism and the American Indian in the Mid-Nineteenth
Century,” American Quarterly 27 (1975): 152-168.
6. Reginald Horsman, “Race and Manifest Destiny: The Origins of American Racial AngloSaxonism,” in Critical White Studies: Looking Behind the Mirror (1997), 139-144.
7. “The Little Big Horn Massacre,” in Documenting American Violence, 220-225.
Week Three.
Tues. July 7. World’s Fairs, Progress, and U.S. Imperialism
Thurs. July 9. [Midterm Exam in class]-- Bring Scantron form no. 882-E
Immigration, Eugenics, White Ethnics, Mexican Americans
1. Shari Huhndorf, “Imagining America: Race, Nation, and Imperialism at the Turn of the
Century,” in Going Native: Indians in the American Cultural Imagination (2001), 19-53.
2. James A. Tyner, “The Geopolitics of Eugenics and the Exclusion of Philipine Immigrants from the United States,” The Geographical Review, 89, no. 1 (1999), 54-73.
3. David Roediger, “Whiteness and Ethnicity in the History of ‘White Ethnics’ in the United
States,” in Towards the Abolition of Whiteness: Essays on Race, Politics, and Working
Class History (1994), 181-194.
4. George Martinez, “Mexican Americans and Whiteness,” in Critical White Studies, 210-212.

Week Four.
Tues. July 14. Racialized Zoot Suits; Popular Music and Dance
Thurs. July 16 [Paper due in class at beginning of lecture].
Separate but Equal? Segregation in Education and Housing
1. Robin D.G. Kelley, “The Riddle of the Zoot: Malcolm Little and Black Cultural Politics
During World War II,” in Race Rebels: Culture, Politics, and the Black Working Class
(1994), 161-181.
2. Anthony Macías, “Bringing Music to the People: Race, Urban Culture, and Municipal Politics in Postwar Los Angeles,” American Quarterly 56, no. 3 (2004): 693-717.
3. Martha Menchaca and Richard R. Valencia, “Anglo-Saxon Ideologies in the 1920s-1930s:
The Impact on the Segregation of Mexican Students in California,” Anthropology &
Education Quarterly 21, no. 3 (1990): 222-249
4. Thomas J. Sugrue, “Crabgrass-Roots Politics: Race, Rights, and the Reaction against
Liberalism in the Urban North, 1940-1964,” in The Civil Rights Movement (2001), 63-84.
Week Five.
Tues. July 21. Black Power; The Chicano Movement; Separatism vs. Pluralism
Thurs. July 23. Latino Immigration; Multiculturalism; Color Blindness
1. Malcom X, “The Ballot or the Bullet” (1964), 22-45.
2. Ian Haney López, “The Chicano Movement and East L.A. Thirteen,” in Racism on Trial: The
Chicano Fight for Justice (2003), 157-177.
3. Arthur M. Schlesinger, Jr., “E Pluribus Unum?” in The Disuniting of America: Reflections on a Multicultural Society (1998), 125-147.
4. Samuel P. Huntington, “The Hispanic Challenge,” Foreign Policy (March/April 2004), 1-10.
5. Michael K. Brown, et. al., “Conclusion: Facing up to Race,” in Whitewashing Race: The
Myth of a Color-Blind Society (2003), 223-251.
6. Transcript of interview with Nancy Ditomaso, Sociology Professor, Rutgers University, 5 pp.
•Final blue book exam in INTN 1002 on Saturday, July 25, from 1:00-3:00 p.m.