Humanities 106: Ethnic Thought & Culture
Winter 2010
MTWThF 9:00-9:50
ADM 141
Instructor: Dr. K. Zagrodnik
Office: CTR 190P
Phone: 253-840-8362
Office Hours: M 11:00-11:50
T 7:50-8:50
W 1:00-2:00
Th 7:50-8:50
F 11:00-11:50
Email: Angel Course Site
Required Texts
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. NY: Little, Brown
Books for Young Readers, 2009. Print. ISBN: 9780316013697
Cather, Willa. My Antonía. NY: Dover Thrift Books, 1994. Print. ISBN: 0486282406
Cisneros, Sandra. The House on Mango Street. NY: Vintage, 1991. Print.
ISBN: 9780679734772
Hughes, Langston. The Ways of White Folks. NY: Vintage, 1990. ISBN: 9780679728177
Takaki, Ronald. A Different Mirror: A History of Multicultural America. NY: Back Bay
Books, 2008. Print. ISBN: 9780316022361
Course Description
This course presents a comparative study of art, literature, and music representing various ethnic
groups in America and an investigation of various issues surrounding ethnic identities.
Student Outcomes
Upon completion of this course, students should know or be able to do the following:
1. Analyze and discuss works of art or cultural artifacts as products of a particular culture or
ethnic group.
2. Identify specific aesthetic elements of works of art, including music, language, and visual
imagery.
3. Discuss particular works of art in relation to historical, social, and economic factors
surrounding their production.
4. Make judgments about the aesthetic and social value of works of art or cultural artifacts
based on criteria established by others.
5. Make judgments about the aesthetic and social value of works of art or cultural artifacts
based on one’s own criteria.
6. Examine the concepts of “objectivity” and “subjectivity” in relation to aesthetic
representation.
7. Identify sources of images, themes, and ideas found in various work in the arts.
8. Examine various views of the role of the arts in society.
9. Question stereotypes often associated with representations of various ethnic groups.
10. Evaluate the use and meaning of the term “ethnic” in relation to a dominant culture.
11. Assess the meaning of the term “community” in relation to ethnic representation.
12. Examine the importance of language in representing various cultural groups.
Core Ability Outcomes
Core abilities outcomes for Humanities 106 reflect the five of the learning abilities established by
Pierce College: multiculturalism; effective communication; responsibility; information
competency; and critical, creative, and reflective thinking.
Specific outcomes for Humanities 106 include: Critical, Creative, and Reflective Thinking:
Graduates will be able to question, search for answers and meaning, and develop ideas that lead
to action.
Assessment and Evaluation
Essays Students will write two essays for this course.
1. The first essay will involve two versions, with the first version providing the foundation
for the second version. Each student will write an essay examining his or her own ethnic
background, considering aspects of his or her ethnic background that shapes his or her
identity. In the reworking of this assignment, students will focus on one aspect of this
first essay which will be developed in more depth and engage the concepts, theories, and
ideas that have formed the focus of the course. Students will receive a more detailed
assignment prompt for each version of the essay.
2. The second essay will ask students to write an analysis of a work of American ethnic art:
a visual piece (such as a painting or sculpture), a dance, a piece of music, a film. In this
way, students will make judgments about the aesthetic and social value of works of art or
cultural artifacts based on criteria established by others and their own criteria. Students
will receive a more detailed assignment prompt for this assignment later in the course.
Research Project Working within a small group, students will conduct research and create a
document that engages and expands on the concepts of the course. This project will focus on an
additional ethnic group, topic, or issue not discussed in the course meetings, lectures, or
activities. Students will receive a more detailed assignment prompt later in the course. Students
will give a formal presentation of their research project.
Journal Students will keep a journal that allows them to make personal connections with and
reflections on the assigned literature and art as well as allow for more in-depth and personal
engagement with the concepts of the course. I will provide students with frequent (sometimes
daily) prompts. Some prompts will be posted at the course Angel site; these responses should be
completed before coming to class. Other prompts will involve in-class writing, so students
should have their journals with them in class. I will collect these journals at various times
throughout the quarter, but I will not announce when they will be due.
Midterm and Final Examination The exams for this course focus on ideas and concepts
introduced in the literature, in lectures, and in class discussion. Students will be required to
identify key terms, concepts, and issues. Students will need to know the complete names of
authors and titles of works. The exams will require you to apply concepts, so be prepared for
both short answers and developed responses. The final exam will include a comprehensive
essay. I will provide sample questions that will help students prepare for the exams. The final
exam is scheduled for Wednesday, March 17, 2010, from 9:00 am to 11:00 am.
Class Participation Class participation is determined by your involvement in class and group
discussions, lectures, and activities. If you participate regularly (each week or class period
contributing comments, responding to questions from me or other class members, asking
significant questions that relate to our understanding of the concepts of this course) then you can
expect a strong grade (an A or a B). If you participate throughout the semester (every other
week or mostly in group discussions but not in the larger class discussion) then you can expect a
fair grade (a C). If you do not participate or if your classroom conduct detracts from the learning
process of yourself or other class members, then you can expect a failing grade (an F).
Grading Distribution
Essay One
Essay Two
Research Project
Journal
Midterm Examination
Final Examination
Participation
Course Total
20%
15%
15%
10%
10%
15%
15%
100%
Grading Policies
Students earning an “A” have demonstrated excellence in their work; this work documents the
highest achievement regarding all expectations. A “B” grade demonstrates work that exceeds
expectations. A “C” grade demonstrates average work; this work satisfactorily completes all
requirements for the course.
As this is a college level course, I do not take attendance and attendance is not a component of
the course grade. However, attendance is expected. It is very difficult to learn when not in class
meetings, and students are responsible for information presented in lectures and covered in class
discussions and activities. Students should send me an email or a leave a phone message if you
will be or have been absent.
I reserve the right not to accept work that was due and to determine whether the student will be
permitted to make up any missed exams or course related work. Students should make an
appointment to meet with me at my office in order to discuss incomplete or missing assignments.
An assignment not handed in at the beginning of class time on the date due will have points
deducted, ten points for each day the assignment is late (including the day the assignment is due).
Unless noted, all final documents should be in paper form. I will not accept major assignments
through Angel or in other electronic formats. See the policy below regarding assignment format.
Students are responsible for their own grades and keeping returned assignments.
Plagiarism is the presentation of the “work of another person without full and clear
acknowledgement of the source” (Pierce College, “Student Code of Conduct”). Any act of
plagiarism or cheating will result in a failing grade or zero, depending on the severity of the act,
for that assignment. Further action may be taken. For a more complete explanation, see the
copy of the Student Rights and Responsibilities available in the Student Programs Office and
online.
Course Policies
Readings and all assignments should be completed before the class meeting for that day.
During class meetings, students should turn off cell phones and all other electronic devices. This
will allow you to focus on lectures, discussions, and class activities. Please see me before class
if you need an accommodation for this policy.
Students are expected to conduct themselves in a manner that demonstrates respect for their
classmates and instructor and the learning process. If I determine a student is disruptive to
others’ learning, I will ask you to leave the classroom. You may not return until you have met
with me first and then with the appropriate college officials and have their permission to return.
Copies of Pierce College’s code of “Student Rights and Responsibilities” are available in the
Student Programs Office and online at the Pierce College website.
Format requirements are as follows:
 Unless otherwise noted written assignments should be typed and follow MLA
requirements (double-spaced with one-inch margins on all sides). Include the
correct header on the assignment (your name, the instructor’s title and name,
class, and date). You are responsible for stapling or clipping the assignment. Be
sure to edit and spell-check the response; mechanical and editing errors will result
in a lower grade.
 Final documents should be printed on one side of the paper with black text; the
best presentation of printed assignments occurs with a laser jet printer.
 All in-class writing should be done on clean paper in blue or black ink.
Additional Information
Students with disabilities who believe they may need academic adjustments, auxiliary aids or
services to participate fully in course activities or meet course requirements are encouraged to
register with the Access and Disability Services (ADS) Office, Room A115 in the
Administration Building. You will need to obtain the “Approved Quarterly Academic
Adjustments, Auxiliary Aids or Services” (green form) provided by ADS. Appointments to meet
with the ADS Coordinators can be made by calling 253-840-8335.
If there is an emergency on campus, call 911 and then Campus Safety in response to an imminent
threat to persons or property. In the event of an evacuation, take all personal belongings and
leave the building. Stay a minimum of 200 feet from any building or structure. So long as it is
safe to do so students are expected to stay on campus and return to class after evacuations that
last less than 15 minutes. Do not attempt to re-enter the building until instructed to do so.
If there is an emergency closure of the college due to widespread illness or other emergency
(such as weather), adjustments may need to be made to the syllabus and/or mode of instruction in
order to achieve the course objectives.
Pierce College has issued all students a Gmail account, and it is this account that the college will
use to communicate college and campus information to students. Students can find information
about accessing this account on the Pierce College home page.
This course will be web-enhanced. The syllabus and additional assignments will be posted online through Angel (http://angel.pcd.edu). Your login name is your student ID (for most students
this number begins “925”) and your initial password is the first five letters of your last name (or
your entire last name if it is five letters or fewer).
The date and time for the final exam for this course is Wednesday, March 17, from 9:00 to 1:00
am.
Expect to spend, on average, between 10 and 15 hours a week outside of class time on this
course.
Daily Reading Assignments
I reserve the right to make necessary changes to the syllabus and course assignments as
necessary. Students will be informed of any such changes.
Class
Topic
Meeting
Date
01-04
Course Introduction
01-05
Defining “race”
01-06
01-07
01-08
01-11
Defining “race”
continued
Defining “ethnicity”
The origins of
“America”
Native American
History
Reading Assignment
Additional Assignments
Activities: Log on to PBS’s “Race: The Power
of an Illusion”
(http://www.pbs.org/race/000_General/000_00Home.htm) and complete the “Sorting People,”
“Human Diversity,” and “Me, My Race, and I”
activities.
Takaki: 3-20
Takaki: 23-48
Takaki: 79-97 and
213-231
01-12
01-13
01-14
01-15
01-18
01-19
01-20
01-21
01-22
ASSIGN ESSAY
ONE
Native American
Identity
Alexie: 1-66
Alexie: 67-136
Alexie: 137-196
Alexie: 197-230
NO CLASS; Martin
Luther King, Jr.
Holiday
Native American
Ethnicities
Native American
Ethnicities
African American
History
African American
History
01-25
African American
Identity
01-26
African American
Identity
Poetry Collection
Art and Music
Collection
Takaki: 49-71 and
98-130
Takaki: 311-335 and
383-404
Hughes: Selections
from The Ways of
White Folks
Hughes: Selections
from The Ways of
White Folks
ESSAY ONE DUE