ANTH 3140 Latin@s in the U.S. Course Syllabus University of North Texas Spring 2011 TR 12:30‐1:50 Wooten 115 Ms. Jennifer Roglà, M.A. Office Hours: ISB 206G, Tues 2‐4:30PM or by appt Phone: 940‐369‐5180 Email: please use Blackboard David Franco, Course TA Office: Chilton 338D (TA Office) Phone: 940‐369‐3844 (TA Office) Office Hours: Thurs 2‐5PM Email: please use Blackboard Course materials available on Blackboard: http://webctvista.unt.edu Blackboard Student Help Desk/Tech Support: 940‐565‐2324 Spanish‐English Translation Engine: http://www.wordreference.com This course will be as paperless as possible in an effort to support UNT sustainability goals. Course Description This course uses two major tools to explore the various constructions of Latin@ race, ethnicity, and identity, as well as the social and political implications of being Latin@ today: 1. Theories & research relating to constructions of Latin@ identity and perceptions of Latin@s in the U.S., both internal and external to the group. Study of the related history of Latin@s in the U.S. that has contributed to the maintenance and transformation of cultural identity, and a final student research paper. 2. Practical experience through a semester‐long service‐learning project where students will engage in the Latin@ community of Denton, and use their observations and interactions with local Latin@s to relate the theory of the course to the real experience of Denton Latin@s. Class Correspondence The instructor will relay important information to students in class or via Blackboard email and announcements. Students are responsible for BOTH regularly attending class and regularly checking the Blackboard course page in order to receive this information; the instructor is not responsible for information missed by students who do not attend class and log‐in to Blackboard on a regular basis. Required Texts There are no books to purchase for this course; the readings will be articles that are available through the electronic course reserves at the library: http://iii.library.unt.edu/search/r . You will need the following information to access the articles:  Your UNT ID  Your library PIN (if you don’t have one, you will be assisted in creating one the first time you access the reserves)  The course password: anth3140 Readings are NOT optional. Students must have read the articles in order to obtain good marks, which will be achieved by demonstrating thoughtful analyses of readings in all course assignments. 1 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s Course Requirements & Evaluation 1. Service‐Learning Project: Field Notes (36% – 12 field notes worth 3% each) PURPOSE  To contribute to the overall body of scholarship about the cultural experiences of Latin‐Americans in the United States and perceptions of their experiences.  To have a detailed written record of each of your field experiences, which may be used for your final project if you decide.  To make connections to course readings at the moment your observations are fresh in your mind, to both connect the academic course readings with reality, as well as avoid the forgetfulness that often accompanies final paper writing time at the end of a course.  To gain methods experience gathering qualitative data, and writing high quality field notes. HOW TO GET AN “A” (Conceptually)  Pick a field site where you can mentor/aid a Latin@ of any age (someone you are NOT familiar with and are NOT related to) for a minimum of 12 hours throughout the semester (≈ one hour/week). Several options are available to you through the class, such as mentoring at nearby Rayzor Elementary school, the MasterPeace Program teaching children peace through art, and through free adult ESL courses taught in Denton. You can also propose your own service‐
learning site as pre‐approved by your instructor (proposals due Jan 25th, 12PM, on Blackboard).  Time spent at the field site will be a minimum of 12 hours. The ideal schedule is one hour per week for 12 weeks; students will not be allowed to do more than two hours per week (minimum of six weeks) towards their 12 hour total. Only turn in field notes on the weeks you go to your field site.  Good field notes will be extremely detailed, with relevant data, which we will go over in class. Field notes should employ the highly valued notion in anthropology of “rich description.”  Good field notes will draw several comparisons between observations and any relevant course readings up to that point. Comparisons will be clearly developed and well‐articulated. *** If you are having trouble thinking of reading comparisons, you can a) think harder, b) talk to your professor BEFORE it is due for guidance, and/or c) look up other outside sources/read ahead. You are required to make at least one connection with each reading for that week in each field note. This will take creativity!  Students may be called upon on occasion to share some of their observations and analyses/ connections in class that week during discussion. This way both you and your peers can gain and learn from one another as the weeks go on.  Students will be graded on two main categories: 1. Content Quality: o Ability to follow the directions above of the assignment and complete its objectives; if you do not understand the directions, the burden falls on you to ask the instructor for clarification. o Ability to make new, innovative connections on the subject that show you have thoughtfully considered the points presented in readings and lectures. o Ability to show a clear, logical thought process that incorporates the lessons/content learned in the course. 2. Professional Quality: o In the indicated Field Note format, as discussed in class and as posted on the course Blackboard site. o APA citations where applicable. 2 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s Checked multiple times for errors of spelling, punctuation, grammar, etc. Using spell‐
check does not count as having proofread your paper; many mistakes are not caught by program spell‐checkers. HOW TO GET AN “A” (Logistically)  Field notes must follow the template posted in “ANTH 3140 Field Notes” folder on the Blackboard homepage for this course.  APA cite all relevant texts at the end of your paper.  Weekly field notes MUST be between 650‐700 words (approx. 1.5 pages) not including citations, per EACH hour at the field site, and single spaced. This means, for example, 1300‐1400 for a two‐hour session. Entries may not be less than 650 words or more than 700; citations do not count towards the word count.  Weekly field notes will be graded out of 10.  Weekly field notes will always be due on Blackboard through Turnitin by 12PM on Mondays, for the prior week’s observations. Assignments must be done in Word or similar format to be accepted by Turnitin.  Weekly field notes will not be accepted more than 24 hours late and will lose two points (20%) if turned in late. A “0” (zero) will automatically be assigned if the field notes are not received by 24 hours after the submission deadline, even if it is by minutes. o
2. Discussion Leader (10% – written discussion guide and in‐class leader for two days, each day worth 5%). You will each sign up to be a discussion leader for two different days this term. PURPOSE  To ensure that AT MINIMUM, each student has deeply engaged with the material for at least two days, which they will be more likely to remember and think critically about in the future.  To employ the Socratic method of teaching. This method focuses on teaching through questions rather than declaring answers, and assists individuals in developing critical thinking skills and creativity in their academic pursuits.  To give students more experience with leading a group and leading a discussion. HOW TO GET AN “A” (Conceptually)  Fill out the Discussion Guide for that day with as many details and critical ideas as possible.  Then be prepared to be the most vocal person in the class those days – ready to answer any questions that come up in class, and ready to ask your own you have come up with in the Discussion Guide. There will be more than one person signed up for your day, which does not mean you have a free ride, it means you’ll have competition.  Students will be graded on two main categories: 1. Content Quality: o Ability to follow the directions above of the assignment and complete its objectives; if you do not understand the directions, the burden falls on you to ask the instructor for clarification. o Ability to make new, innovative connections on the subject that show you have thoughtfully considered the points presented in readings and lectures. o Ability to show a clear, logical thought process that incorporates the lessons/content learned in the course. 2. Professional Quality: o The written Discussion Guide must follow the template posted in “ANTH 3140 Discussion Leading” folder on the Blackboard homepage for this course. o The written Discussion Guide must be checked multiple times for errors of spelling, punctuation, grammar, etc. Using spell‐check does not count as having proofread your paper; many mistakes are not caught by program spell‐checkers. 3 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s The leadership of the in‐class discussion should be professional, productive, and obvious to everyone in the classroom who the leader(s) is(are). HOW TO GET AN “A” (Logistically)  Students will sign up for the week by the end of the first week of class (January 18‐21, 12PM), on a first come, first serve basis. Weeks 2‐13 will be available. Students who have not chosen their two days by Friday, 1/21, at 12PM, will be assigned whatever is left by the instructor.  Written Discussion Guides should be single spaced and MUST meet the minimums per reading indicated in the guide directions (numbers include the template text). Multiple reading guides for a day (due to more than one assigned reading) should be copied into one document.  Your Discussion Guides for the week will be graded out of 10, and your leadership of the in‐class discussion will also be out of 10 (graded separately).  Discussion Guides will always be due on Blackboard through Turnitin by 12PM on your chosen class days. Assignments must be done in Word or similar format to be accepted by Turnitin.  Discussion Guides will not be accepted late. A “0” (zero) will automatically be assigned if the guides are not received by the submission deadline, even if it is by minutes. o
3. Final Research Paper (34%). Students will conduct research during the term for their final term paper; they can use their Field Notes as data if they like, or do a topic of each student’s choosing. Papers should be approx. seven pages not including the title page or reference section. Students will do a short 5‐7 minute class presentation on the highlights of their findings. Detailed instructions will be handed out separately. 4. Attendance and Participation in Course Activities (20%). As an upper level course, students will be expected to significantly contribute to the classroom by:  Demonstrating knowledge of the assigned readings.  Offering thoughtful analyses, reflections, and critiques of topics discussed in class.  Making discussion comments which build on the comments of other class members.  Attending. Attendance will be taken at each class, as well as at your field site for the service learning component of the course. If you are absent you obviously cannot contribute to discussions; moreover a good deal of information you will need to complete proper analyses on your written assignments will only be presented in class. Students are responsible for all materials and announcements presented in class, whether or not they were there, so find a note buddy in your class if you are absent, and do not expect your instructor to catch you up on her own time. o In Class (10%): Students have up to FOUR (4) absences without penalty, but upon the FIFTH (5th) class missed, your course grade will drop 1% for non‐attendance (the more missed, the bigger drop). This includes students who are more than 20 minutes late. Excused absences will not be accepted except for extraordinary circumstances, and only if the other four can also be excused. o At your Field Site (10%): Students will need to get their attendance slip signed each time by your project liaison that has been pre‐approved by your instructor. Students who must miss a session need to notify their indicated liaison as soon as possible, so alternate arrangements can be made. You will need to immediately make up any sessions missed within that week; otherwise you will not be able to turn in your field notes for a grade that week. Your course attendance grade will drop 2% each time if:  1) you miss a session without makeup (plus your zero for field notes that week),  2) you do not notify your indicated liaison of your absence beforehand, and/or  3) it takes you longer than one week to make up the session. Remember, it is much different having to face a child or adult who is building trust with you when you skip a session, than it is facing your professor when you miss class. 4 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s The points for each category above will be added together and then assigned their respective percentage of your overall grade. Final grades for the course will be awarded on the following scale:  A 90%‐100%  D 60%‐69%  B 80%‐89%  F <60% *Decimals will be rounded to the nearest whole.
 C 70%‐79% Student Expectations The Golden Rule is fundamental in this course. 1. Students will be respectful to their classmates and instructor both during course discussions and on Blackboard. Comments should be professional and constructive. 2. Students are expected to attend all lectures for the duration of the lecture. Tardiness and leaving early violate this expectation. Do not come late or leave early without informing me of your good reason ahead of time. 3. Students are expected to come to class prepared for the day’s discussion. Readings should be completed and a short list of questions/discussion topics should be prepared to contribute during course discussion. You are expected to carry your own weight and create the learning environment through the contribution of your individual perspective. 4. Any use of MP3s, cell phones, or other similar devices will not be tolerated in the classroom. Any student caught using such a device or any devices ringing, etc., will give it over to the instructor for the remainder of class. Multiple episodes will require devices to be handed over every class. 5. Personal computers are not permitted in the classroom. If a student has an absolutely necessary reason, s/he must receive specific permission from the instructor beforehand. 6. Reading outside literature, sleeping, or excessive private conversations in class is extremely disrespectful to your instructor, frustrates your classmates, and wastes learning time. Only come to class if you are prepared to listen, learn, and publicly contribute to everyone’s learning. 7. When writing to the TA or instructor, students are expected to send polite and complete emails with a greeting and salutation. The TA and/or instructor will have the courtesy and respect for you to write back in a similar fashion. Otherwise, you will be notified to try again. You will be warned and/or asked to leave the classroom if you cannot fulfill your above expectations on a particular day. If you are asked to leave, this will count as an absence. Plagiarism Policy The Department of Anthropology does not tolerate plagiarism or any other form of academic dishonesty. Students caught, even if minor or unintentional, in ANTH 3140 will be punished as harshly as a zero (0) on any assignment they plagiarize. Students suspected of grave academic dishonesty will be given a hearing in which they are informed of the charges. If there is clear evidence in support of the charge, they will automatically fail the course. For more information on the university’s policies regarding academic integrity and dishonesty, see the Center for Student Rights and Responsibilities at http://www.unt.edu/csrr . Plagiarism is defined as misrepresenting the work of others (whether published or not) as your own. It may be inadvertent or intentional. You should always provide references for any facts, statistics, quotations, or paraphrasing of information that are not common knowledge. For more information on writing papers, including how to avoid plagiarism and how to use citations, see the Department of Anthropology’s Writing Guide at http://anthropology.unt.edu/resources‐writingpaper.php . 5 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s Non‐Discrimination Policy It is the policy of the University of North Texas not to discriminate on the basis of race, color, religion, sex, age, national origin, disability (where reasonable accommodations can be made), disabled veteran status or veteran of the Vietnam era status in its educational programs, activities, admissions or employment policies. In addition to complying with federal and state equal opportunity laws and regulations, the university through its diversity policy declares harassment based on individual differences (including sexual orientation) inconsistent with its mission and education goals. Direct questions and concerns to the Equal Opportunity Office, 940‐565‐2456, or the Dean of Students, 940‐
565‐2648. TDD access is available through Relay Texas, 800 735 2989. Anthropology does not discriminate on the basis of an individual’s disability as required by the Americans with Disabilities Act. The program provides academic adjustments and aid to individuals with disabilities in its programs and activities. If you have a disability, you are strongly advised to contact the Office of Disability Accommodations (UU 318A) or by telephone at 940‐565‐4323. It is the responsibility of the student to make the necessary arrangements with the instructors by the 3rd class period. Course Schedule/Readings *subject to change during the term* Students are expected to complete each day’s assigned readings before class. Due dates are also below. Date Readings Topics ≈ Pgs Mondays, 12PM: Written Discussion Guides are due on Blackboard by 12PM on the days you chose. WEEK ONE January 18‐21, 12PM: Sign‐up for Discussion Leading will be open on Blackboard>Discussion. January 18 FIRST CLASS Intro to Course Assignment: Read Syllabus THOUROUGHLY! 20 Strayhorn – Special Report: Undocumented Immigrants in Texas. A Financial Analysis of the Impact to the State Budget and Economy. January 20 Schensul, Schensul, & LeCompte – Exploratory or Methods and Project 30 Open‐Ended Observation Descriptions *Informational presentation on option for working with local children Recommended Readings on Latin@ Demographics in the U.S.:
 Ramirez, R. (2004). We the People: Hispanics in the United States. Census 2000 Special Reports. US Census Bureau. Retrieved from http://www.census.gov/prod/2004pubs/censr‐18.pdf  US Census Bureau. (2006). Hispanics in the United States. Washington, DC: Ethnicity and Ancestry Branch, Population Division. U.S. Census Bureau. Retrieved from http://www.census.gov/population/www/socdemo/hispanic/hispanic_pop_presentation.html
WEEK TWO January 25 Martinez – A Word about the Great Terminology Question (1‐3) Gonzales – The Political Construction of Latino Nomenclatures in Twentieth‐Century New Mexico (158‐185) 3 The “Imagined” 27 Community *Film: Brown is the New Green (60 mins) 6 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s January 26, 12PM: Proposals for field site due on Blackboard for pre‐approval. 7 The “Imagined” January 27 Martinez – Reinventing “America: Call for a New 13 Community National Identity (41‐48) Anzaldúa – The Homeland, Aztlán/El Otro México. (23‐35) WEEK THREE 17 February 1 Negrón‐Portillo – Puerto Rico: Surviving Colonialism Being Here vs. 30 Coming Here: and Nationalism (39‐56) Colonization Vélez‐Ibáñez – The American Entrada: “Barrioization” and the Development of Mexican Commodity Identity (57‐87) 19 Being Here vs. February 3 Portes – A Year to Remember: Mariel (18‐37) 2 US Dept of State Fact Sheet – Refugee Admissions Coming Here: Program for Latin America and the Caribbean Refugees *IRB in‐class workshop
References on US/Mexico Border Relations:
 Treaty of Guadalupe Hidalgo: http://www.ourdocuments.gov/doc.php?flash=true&doc=26&page=transcript  The Gadsden Purchase: http://www.gadsdenpurchase.com/  Treaty and Purchase Map: http://thomaslegion.net/thetreatyofguadalupehidalgo.html WEEK FOUR February 7, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. Being Here vs. February 8 Massey, Durand, & Malone – Principles of Operation: Theories of International Migration Coming Here: (7‐23) Immigration – Why Davis – To Cross is to Die a Little: Crossing the and How? Border (99‐126) February 10 Re Cruz – Taquerías, Laundromats, and Protestant Being Here vs. Coming Here: Churches: Landmarks of Hispanic Barrios in Immigration – Life Denton, Texas (281‐303) Southern Poverty Law Center – Beneath the Pines: After Arrival Stories of Migrant Tree Planters (1‐17) 16 27 22 17 References on Immigration and U.S. Citizenship:
 The Dream Act http://dreamact.info/  How to become a U.S. citizen http://www.visaus.com/citizen.html  Three Legal Ways to Become an American Citizen http://www.associatedcontent.com/article/24255/three_legal_ways_to_become_an_american.html  Immigrant Justice Project of the Southern Poverty Law Center: http://www.splcenter.org/get‐
informed/publications?agenda=22
WEEK FIVE February 14, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. February 15 Diaz – Thought and Two Languages: The Impact of Education: 31 Bilingualism on Cognitive Development (23‐54) Bilingualism & Identity
5 Education: February17 Crawford – Ten common fallacies about bilingual Bilingualism & Identity 17 education (51‐56) *Film: Fear & Learning Nuñez‐Janes – Bilingual Education and Identity at Hoover (52 mins) Debates in New Mexico: Constructing and Contesting Nationalism and Ethnicity (61‐78) 7 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s WEEK SIX February 21, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. February 22 Moll – Mobilizing Culture, Language, and Educational Activism & Social 9 Practices: Fulfilling the Promises of Mendez and Movements: School 20 Brown (451–460) Discrimination Schecter, Sharken‐Toboada, & Bayley – Bilingual by Choice: Latino Parents’ Rationales and Strategies for Raising Children with Two Languages (261‐
281) February 23, 12PM: Proposal for final research project due on Blackboard. 7 Activism & Social February 24 Chavez – The Organizer's Tale (43‐50) Trumpbour & Bernard – Unions and Latinos: Mutual Movements: Workers’ 19 Rights Transformation (126‐145) *Film: Viva La Causa (39 mins) WEEK SEVEN February 28, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. 45 March 1 Perea – The Black/White Binary Paradigm of Race: Activism & Social Movements: Political The "Normal Science" of American Racial Rights & Power Thought (1213‐1258) Activism & Social 2 March 3 “El Plan Espiritual de Aztlán” Oboler – “Establishing an Identity” in the Sixties: The Movements: Political 35 Mexican‐American/Chicano and Puerto Rican Rights & Power Movements (44‐79) Further Reading on Political Rights & Power
 Guzman, P. (1995). The Party, from Palante! Young Lords Party. In R. Santiago (ed.), Boricuas Influential Puerto Rican Writings‐An Anthology (pp. 52‐60). New York: Ballantine Books. WEEK EIGHT March 7, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. March 8 Hurtado – Sitios y Lenguas: Chicanas Theorize Activism & Social 27 Feminisms (134‐161) Movements: Feminism 7 March 10 Sotomayor – A Latina Judge’s Voice Activism & Social Movements: A Slice of Life as an Immigrant *Film: The City/La Ciudad (66 mins) Further Reading on Latina Feminism  Martinez, E. (1998). In Pursuit of Latina Liberation. In De Colores Means All of Us: Latina Views for a Multi‐Colored Century (pp. 163‐181). Cambridge, MA: South End Press.
March 12, 12AM: Weekly Field Notes due on Blackboard for THIS week’s observations (due to Spring Break).Please note this is midnight on Friday night. ‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ SPRING BREAK ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ WEEK NINE (no field notes due – turned in Friday before break) March 22 Rodriguez – Puerto Ricans: Between Black and White Latin@ Subgroups & 10 28 (81‐91) Issues: Race & Torres‐Saillant – Inventing the Race: Latinos and the Nationality Ethnoracial Pentagon (123‐151) 8 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s March 24 Latin@ Subgroups & 19 Paz – The Pachuco and Other Extremes (9‐28) Vigil – Community Dynamics and the Rise of Street Issues: New Identities 12 Gangs (97‐109) Further Reading on Race & Nationality
 Hernández, T.K. (2003). Response to Silvio Torres‐Saillant: ‘Too Black to be Latino/a’: Blackness and Blacks as Foreigners in Latino Studies. Latino Studies, 1(1), 152–159. Retrieved from ProQuest Database. WEEK TEN March 28, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. March 29 Limón – Culture and Bedevilment (187‐207) Latin@ Subgroups & 20 Issues: Religion & Healing March 31 Gálvez – Our Lady of Guadalupe: The Image and its Latin@ Subgroups & 34 Circulation (72‐106) Issues: Religion & Healing References of Religious Paintings  Gallery of retablos (religious paintings) by Mexican migrants, collected by the Mexican Migration Project, Princeton University, Douglas Massey and Jorge Durand, co‐directors: http://mmp.opr.princeton.edu/expressions/retablos‐en.aspx Further Reading on Religion  Levitt, P. (2009).Two Nations Under God? Latino Religious Life in the United States. In M.M. Suárez‐
Orozco, & M.M. Páez (eds.), Latinos Remaking America (pp. 150‐164). Berkeley; Los Angeles, CA: University of California Press. WEEK ELEVEN April 4, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. April 5‐8, 12PM: Sign‐up for final presentations will be open on Blackboard>Discussion. April 5 Stevens – Marianismo: The Other Face of Machismo Latin@ Subgroups & in Latin America (89‐101) Issues: Gender Segrest, Romero, & Domke‐Damonte – Exploring the Role of Machismo in Gender Discrimination: A Comparison of Mexico and the U.S. (13‐31) Latin@ Subgroups & April 7 Peña – Language and Meaning in Miami’s Cuban Issues: Sexual American Gay Worlds (231‐250) Orientation Quintanales – I Paid Very Hard for My Immigrant Ignorance (167‐174) Moraga – Prologue: The Long Hard Path (15‐22) 12 18 19 7 7 Further Reading on Gender  Gil, R.M., & Vazquez, C.I. (2002). The Maria Paradox: How Latinas can Merge Old World Traditions with New World Self‐Esteem. Bloomington, IN: Scenery Press.
WEEK TWELVE April 11, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. April 12 Tatalovich – Official Language: English‐Only versus Multi vs. English‐Plus (196‐220) Monolingualism: Language Policy April 14 Ugalde – "No Se Habla Espanol": English‐Only Rules in Multi vs. Monolingualism: the Workplace (1209‐1241) Baldwin – Ramirez v. Plough: Should Manufacturers Language Collisions of Nonprescription Drugs Have a Duty to Warn in Spanish? (837‐874) 24 11 14 9 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s Further Reading on Language Issues  Tse, L. (2001). “Why Don’t They Learn English?”: Language Policy and Public Perception // The State of English‐Language Learning. In Why don't they learn English? : Separating fact from fallacy in the U.S. language debate (pp. 1‐25). New York; London: Teachers College Press. WEEK THIRTEEN April 18, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. 20 April 19 Hayes‐Bautista – The Latino Health Research Agenda Current Reports: Health & Public Policy ? for the Twenty‐first Century (215‐235) TBD readings on Arizona ban on ethnic studies, immigration law, proposal to deny citizenship to children born to undocumented parents, effects on other states, current federal immigration policy, Dream Act 7 April 21 Passel & Cohn – U.S. Unauthorized Immigration Flows Current Reports: Economic & Political 2 Are Down Sharply Since Mid‐Decade (i‐vii) 2 Cose – What Sotomayor is Starting: The Evolution of Impact 4 Latino Politics 6 Bandow – Vote No on Sonia Sotomayor Lopez – Latinos and the 2010 Elections: Strong Support for Democrats; Weak Voter Motivation (i‐vi) Lopez – The Latino Vote in the 2010 Elections (i‐iv) Further Reading on Current Issues  Fry, R., & Passel, J. S. (2009, May 28). Latino children: A majority are U.S.‐born offspring of immigrants. Washington, DC: Pew Hispanic Center. Retrieved from http://pewhispanic.org/reports/report.php?ReportID=110 . WEEK FOURTEEN April 25, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. April 26 Presentations April 28 Presentations WEEK FIFTEEN May 2, 12PM: Weekly Field Notes due on Blackboard for the prior week’s observations. May 3 Presentations May 5 Presentations FINALS May 12 Final Research Paper due on Blackboard>Turnitin by 12:30PM References Anzaldúa, G. (1987). The Homeland, Aztlán/El Otro México. In Borderlands/ La Frontera The New Mestiza, (pp. 23‐35). San Francisco: Aunt Lute Books. Baldwin, L. (1995). Ramirez v. Plough: Should Manufacturers of Nonprescription Drugs Have a Duty to Warn in Spanish?. University of San Francisco Law Review, 29, 837‐874. Retrieved from Lexis Nexis database. Bandow, D. (2009, July 30). Vote No on Sonia Sotomayor. American Spectator. Retrieved from http://www.cato.org/pub_display.php?pub_id=10404&utm_source=feedburner&utm_medium=f
eed&utm_campaign=Feed%3A+CatoRecentOpeds+%28Cato+Recent+Op‐eds%29 10 | A N T H 3 1 4 0 S p r i n g 2 0 1 1 S y l l a b u s Chavez, C. (1966, July). The Organizer's Tale. Ramparts Magazine, pp. 43‐50. Retrieved from http://www.farmworkermovement.org/ufwarchives/DalzellArchive/RampartsMagazine/Cesar%20
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