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ASAME 45A
Asian American History to 1945
Janine M. Fujioka, Asian Studies and Asian American Studies
Ethnic Studies Department
Laney College, Oakland, California
Asian American/Pacific Islanders (A/PI), a vast and diverse group, are the fastest growing ethnic minorities in America today in this “Pacific
Century.” This course explores and examines how this came about—the social, political, economic, cultural and historical experiences of
A/PIs in relation to imperialism, migration, and politics within the United States starting from U.S. and European imperialist projects in Asia
and the Pacific Islands up through World War II. Together, we will further examine the impact of systematic racism, patriarchy, and labor on
the personal experiences and family lives of A/PIs from an interdisciplinary and multicultural perspective. Readings, online assignments,
mixed media and cinema will include a broad assortment of historical, theoretical and personal narratives, including non-fiction literature and
poetry, first-hand interviews, community studies, independent films and videos.
In addition to in-class lectures, guest speakers, small group activities and much discussion and dialogue, ASAME 45A will utilize lecture
notes and interactive media online (e.g., www.crossingeast.org). Online and web-based discussion topics and issues for this class are
interdisciplinary in nature including immigration experiences, economic opportunities, political and social histories, anti-Asian movements,
laws and legislation, the role of cultural values within self, family and community. Historical research from the National Archives and Records
Administration--Pacific Region (i.e., Reclaiming the Legacy Project**) will be presented. Since the origin of Ethnic Studies is communitybased advocacy, special events celebrating local A/PI community events will be scheduled (TBA).
**Reclaiming the Legacy promotes the knowledge and teaching of United States history inclusive of the many groups who historically have
been under represented. Preview this web site for more information: http://www.archives.gov/facilities/ca/san_francisco.html
The black and while photograph above is from the National Museum of American History collection. Access their wonderful website at this
URL. (http://americanhistory.si.edu/onthemove/collection/object_380.html). The caption reads, "Chinese workers in a strawberry field, Pajaro
Valley, California." I like this picture because it seems to capture a brief moment when the workers were resting, and because I think it has
an authentic quality. We can see the men’s faces and their presence on American soil.
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“…history has determined our lives, and we must…work hard for what we believe to be the right thing…life is something we borrow and
must give back richer when the time comes.”
--Carlos Bulosan
ASAME 45A
Asian American History to 1945
E-mail: jfujioka@peralta.edu
Office Hours: Mondays and Wednesdays 8:15-9:30am, 12:15-1pm
By appointment @ Laney College in EV-259
Before and after classes in E-211
Telephone: (510) 464-3205 (v-mail)
URL: http://www.laney.edu/wp/asian-and-asian-american-studies/
Course Description:
"Asian American History to 1945" will explore and examine United States history from 1790 to 1945 (approximately 155 years) with an
emphasis on migrant groups to the U.S. from China, Japan, Korea, the Philippines, India and Southeast Asia. The theme of the course will
be "putting ourselves in the context of history." Topics are interdisciplinary in nature including immigration experiences, economic
opportunities, political and social histories, women’s work and contributions, the role of cultural values within self, family and community.
Course Objectives and Goals:
To enable the student to do the following:
1) to compare and contrast events, forces and movements which have played a role in the unique circumstances of each group's Asian
American Experience in order to recognize and raise an awareness of important historical, economic, social, political and cultural factors.
2) to develop a general understanding of major scholarly work in Asian American Studies, and to foster critical thinking about the
fundamental principles, approaches and historical theories related to U.S. immigration and politics.
3) to read, analyze and critically appraise news and information items in the popular press and other media that bear on Asian American
issues in contemporary American society that may have historical connections to the past.
4) to access important API related websites and to contribute to the growing API website directory for the class.
5) to develop your group discussion and leadership skills through class participation and the presentation assignment.
6) to broaden your view and perspective of the Asian American Experience through films, videos and independent media outside of
Hollywood mainstream.
7) to organize and lead a “community service learning” project and/or participate on a field trip (TBA).
8) to examine issues and personal views about the multi-faceted roles around political participation, civil engagement, coalition building,
social responsibility and social activism to empower to make changes and make a difference.
9) Upon completion of course, students will be able to explain the:
a.
b.
c.
push and pull factors in immigration/emigration;
relationship between immigration and the global economy;
ethnic stratification pattern in the United States;
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d.
e.
f.
importance of community solidarity to Asian immigrants and their descendants;
motivation behind racist attacks on Asian Americans;
relationship between homeland colonization and Asian American communities.
Special Note:
This course is designed for students to “take charge of your education.” Learning takes place through active participation and
intellectual involvement with challenging material. In addition to viewing the films, much discussion and dialogue with questions
and analyses follow. Students are expected to attend class regularly, to come prepared by doing the assignments and reading, to
use and develop good listening and facilitation skills, while raising one’s awareness and consciousness about the issues/topics
presented.
Recommended Reading, Texts and Materials:
1) Takaki, R. (1998). Strangers from a different shore. Boston: Little, Brown & Company. ISBN 0-316-83130-1 (paper).
2) ASAME 45A Course Reader (2009). Available at Laney College Library.
3) Optional for Team Projects: Galang, M.E. (ed.) (2003). Screaming monkeys. NY: Coffee House Press.
4) Optional for Team Projects: Hypen Magazine (Fall 2005), Issue 7.
5) An e-mail account with Internet capabilities.
6) Additional variety of handouts, short articles, worksheets and other course materials will be distributed in class (TBA).
7) Additional readings will be available online via the instructor's homepage or via electronic reserve (TBA).
8) A selection of five (5) feature-length movies/films: Pearl Harbor, Tora Tora Tora, Joy Luck Club, Thousand Pieces of Gold, and Picture
Bride. Due to the length of these films (about 2 hours), they will be shown at a special screening time, are available in the campus media
center and/or rented on your own at any large video store (call in advance to check availability). A listing of local public libraries and their
film holdings will also be provided.
9) There are 5-7 documentary videos/films to be shown during class (TBA).
10) Displays, props, supplies and other presentation materials for the PowerPoint Team Project.
Suggested Supplemental Reading
a) Asian Women United of California. (1997). Making more waves. Boston: Beacon Press. ISBN 0-8070-5913-7 (paper).
b) Hom, M. (1987). Songs of gold mountain. CA: Prince/U of C. ISBN 0-520-08104-8 (paper).
c) Kiyama (1999). Four immigrants manga. Consortium/Stone. ISBN 1-880656-33-7 (paper).
d) Hong (1993). Growing Up Asian American. Harp Pub/Avon. ISBN 0-380-72418-9 (paper).
e) Asian American Immigration and History
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Chan, S. (1991). Asian Americans: An Interpretive History. Boston: Twayne Pub.
“Histories and Historians in the Making,” Special Issue (2000), Amerasia Journal 26.
Okihiro, G.Y. (2001). Common Ground: Reimagining American History.
Asian Women United of California. Making More Waves (http://www.asianamericanbooks.com/books/2573.htm)
Hong, M. Growing Up Asian American (http://www.cynthialeitichsmith.com/AsianAmbiog.htm)
Carlos Bulosan, America is in the Heart
Mary Paik Lee, A Quiet Odyssey: A Pioneer Korean Woman in America
Judy Yung, Unbound Feet: A Social History of Chinese Women in San Francisco
John Okada, No No Boy
Others to be discussed in class and online (TBA)
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“If we did all the things we are capable of doing, we would literally astound ourselves.”
--Thomas Edison
Course Requirements and Grading:
Students will complete assignments, follow the reading schedule, conduct online searches, and participate actively during in class activities
each week. In addition, students will meet in small groups, lead discussions, organize and implement team project tasks, and complete
worksheets based on the assigned readings and topics in class. Student leaders are expected to problem-solve when confronted with specific
scenarios, to communicate well and effectively, and to help each other to work together as a team. Grading will be based on attendance/class
participation, online assignments/worksheets, 1 midterm exam, a media project or research paper, a PowerPoint small group project and
presentation, and a final examination. The grade for the course will be determined as follows:
Attendance, Participation, In-Class Small Groups, and Online Activities = 20%
a. 2-3 Online Assignments
b. Quick Writes and Worksheets
c. Students Lead Group Discussions
Midterm Exam and Final Exam = 30%
The PowerPoint Presentation Project and Media Clip = 30%
a. Proposal
b. Preliminary Outline with Working Bibliography
c. First Draft
d. Final Draft
e. Optional Re-Write of the Final Draft
My Laney Project/Film Project or 1 Research Paper (TBA) = 20%
All requirements for the course must be completed on time as assigned. There are no make up assignments nor make up of the short
exam. Missing requirements will be considered a grade of zero for that percentage of the course requirement when computing the final
course grade. Please contact the instructor as soon as possible if you experience any trouble with course content and/or deadlines. Class
participation and regular attendance are required.
Students’ honor code strictly enforced. All relevant reading material may not always be covered during class as students are expected to
follow the assigned reading and comprehend without having a lecture on that material. Please ask questions during class if problems arise.
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Please be prepared for class, be ready to engage, be respectful of opinions that challenge your own, and feel free to stay after class or drop
by office hours if you have any questions or would like to share your thoughts. Your participation is welcomed.
For the highly motivated students (and/or if the topic/issue caught your interest in some passionate or inspirational way), “Extra!!” has been
designed with you in mind. As you follow the syllabus and weekly tasks, please consider reviewing the provided Extra!! material such as the
online resources, relevant references, other supporting documents if you desire (and have the time/motivation) to take the topic/issue to
another level. Please make suggestions on how to improve and update this optional Extra!! course work, too.
Policy on Academic and Student’s Honor Code
As mentioned above, the students’ honor code is strictly enforced. For example, intentional academic dishonesty is unacceptable, and it will
not be tolerated at all. If a student is found cheating or sharing answers on a quiz or exam, plagiarizing on writing assignments, and/or
violating other codes of academic integrity, then s/he will receive a failing grade or “W” grade for the course, and may be reported to the
Laney College, Dean of Student Affairs for appropriate action.
Plagiarism
Plagiarism occurs when a student misrepresents the work of another as his or her own. Plagiarism may consist of using the ideas,
sentences, paragraphs or the whole text of another without appropriate acknowledgement, but it also includes employing or allowing another
person to write or substantially alter work that a student then submits as his or her own. Please be careful about plagiarism, by making sure
you provide citations and by writing in your own words. If plagiarism is found in your paper, then you will receive a zero for the assignment,
and I request that we have a discussion about it during my office hour.
Some Important Notes About Final Grades:
The Laney College Administration usually posts the final grades two or three weeks after the end of the term. If you would like to know your
final grade earlier, then please send, give or attach to your last assignment a SASE (self-addressed stamped envelope) with a note including
your name, ID# and course # by the end of Week 15 or 16. Final grades will not be disclosed by e-mail.
Janine M. Fujioka
Asian/Asian American Studies, Laney College
900 Fallon Street, Oakland, CA 94607-4808
If you have a discrepancy about your final grade, please contact me during my office hours in the following term. I will gladly meet with you
or talk with you by telephone; however, I will only entertain changing a final grade if there is a computational or administrative error. You may
also leave a written message for me in my campus mailbox and/or send me an e-mail message. Please keep hard copies of all of your work
submitted for the class, as I may need to review them again.
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Instructor’s Introduction to Students:
In order to be a well rounded, educated, participating citizen in the community today, it is essential to be well grounded in the knowledge of
one’s own history. It has been said that the victors write the history, so I encourage you to develop a critical eye to the interpretation of
historical events and to emphasize the interpretation of history from multiple perspectives. For example, in our Asian/Asian American
History class this semester, we will study Asian Americans and their contributions to the social and cultural diversity of the United States.
During in-class discussions and dialogue, I will ask you to examine your stereotypes and perceptions on such topics as “define American
culture and history” or “why does ‘American’ usually mean ‘white’?” What are the forgotten, little known and perhaps “silenced” or “ignored”
histories of communities of people like you and me? Since this course focuses on the historical and political factors that have shaped (and
continue to shape) the culture, institutions and society of the U.S. (and worldwide), we examine the role and contribution of workers,
immigrants, women and people of color. I encourage active discussion, exchange and dialogue in these areas.
Why teach Ethnic Studies? Why Asian/Asian American Studies? At first glance, I can’t really say that I come to Laney College with any
clear conscious method or plan, but through sixteen (16) years of teaching at a variety of different settings and places, I have found a few
things that seem to work. If I have any method at all, it would have to be a deep-felt enthusiasm for the subjects I aspire to teach. I can
honestly say that there is no other professional activity that I find more enjoyable or rewarding than teaching. When a student gets an
insight into a difficult process or completes a term paper or a fantastic display at the AAAS Faire and sees a satisfying piece of work, these
“EUREKA!” moments are rewarding both to the student and to me for the role I’ve played in nurturing it somehow.
In the best situation, I try to convey two complementary things. The first is a fascination and excitement with the scope of the academic
subject or scholarly research presented, and the thrill of developing and using new methods for learning more about the past (as well as the
present and future projections). The second is the sense of students being my partners in learning, and of doing scholarly or community
work alongside me. Everyday, I am a “giver” of encouragement. I learned this second aspect of my teaching from the best of my own
university professors, who made me their junior partner in teaching, and encouraged me as a capable intellectual actor ready to tackle the
big issues (and to stand confidently in front of a room full of strangers without shaking). In essence, I was supported, helped, coached,
encouraged and taught how to learn—all very significant early work experience and critical exposure. And therefore, while I am teaching at
Laney College, I desire to “give back” to others.
Together, as partners in education and learning, we will consider redefining American history as a multicultural one, and to raise one’s
consciousness and awareness about historical patterns and connections in the past to present by “putting ourselves in the context of
history.” In terms of media literacy, how does the image of “William Hung” today reflect issues and topics of yesterday? Does Proposition
187 of the 1990’s have a message that is similar to the Chinese Exclusion Act of 1882? I encourage exchange and dialogue in these areas.
Likewise, in the context of world history, I ask you to consider the “push and pull” factors in determining why Asian Americans immigrated to
the U.S. (i.e., Opium Wars in China and demand for cheap labor in California; How does cultivation of sugar cane as a cash crop remake
Hawaii?). Some of the multicultural videos I employ in this course are: “Slaying the Dragon,” “Carved in Silence,” “Ancestors in Americas,”
“Thousand Pieces of Gold,” “The Joy Luck Club,” “Picture Bride,” “Sikhs of Yuba City,” “Dollar A Day, Ten Cents A Dance,” “A Family
Gathering,” to name a few.
I encourage you to continue taking classes in Asian American Studies because “making history” continues
and is on-going. The Peralta Community College District offers ASAME 30, 45B, 32 and others, but consider
not stopping there! Other schools, universities and colleges (check online and distance learning as well) in
the SF Bay Area offer quite a lot, with dozens of courses in the A/PI specialty! Also, you might join a
community outreach and educational group ranging from government/politics, civil rights, health initiatives,
employee relations, etc. I know for a fact that the Angel Island Immigration Station Foundation (www.aiisf.org) is looking for volunteers!
There is much to do, and accomplish via community groups and volunteer activities. Consider this class only the beginning!
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Tentative Weekly Course Schedule (ASAME 45A)
Fall 2012 Semester
____________________________________________________________________________________________________________
Part One: Preliminaries, Introductions and Getting Started
----------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------
Weeks 1 & 2: Course Introduction
Week 1:
Introduction, Syllabus and Course Outcomes
Overview of Course and Ground Rules for Computer Lab Use
Ice-Breaker Exercises
Activity:
Students’ Interviews
Report Back Methodologies
How to be a “STAR” student in AAAS (PowerPoint Presentation)
Read:
TBA
Assignment:
Print “Lecture Notes” for your note taking and review
Purchase Takaki book and Course Reader (if you haven’t already)
Purchase Screaming Monkeys book and “Hyphen Magazine” (consider sharing w/ team project group)
Extra!!
You can find out more about Asian American Issues at the following comprehensive website:
http://www.asian-nation.org/
www.crossingeast.org
Week 2:
“Strangers From A Different Shore”
What is Asian American Studies? Why take Asian American Studies courses?
Ethnic Identity and Political Participation
Practice Quiz:
A “Practice Quiz” to be completed online, saved to disk, print hard copy & dropped in online folder
How to “DROP” Quiz into the Online 45A Folder
Discuss:
Students’ Introductions; Small Group Discussion; Handout/Poem
Activity:
Audience Questions, Answers and Responses (green/yellow cards)
Create E-mail Distribution List & Index Cards; Name Games
Brainstorm Themes/Topics/Issues for the PowerPoint Team Project(s)
Extra!!
You can find out more about Asian American Studies at the following websites:
http://www.sscnet.ucla.edu/aasc/
http://www.library.ucsb.edu/subj/asian-am.html
http://www-dateline.ucdavis.edu/040299/DL_asianamer.html
Week 3: Introduction to Ethnic Studies and Immigration Theory
Introduce Theoretical Framework and Immigration Theory
Discuss:
Lecture Notes; World Maps of Asia, Pacific Region
Highlights from the Takaki reading
The Perpetual Foreigner Myth
Read:
Takaki, Chapter 1
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In Reader: “The State of Asian American Studies in 2001” by Ji Hyun Lim (2001)
In Reader: “AAS Departmental Status at UCLA” (2004)
In Reader: “Public Can Now Research Asian Immigration on Web” (2003)
Extra!!
For more information about Asian Americans and Pacific Islanders in United States History:
National Archives and Records Administration @ www.nara.gov
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
http://www.census.gov/population/www/socdemo/race/api.html
Extra!!
You can find out more at the following web sites: http://www.asianweek.com/
Add World Map(s) w/ Asian Pacific links; Pacific Ocean = Lake (websites TBA)
____________________________________________________________________________________________________________
Part Two: The First Wave of Asian Immigration, the Chinese Americans, and Early Women’s Experiences
Who are the Asian Americans? Review of U.S. Census Data
----------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------
Week 4: Framing Asian American History --“Our Stories, Our History, Our America”
U.S. Census Data and World Maps
The Diverse World of Asians and Asian Americans
Comparative Analysis and Evaluation of the Asian American Experience
Who Immigrated First?
The Early, Early Filipino Community; The Early Chinese Community
Discuss:
Who are the Asian Americans? A/PI’s?
Census Data & Inaccuracies with Names/Groupings
World Maps of Asia, Pacific Region (continued)
Consider Bering Strait/Land Bridge Theory? Ancient Civilizations? China descendents?
Documentary Film: “The Ancestors in the Americas” by Loni Ding (shown in class)
http://www.pbs.org/ancestorsintheamericas/
In Class Review:
Oldest Documented Filipino Family: Felipe Madrigal
Asian World Politics, Climate/Sentiment and the Effect(s) on the Experiences of Asian Americans
Comparative Analysis and Evaluation
Lecture Notes, “Push and Pull”
Read:
Takaki, Selected pages in Chapter 12 (pp. 472-490): Breaking Silence/Memory/Roots
In Reader: Chapter 2, Colonization, Pacific Markets & Asian Labor Migration to the United States Before
the Civil War, pp. 189-202
Extra!!
For more information on the topic/issue:
www.crossingeast.com
http://faculty.ncwc.edu/toconnor/soc/355lect10.htm
Weeks 5 & 6: The Early Chinese American Community
Discuss:
Finding Gold Mountain: “Gam Saan”
Lecture Notes: The Sojourner “Myth” and the “Perpetual Foreigner” (Strangers vs. Settlers)
Asian World Politics, Climate/Sentiment and the Effect(s) on the Experiences of Chinese Americans
Women’s Experiences/Issues (i.e.,“Spanish Mary” from Monterey, California, circa 1800’s)
Review:
Searching For Our Ethnic Roots (PowerPoint Presentation)
Read:
Takaki, Chapters 2 and 3
In Reader: “The Chinese Must Go”
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In Reader: “Prostitution: SF Chinatown, Mid- and Late-Nineteenth Century” by Joyce Mende Wong
In Reader: “Chinese Gold” excerpts by Sandy Lydon
Extra!!
You can find out more about Chinese American History at the following websites:
Chinese Historical Society of America Museum @ www.chsa.org
UCLA Center for the Study of Women @ www.women.ucla.edu/csw
http://www.sscnet.ucla.edu/aasc/
The Early, Early Filipino Community @ http://www.asian-nation.org/
Extra!!
Other current Websites to explore:
http://www.apa.si.edu/ongoldmountain/
http://dizzy.library.arizona.edu/images/chamer/chinese.html
http://www.pbs.org/ancestorsintheamericas/
Activity If Time:
Preliminary Discussion of the PowerPoint Team Project
Consider and Review AAAS Topics and Issues for Team Projects
Prepare for Team Meetings outside of class
Work on the team ACTION PLAN
Designate co-leaders for the team
Complete a team roster and e-mail list for project
Develop calendar and meeting schedule; Brainstorm topics/issues/methods
Begin research and review of materials; Assign tasks to team members
Weeks 7 and 8: Asian American Stereotypes & the Media
What are stereotypes of Asian Americans? Men? Women?
Where do these stereotypes come from? How are they perpetuated?
Documentary Film: “Slaying the Dragon” by Deborah Gee (shown in class)
Produced by Asian Women United (1988)
Activity:
Small Group Discussions: Who is William Hung? Jasmine Trias?
Read:
In Reader:
“Violence and the Representation of Genders and Cultures in Hollywood and the Media”
“Restrictive Portrayals of Asians in the Media and How to Balance Them” by MANAA
“Be The One That You Want: Asian Americans in Television Culture, Onscreen and Beyond” by L.S. Kim
Extra!!
You can find out more about the film “Slaying the Dragon” at the following websites:
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
http://www.naatanet.org/
About William Hung @ http://www.williamhung.net/
http://www.africana.com/columns/izrael/ls20040317hung.asp
Activity:
Who Should Survive?
Discuss:
How has media shaped you? Reflect on your lifestyle media influences—what are they?
What ideology is projected? How do the images effect you? Consider social, political issues?
Bring media samples for analysis. Consider “Screaming Monkeys” text and Hyphen.
Read:
In Reader: “Defining Asian American Cinema” by Peter Feng
“Racial Formation” by Omi and Winant
“The Whites of Their Eyes: Racist Ideologies and the Media” by Stuart Hall
If time, in class film: “Thousand Pieces of Gold” by Nancy Kelly (15 minutes of video only)
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Extra!!
You can find out more at the following websites:
http://www.urbandreamsproject.org/lessonplans/thousand/
http://www.rottentomatoes.com/m/thousand_pieces_of_gold/
Week 9: Prostitution and the Early Asian American Women’s Experiences
A Comparative Analysis of the Early Asian American Women’s Experiences
 Chinese: Judy Yung (19th Century)
 Japanese: Yuji Ichioka (1885-1924)
 Korean: Linda Shin (1903-1945)
 Asian Indian: Hess (1917-1946)
 Filipina: Cordova (1763-Circa 1963)
Discuss:
How did Asian American women contribute to community life? PowerPoint Presentation
http://www.ccis-ucsd.org/publications/wrkg70.pdf
Website Review:
http://www.mccunn.com/TPOG.html
http://www.dartmouth.edu/~hist32/History/S02%20-%20Early%20Chinese%20Prostitution.htm
Read:
In Reader: Prostitution: San Francisco Chinatown, Mid- and Late-Nineteenth Century
By Joyce Mende Wong (pp. 133-138)
Takaki, Selected pages in Chapter 12 (pp. 472-490): Breaking Silence/Memory/Roots
Extra!!
http://books.google.com/books?hl=en&lr=&id=eiQE317r3mgC&oi=fnd&pg=PR17&sig=K6R91wvwnpwVSBYWbvJSfG0jUSU&dq=%22Daniels
%22+%22Asian+America:+Chinese+and+Japanese+in+the+United+States+...%22+#PPA4,M1
http://www.amazon.com/Unsubmissive-Women-Prostitutes-Nineteenth-Century-Francisco/dp/0806132841
http://www.pbs.org/becomingamerican/ce_witness16.html
Weeks 10 and 11: Anti-Asian Legislation, Systematic Oppression and Institutionalized Racism
Significant 25 Anti-Asian Legislation and Laws
Discuss:
Lecture Notes
http://www.aiisf.org/history
Documentary Film: “Carved in Silence” by Felicia Lowe (shown in class)
Read:
Takaki, pp. 231-239 (on Angel Island in Chapter 6)
In Reader: Asian American History and Timeline (Chan)
Extra!!
You can find out more about the film and Angel Island at the following websites:
http://www.naatanet.org/shopnaata/videos/title/C/carved.html
http://www.georgetown.edu/faculty/bassr/heath/syllabuild/iguide/carved.html
http://www.aiisf.org/history
Continue Discussion on Significant Anti-Asian Legislation and Laws
“Confronting Immigration Exclusion from the 1860’s to 1920’s”
Extra!!
Lecture Notes and Charts (TBA)
http://www.sscnet.ucla.edu/aasc/census/
http://www.aafny.org/proom/pr/pr20030610.asp
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Read:
In Reader: “Names, Names, Names” by the Angel Island Association Herald (March 2001)
“Immigration Station History” from the Angel Island Immigration Station Foundation (2005)
“Chinese Responses to Exclusion” by K. Scott Wong
“Asiatic Exclusion League Argues for Excluding Japanese and Korean Immigration, 1908”
“Ray Chase & S.G. Pandit Critique Supreme Court Ruling Excluding East Indians From Citizenship, 1926”
Online Assignment #1: Dr. Ronald Takaki describes the "community of memory" in Chapters 1 and 12 of the Strangers from A Different
Shore book. In your own words, comment on the significance of the "community of memory” (define the concept, give an example, and
describe why it is important), and its critical role in developing "roots" and "breaking the silence" in Asian American Studies. Then, take this
concept to another level by reviewing course material discussed during weeks 1-8 that you believe is related to the “sojourner myth.” Is the
“perpetual foreigner” also relevant today? Describe the word "sojourner" as it is widely accepted in U.S. history to label Asian American
groups. Is the term a myth or a reality? Is the label imposed on Asian Americans? What is the message here? Why is this particular concept
central to the understanding of Asian American immigration to the U.S.? (Hint: what happened to the immigrants once they arrived?). Be sure
to cite examples and references from the Takaki book and other resources.
____________________________________________________________________________________________________________
Part Three: World of Plantation Hawaii and the Cultivation of Sugar
----------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------
Weeks 12 and 13: The Early Japanese American Community in Hawaii and on the Mainland
Koreans, Chinese, Filipinos and other API Groups in Hawaii
Hawaii’s Sugar Plantations and Examples of Ethnic Solidarity
Activity:
Lecture Notes
Inter-Active Exercise or Game
Read:
Takaki, Chapter 4, Raising Cane
In Reader: “A Foreigner Speculates on Hawaiian Land Acquisition, 1849” by Andrew W. Lind
“Native and Asian Labor in the Colonization of Hawai’I by Ronald Takaki
“Sugar!” (TBA)
Extra!!
You can find out more at the following websites:
http://mcel.pacificu.edu/as/students/hawaii/
http://www.janet.org/janet_history/niiya_chron.html
Japanese Americans on the U.S. Mainland
Picture Brides
The Hopes and Dreams of the Issei and the Nisei
Compare/Contrast Conditions in Hawaii and on the U.S. Mainland
Film:
“Picture Bride” by Kayo Hatta (first 20 minutes)
Read:
Takaki, Chapter 5
In Reader: Excerpts from Yoshiko Uchida’s “Picture Bride”
“A Buried Past” by Yuji Ichioka
“Social Solidarity” by Frank Miyamoto
“Farming the Home Place” by Valerie Matsumoto
“The Japanese Problem”
Extra!!
You can find out more about the film and content at the following websites:
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
http://www.naatanet.org/picturebride/make.html
http://www.soc.hawaii.edu/hwhp/hawork/itm.picturebride.html
http://www.glencoe.com/sec/literature/litlibrary/pdf/picture_bride.pdf
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Fujioka, 2012
Week 14: Inter-Generational Conflicts, Inter-Racial Dating and Marriage, HAPA Issues
“On Becoming An American”
Activity:
Assign Research Paper Topics
Discuss Guidelines for Tutorials (see below)
Discuss:
Small Group Activity/Handouts (TBA)
Extra!!
You can find out more about the topic/issue at the following websites:
http://www.hapaissuesforum.org/
http://www.aaari.info/2001DavidCheng%20&%20Susan%20Chan.htm
http://www.colorado.edu/conflict/peace/example/will5746.htm
Other Notes:
Comparative Analysis
The Screaming Monkeys Assignment
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Part Four: Korean Americans, Asian Indians, Forgotten Filipinos, and Other A/PI Groups
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Week 15: Korean Americans
Koreans in America and California Agricultural “GOLD”
(GOLD as a metaphor re: Gold Mountain)
Discuss:
Lecture Notes
In Reader: Korean Cultural Center, “The Story of My Mother”
http://the.honoluluadvertiser.com/specials/korean100/timeline/
Activity:
Discuss Online Assignment
Writing Groups and In-Class Activity
Optional Inter-Active Exercise or Game
Read:
Takaki, Chapter 7
Extra!!
You can find out more about the topic/issue at the following websites:
http://users.rcn.com/ckac/index0.html
http://www.stanford.edu/group/hwimori/korean_american_culture.htm
Week 16: Asian Indians in America
Discuss:
Lecture Notes
Read:
Takaki, Chapter 8
In Reader: (TBA)
Documentary Film:
“Sikhs of Yuba City” Or “Roots in the Sand” (shown in class)
Extra!!
You can find out more about the topic/issue at the following websites:
http://www.whitecranefilms.com/film/puritans.html
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
http://www.pbs.org/rootsinthesand/
http://www.punjabilok.com/heritage/asian_american8.htm
http://p203.ezboard.com/fjattincboard30296frm9.showMessage?topicID=16.topic
Extra!!
“Miss India Georgia” (if time, film shown in class)
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Fujioka, 2012
Week 17: Filipinos in America
The Forgotten Filipinos
Discuss:
Lecture Notes
Read:
Takaki, Chapter 9
In Reader: “Felipe Madrigal” by Marina Espina
Documentary Film:
“A Dollar A Day, Ten Cents A Dance” (shown in class)
Extra!!
You can find out more about Filipinos at the following websites:
http://www.naatanet.org/shopnaata/videos/title/D/dollaraday.html
Filipino American National Historical Society
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
http://www.filipino-americans.com/
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Part Five: Pearl Harbor, World War II, and The Japanese American Concentration Camps
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Week 18: The Watershed of World War II: Democracy and Race
World War II as A Major Turning Point for Asian Americans
The Bombing of Pearl Harbor—What Really Happened?
The Events, Forces and Movements Prior To?
Due In Class:
Final Assignments Due
Optional SASE (due in class)
Discuss:
Lecture Notes
http://www.history.navy.mil/photos/events/wwii-pac/pearlhbr/pearlhbr.htm
http://www.lib.utah.edu/spc/photo/9066/9066.htm
Read:
Film:
Takaki, Chapter 10
Optional Film: Tora, Tora, Tora
Extra!!
You can find out more about the film and content at the following websites:
National Japanese American Historical Society @ www.nikkeiheritage.org
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
http://www.imdb.com/title/tt0066473/
http://www.teachwithmovies.org/guides/tora-tora-tora.html
For the War on Terrorism and Connections to WWII re: Japanese Americans:
http://seattlepi.nwsource.com/attack/39283_intern18.shtml
What Happened to Asian Americans During World War II?
Japanese American Concentration Camps
Read:
Handouts: “Curfew Notice to Japanese Americans”
“The Dark Heart of Japan-Bashing” by Charles Burress
Other Handouts (TBA)
Film:
“A Family Gathering” by Lise Yasui (shown in class)
Activity:
http://www.lifeinterrupted.org/intro.html
Optional Inter-Active Exercise or Game
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Fujioka, 2012
Extra!!
You can find out more about the film and content at the following websites:
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
http://www.naatanet.org/shopnaata/videos/title/F/familygathering.html
http://www.teacheroz.com/Japanese_Internment.htm
http://www.lib.utah.edu/spc/photo/9066/9066.htm
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Part Six: WWII Heroes, Veterans’ Issues, Conclusions and Course Wrap Up
-----------------------------------------------------------------------------------------------------------------------------------------------------Review for Final Exam
“Remembering “ Pearl Harbor Day
Comparative Analysis and Evaluation of the Asian American Experience
Takaki: Summary of the Book and the Chapter Readings
Discuss:
Americans Who Served in WWII
Asian American Soldiers, Nisei Soldiers and WW II Veterans
Filipino Veterans in San Jose
http://www.naffaa.org/veterans/
The Story of the 442nd Combat Team
http://www.katonk.com/442nd/442/page1.html
Film:
Optional “Come See The Paradise” or “Go For Broke”
Extra!!
http://www.goforbroke.org/
Course Wrap Up and Final Exam
Re-Review Asian American History and Timeline (Finale)
Comparative Analysis and Evaluation of the Asian American Experience (Finale)
Final Exam
Course Wrap Up and Final Class Reflection
____________________________________________________________________________________________________________
That’s All Folks!
Have a nice break!
Anti-Japanese Propaganda (www.asiannation.com)
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Fujioka, 2012
Recent book by Frank Chin
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