Ethnic & Cultural Studies: Introduction to Asian American Studies

(World War II – Present)

Winter 2004

 

 

INSTRUCTOR: Sayumi Irey

OFFICE: D125 U

(1st floor in the Library Instruction Room of the Library Media Center –D building)

OFFICE HOURS: By appointment

* If you have any questions or concerns, come early and do not hesitate to ask.

OFFICE PHONE: (425) 564-2354

E-MAIL ADDRESS: sirey@bcc.ctc.edu

* Type “ECS 200” and your name under the subject to make sure I will get your e-mail.  In other words, I will not guarantee reply to e-mails on time, if the above information is not included.  

* I am generally easier to reach via e-mail than by telephone. 

 

ABOUT THE COURSE:

 

Based on racial identity models introduced by J. E. Helms and B. D. Tatum, the class will examine contemporary social, political, and economic issues that Asian Americans face in relation to other minority groups as well as majority groups.

 

During the post-WWII era, numerous inspired minority cultures living on the American landscape moved from defeating fascism abroad to battling against discrimination and racism at home.  This course examines several core issues that blossomed from minority groups eager to make a difference in a new multicultural democracy.

 

Helms and Tatum theorize that racial identity is defined by how one sees him/herself through experience and communicate with others in a social context.  This signifies one’s perception and interaction with others.  By learning several identity models at the beginning of the class, you will learn to communicate intelligently and empathetically with a diverse range of peers.

 

During the course, you will practice and become fluent with the identity models through class discussion, hands-on activities, and lectures.  You are expected gradually to apply and correctly use terms, such as model minority, assimilation, prejudice, civil rights, and affirmative action during class discussions.  You will also identify and critically analyze such terms in the context of contemporary Asian American history based on the two required readings below.  You will reflect on what you learn for each lecture and are asked to submit a journal and worksheets as part of your grade. Throughout the course, you will identify the need for inclusiveness in U.S. society by finding similarities and differences among ethnic groups in America.

 

You will also learn basic library research skills in order to translate your academic skills into other disciplines.  You will learn to use various information sources, such as databases, reference books, audiovisuals, and microfilm, to validate your points of view in your papers.  For the final project, you will write a research paper; you will choose a topic of your choice related to contemporary Asian American issues and present your ideas both verbally and in writing at the end of the class.

 

PHILOSOPHY:

 

An inclusive thinker is a person who carefully listens to others and values differences as a welcome learning device.  I would like you to be inclusive thinkers.  An inclusive thinker understands that there is more than one way to solve social problems and consciously pays attention to other voices, both critically (methodologically) and empathetically.  The inclusive thinker, thus, welcomes challenges and diversity as a positive life experience and puts effort towards applying what he/she learns into his/her daily activities.  The inclusive thinker also understands that effective learning is a life long journey and requires continuous inter/intra personal communication. 

 

In the ever-changing American society of the twenty first century, I would hope for you to become critical thinkers who see yourselves as active participants in a learning community.  I would like you to grasp fundamental social and racial theories in America, so that you have a solid base on which to articulate your ideas in an intellectual manner.  In order to achieve the above goals, this class will focus on hands-on research tools, such as databases, academic journals, microfilms, and the Internet.  Such fundamental information research skills shall help identify reliable yet up-to-date information in American society, as well as historically debated issues.  Needless to say, having basic research skills will enhance your articulation of your topics of interests, and shall further aid you to deal with information in a critical manner. 

 

REQUIRED TEXTBOOKS:

 

Asian American Dreams: The Emergence of an American People

by Helen Zia

 

Double Victory: A Multicultural History of American World War II

by Ronald T. Takaki

 

You will also be given handouts for this class.  Some reading materials are kept as reserved materials at the Circulation Desk in the Library Media Center (D-building).  All reserved materials are held under my last name, “Irey”. 

 

 

METHODOLOGY:

 

Class time will be divided into lecture, demonstration, hands-one exercises, discussions, in-class group presentations, and research activities.

 

 

 

GRADING:

 

  • In Class Participation – Discussion, Group Activities*, Lecture,

& Response Paper**                                                                                30% (300pts)

  • Worksheets (4)                                                                                    25% (250 pts)
  • Mid-Term Written Essay Exam                                                             20% (200 pts)
  • Final Project                 Research Paper                                                15% (150pts)

Oral Presentation                                              10% (100 pts)

                                                                         _____________

                                                                                                                      Total: 1000 pts

* Group activity worksheet (40 pts)

** Response Papers (50 pts x 2)

 

The overall course grade will be based on the following scale:

 

A                    93%  -  100%

C plus           77%  -  78%

A minus          89%  -  92%

C                  73%  -  76%

B plus             87%  -  88%

C minus        69%  -  72%               

B                    83 % -  86%

D plus           67%  -  68%

B minus          79%  -  82%

D                  63%  -  66%

 

F                   below 63%

 

 

ATTENDANCE:

 

Attendance is a very crucial part of your participation, as we will be learning together as a community. Since there are group activities and discussion throughout the course, your participation will be important for you and your peers. If you happen to miss a class one day, you also might miss a crucial moment in our discussion that might help you understand the materials. In other words, it will be hard for you to make up such moments.  I also expect you to come to class on time, as being late for class shows disrespect to your classmates.

 

 

* If you have a special circumstance and are going to be absent, e-mail or call me. Do not ask me whether you have missed "something important" or not. It is your responsibility to get notes from your classmates and submit assignments on time.

 

 

* I understand that sometimes you have to be absent during the quarter. You will be given a coupon that you may use to be absent from a class only once, no questions asked. However, you can use it only once per person during the quarter, so use it wisely. If you do not use it, you will be given 40 extra participation points at the end of the quarter.

 

GUIDELINES FOR PARTICIPATION

(More details in class lecture)

 

  • Read materials assigned to you each week and prepare yourself with questions for discussion.

 

  • Express and share your ideas in class as well as listening attentively and empathetically to your peers comes hand in hand.

 

  • Most of the time, your peers will appreciate your asking questions in class because the question is probably something that I have not clearly explained, or simply a point of view that others did not think of.  Not everyone thinks the same way, and I encourage you to ask questions and challenge me, as that is a part of learning as a community.

 

ASSIGNMENTS:

(4 Worksheets, 1 Group Activity Worksheet, 2 Response Papers, 1 Mid-term Written Essay Exam, and 1 Final Project)

 

Your assignments are designed to provide hands-on practice to help you become an effective researcher.  Assignments will be distributed in class, and you are responsible for getting them if you miss a class.  Late assignments will be accepted no later than one week following their due date.  However, for every late day, 10% of your grade will be taken off.  All assignments need to be typed or word-processed, unless otherwise specified. 

 

ASSIGNMENT GUIDELINES:

(See Evaluation Criteria for details.)

 

  • Handwritten papers will get no grade.
  • Write the assignment name and your name on the right hand side corner of your paper.  Assignments without name will get no grade.

 

Example:

Worksheet #1/Journal #1/Mid-Term Exam Essay

Sayumi Irey

 

  • Assignment must be submitted in person at the beginning of the class.  E-mail is not accepted unless you receive permission from me first.
  • If you do not understand the assignment, ask for clarification early. 

 

Worksheets

 

The worksheets will help you summarize what you read from Helen Zia and Ronald Takaki’s works, and assist you to synthesize what you learned into your own words.  The worksheets will also help you prepare for the group & class discussion for the following week.  There is no limit to the length of each question’s answer, but it is your responsibility to cite sources for each question.  I will discuss the importance and know-how of the citing criteria in class, and you will also find a model example as one of the reserve items, titled “Good Practice” in the Library Media Center under my last name.  Although you can answer most of the questions through reading, some questions require research using library reference materials and the online databases that I introduced to you during the previous session; thus, I suggest you start working early.  If it suits you, you are allowed to work with your peers, as long as you write your own answers. 

 

Group Activity Worksheet

 

Throughout class, you will conduct several sets of group activities, and you will be submitting an activity worksheet as a group.  The worksheet will be part of your participation grade.   

 

What the worksheet should include:

  • All names of your group on the right hand side corner
  • Topic
  • Tasks that each member of the group was responsible for (first paragraph)
  • Summary of the findings (1-2 page)

 

Response Paper

 

You are to submit a response paper twice during the course.  Response paper in this class means a reflective essay based upon guest speaker’s talks and discussions. The paper should focus on your response and questions about the guest speakers’ topic.  The paper should be an around one to two page.

 

Mid-Term Written Essay Exam

 

The Mid-Term exam will be a take home exam, allowing you to review your notes and textbooks.  You are allowed to work on this assignment by yourself or as a group, but you must write the essay on your own.  The format will be similar to worksheets.  You will have a week to work on it, and I recommend you to start as soon as you receive your exam in class.  You are expected to cite resources to avoid plagiarism. 

 

Final Project

 

You will choose a topic of your choice related to contemporary Asian American issues and present your ideas both verbally and in writing at the end of the class.

 

The paper should include the Works Cited.  For more information to properly cite works, consult the MLA handbook or the MLA handout in the library. 

 

The Oral Presentation will summarize your research paper and its findings.  You will be expected to provide handouts for all peers and have a visual (websites, power point, films, poster, etc).

 

More detailed information will be given during the class. 

 

GRADING CRITERIA FOR ALL ASSIGNMENTS:

 

1.  Completeness: Did you answer all the questions?

2.  Organization: Are the contents of the paper easy to locate? 

3.  Preciseness: Did you follow the instructions?

4.  Timely: Did you submit the paper on time?

5.  Professionalism:  Are you following the assigned format (e.g. MLA format)?  

6.  Mechanics: Use proper grammar.  Use proper syntax.  Check spelling.

 

* An “A” paper will satisfy all of the above. 

 

CLASS ETIQUETTE:

 

  • Cellular phones are prohibited during the class hours.  If you have any special circumstance to have it on, make sure to talk with me first.
  • You may find some topics to be offensive, but remember, you are here to learn. 
  • Treat your peers with respect and have an ear ready to listen to opinions that are different from yours.  It is all right to disagree with someone, but do it with empathy.   
  • Being ignorant and being intentionally insensitive are different.  I tolerate the first, but not the second. 
  • I do not have all the answers or solutions, but I am here to guide a collegial and stimulating class for you.  You are also responsible for being an active participant in class, such as through discussions and group activities. 
  • I do not have ESP.  If I do not make myself clear, or if you have a question, be sure to ask me during or after class.  
  • If you can, try to have a sense of humor.  Having a sense of humor lets you be an objective thinker and a better communicator.   
  • You are expected to follow the students’ rules of conduct from the Student Handbook as a member of the BCC learning community. 

 

Important!!!

 

If you require accommodation based on a documented disability, emergency medical information to share, or need special arrangements in case of emergency evacuation, please contact Disability Support Services (DSS) in the Student Services Building immediately.  If you would like to inquire about becoming a DSS student you may call 564-2498 or go in person to the DSS (Disability Support Services) program office in C210, the student union building.