Immigration & Identity:
Ms. Barbata Jackson
jessica.barbata@pcsed.org
Race, Ethnicity & Culture in 19th/20th Century America
Fall 2014
Office Hours: By appointment
(M/T/Th)
This course will provide a survey of U.S. immigration history as we investigate the central questions in the field of
immigration studies. What are the political and economic factors that cause immigration? To what extent have arriving
immigrant groups been discriminated against and racialized? How does race and class affect the “Americanization”
process, and how does the media work to perpetuate ethnic and racial stereotypes? To what extent is the “American
Dream” a reality? How have immigration restrictions been justified and validated? How did European immigrants (like
Irish, Jews and Italians) “become white”? How have labels of legality and illegality evolved and developed, especially
with regards to the US/Mexico border? This course seeks to investigate the inherent complexities of American
immigration studies.
While also exploring themes such as transnationalism, race and ethnicity, the evolution of immigration policy as well
as the political and social dynamics of diaspora, this course will also be firmly grounded in the current debates
surrounding immigration policy, especially with regards to the impact of 9/11 upon these discussions. In addition to
establishing the basic historical framework for understanding immigration history, the goal of this course is to
critically engage with these historically-based but current conversations, as well as to prepare students for the reading,
writing and discussion requirements of a collegiate history seminar.
Required Text:
Ngai, Mae M, and Jon Gjerde. Major Problems in American Immigration History: Documents and Essays.
Boston: Wadsworth, 2013.
Immigration Reader 2014 & other periodically assigned primary and secondary source readings.
Supplementary Texts:
Akers Chacón, Justin, Mike Davis, and Julián Cardona. No One is Illegal: Fighting Violence and State
Repression on the U.S.-Mexico border. Chicago: Haymarket Books, 2006.
Rothenberg, Paula S., Race, Class, and Gender in the United States: An Integrated Study. 9th ed. New York:
Worth, 2014.
Resources:
Rael, Patrick. Reading, Writing and Researching for History: A Guide for College Students. Brunswick, ME:
Bowdoin College, 2004. http://www.bowdoin.edu/writing-guides/
Grading:
Exams (Quizzes, Midterm,
Final): 30%
Major Assignments (Research Paper/Current
Event Project): 40%
Participation: Leading Discussion/
Discussion Participation/Response
Papers: 30%
Exams: The course will be assessed with two essay exams, a midterm and a final exam.
Reading/Homework/Participation: Completion of readings PRIOR to our meetings is essential for fruitful
discussion, therefore, please come to class having carefully read and considered the assigned readings so that you can
share your voice in class discussion. Because this class will be primarily a discussion format, participation is a required
component for this class. I really look forward to having meaningful discussions about the material with all of you, but
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the only way we can all make that work is if you come to class prepared to contribute. Your participation grade will be
based on your constructive, respectful and thoughtful contributions to class discussions, as well as your response
papers and periodic in-class writing assignments. You will also be specifically responsible for “leading” discussion
twice over the course of the semester. In addition to completing the assigned readings for that week, you will be
responsible for generating discussion questions and helping to facilitate the class discussion.
Response Papers: Each week, you will be responsible for submitting a brief, 1-2 page response paper; these papers
should provide a concise distillation of the central arguments from the assigned readings; you should additionally
include two to three discussion questions at the end of your paper. (These may be questions that you were left
pondering after your reading or possible discussion questions for our class. For example: What does the author mean
by their use of the term agency? To what extent do we see Irish immigrants exercising agency?)
These papers are your opportunity to show me that you have carefully read and critically considered the readings for
the week; they should be correctly formatted/organized (typed) with proper grammar and spelling and should
generally follow this format: paragraph #1: summarize the author’s argument; in paragraph #2: reflect on the author’s
argument; in paragraph #3: provide two to three discussion questions. Please keep in mind that you may have multiple
readings/authors for a given week’s response paper; your job is to practice concision in summarizing and relating the
different readings to one another. Your response papers must incorporate the ideas/authors from the assigned
secondary readings, however, you may additionally address any assigned primary sources.
Immigration Research Paper: Over the course of the semester, we will be working on a 6-8 page research paper that
will be thematically linked to US immigration studies and your own immigration history. There will be several stages,
for the assignment. Specific dates and guidelines will be provided.
Current Event Project/Presentation: You will be responsible for putting together a project presentation that will
investigate a recent current event of your choice (thematically linked to topics from this course). In addition to
providing the historical context for the current event, you will then be responsible for facilitating a class discussion
surrounding the controversies presented by your current event. These presentations will take place at the end of the
semester.
CLASS POLICIES
Turning in Work
 For this class we will learn/use Chicago style. In addition to turning in a hard copy, all major written assignments
will also be submitted via turnitin.com.
Missing Class
 You are responsible for turning in written assignments (and taking the midterm/final) on the day they are due (or
assigned), whether or not you are present in class. In the case of a planned or unexpected (excused) absence on the
due date of an assignment/test, you must contact me before/on the deadline in order to ensure that your
assignment is not considered late and to establish an alternate due date. Major written assignments will be marked
down one full grade for each day they are late.
Communication
 Communication is key, so keep in touch. Do not hesitate to contact me (email is best) if you have any questions,
concerns, or need assistance in class. If you are having difficulty with the articles/readings, please bring your
questions up with me as soon as possible.
Behavior
 You are expected to enter class on time, prepared and ready to work; please exercise maturity by being respectful,
polite, responsible and engaged.
 All cell phones, pagers, iPods, MP3 players, and all other electronic gadgets should turned off when you walk in
the classroom door and, of course, during class. Students should only engage in learning activities typically
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assigned in the class. Electronic devices being used for personal and entertainment during class will be
confiscated.
Academic Honesty
Plagiarism is defined as “submitting material that in part or whole is not entirely one’s own work without attributing
those same portions to their correct source.” It is the expectation that all work submitted in this class is your own,
original work and is properly cited. Read PCS’s Academic Honesty Policy in your handbook. Read the History
Department’s Plagiarism Guide (posted on History Department Faculty’s Webpages). Live with integrity.
Meeting Schedule
On occasion (once “Open Period” forms are turned in), you will be given class time to work on research and to
complete readings for this class; as our schedule allows, this will occur on either Mondays or the second-half of block
Thursdays. Again, this time is to be used for independent research, research meetings with me and/or readings for this
class. While our schedule is subject to change, please see the syllabus calendar for more information about our
schedule.
Intellectual Environment
I expect everyone to come to class prepared and intellectually engaged. Sharing your ideas in the classroom will help
develop your ability to form thoughtful and appropriate responses to assignments and questions. For this reason, we
must all strive to ensure a safe learning environment in which everyone feels comfortable to express their opinions
amongst their peers and the instructor. A safe environment is free from offensive language, verbal attacks and rude
behavior such as interrupting when someone else is speaking. Instead, choose to be here—as our goal is to work
together and share ideas from the readings in order to better comprehend, critique and analyze history. Although you
may feel strongly about certain issues, people are expected to conduct themselves respectfully and with integrity in the
classroom. Remember, it is okay to disagree.
Ground Rules for Discussion
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Maintain Confidentiality
Use “I” statements
Refrain from direct personal attacks against individuals/groups but instead focus on institutions
Do not assume what other people’s beliefs are
Don’t make generalizations that could offend
Don’t be condescending
Grant yourself (and each other) permission to have flaws, to make mistakes and to learn from them
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Week-by-Week Schedule for Immigration & Identity
*This syllabus is subject to change by the instructor as conditions warrant
Week 1: August 13th to 15th: Introduction to US Immigration
8/13
Introduction/Syllabus
8/14 (B)
Readings DUE: “A New Century: Immigration and the US,” (reader #1).
Assign Research Paper
Discussion: What is the current state of immigration and naturalization in the United States?
Week 2: August 18th to 22nd: US Immigration History: The State of the Field
8/18
No Class Meeting: Work on Research/Class Readings
8/19 (B)
Readings DUE: Ngai’s CH1 (1-4). Selections from Oscar Handlin’s The Uprooted and John Bodnar’s
The Transplanted, (4-9).
8/21 (B)
Readings DUE: Katheleen Neils Conzen et al, “The Invention of Ethnicity in the United States,” (1016). Donna Gabaccia, “Immigrant Women: Nowhere at Home? (16-19). George J. Sanchez, “Race, Nation,
and Culture in Recent Immigration Studies,” (19-25). Matthew Frye Jacobson, “More ‘Trans--,’ Less
‘National,’” (25-30). [Response Paper Due: Read your assigned selection; in paragraph #1: summarize the
author’s argument; in paragraph #2: reflect on the author’s argument; in paragraph #3: provide two-three
discussion questions.]
Discussion: Introduction to history and why we study it. What problematizes our historical knowledge? Where has the field
of immigration history been? What is the current state of the field? Where is the field of immigration history headed?
Week 3: August 25th to 29th: 19th Century Naturalization & Citizenship
8/25
Readings DUE: Ngai’s CH3 (76-82).
8/26 (B)
Readings DUE: Gerald Neuman, “The Open Borders Myth,” (82-88). William Novak, “Citizenship
in the Nineteenth-Century America,” (88-94). [Response Paper Due]
8/28 (B)
Research Paper Assignment #1: Paper Topic Meetings
Discussion: How was immigration policy in the 19th century different/similar to policies later in the century/today?
Why is citizenship a problematic term for the 19 th century?
Week 4: September 1st to 5th: 19th Century Immigration
9/1
NO SCHOOL (Labor Day)
9/2 (B)
Film: Out of Ireland
Readings DUE: Ngai’s CH4 (103-22).
9/4 (B)
Readings DUE: Kevin Kenny, “The Global Irish,” (122-134). Roger Daniels, “Ethnicity and Race in
American Life,” (reader #2) [Response Paper Due]
Discussion: Who is immigrating? Why are they immigrating? Into what environment/community did these immigrants arrive?
Week 5: September 8th to 12th: 19th Century Immigration
9/8
No Class Meeting: Work on Research/Class Readings
9/9 (B)
Film: Destination America.
Readings DUE: Excerpt from Robertson, Craig. The Passport in America: The History of a
Document,” (Reader #16). [Response Paper Due]
9/11 (B)
Research Paper Assignment #2 DUE: Research Proposal & (Working) Annotated Bibliography
Week 6: September 15th to 19th: Immigration in the Era of Industrialization & Urbanization
9/15
Class Meeting: Research Check-in
9/16 (B)
Film: Carved in Silence
Readings DUE: Ngai’s CH6 (180-82, 187-194), Aristide Zolberg, “The Great Wall Against China” (194-203).*
9/18 (B)
Film: New York
Readings DUE: Ngai’s CH7 (211-12). James Barrett, “Work and Community in the Jungle,” (241-250). Mary
Ting Yi Lui, “Chinatown: A Contested Urban Space,” (251-259).*
*You are responsible for completing all the readings this week, however you will only submit one Response Paper. The set of readings for
which you will write a Response Paper will be assigned in class; your Response Paper is due on the same day as those assigned readings.
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Discussion: How was immigration restriction justified/validated? How and why was immigration restricted at the
end of the 19th century? To what extent was the “American Dream” a reality for immigrants arriving at the turn-ofthe-century?
Week 7: September 22nd to 26th: Immigrant Identity, Nativism & Race  gradebook
9/22
No Class Meeting: Work on Research/Class Readings
9/23 (B)
Film: Linciati
Readings DUE: Ngai’s CH9 (313-21).
9/25 (B)
Readings DUE: John Higham, “The Evolution of Racial Nativism,” (346-354). Matthew Frye
Jacobson, “Introduction: The Fabrication of Race,” from Whiteness of a Different Color:
European Immigrants the Alchemy of Race, (reader #3). [Response Paper Due]
Research Paper Assignment #3 DUE: Personal Interview & Write-up
Discussion: How were “new” immigrants received upon their arrival? To what extent were immigrants able to
integrate? To what extent were “new” immigrants racialized?
Week 8: September 29th to October 3rd: Immigrant Identity, Nativism & Race
9/29 (B)
Film: Vendetta
10/1 (B)
Readings DUE: Louise DeSalvo, “Color White/Complexion Dark,” (reader #4). Thomas Guglielmo,
“‘No Color Barrier’: Italians, Race and Power in the United States,” (reader #5). [Response
Paper Due]
10/2
Grade Level Field Trip (No Class Meeting)
Discussion: To what extent were “new” immigrants racialized? How were Italians treated in Louisiana? Why is
the narrative of Italians in the South important for immigration history?
Week 9: October 6th to 10th: National Citizenship, Federal Regulation & Restriction
10/6
No Class Meeting: Work on Research
10/7 (B)
Readings DUE: Ngai CH10 (366-77). People v Hall, (reader #6). Mae Ngai, “The Invention of
National Origins,” (387-392). Ian Haney-Lopez, “The Evolution of Legal Constructions of Race
and ‘Whiteness,’” (reader #7). [Response Paper Due]
10/9 (B)
Research Paper Assignment #4 DUE: Thesis Statement and/or Introduction & Annotated
Bibliography
Discussion: How was immigration restriction justified/validated? How and why was immigration and
naturalization restricted in the 20th century?
Week 10: October 13th to 17th
10/13
NO SCHOOL
10/14
NO SCHOOL
10/15
Midterm Review
10/16 (B) Midterm Exam
Week 11: October 20th to 24th: Immigration & the US/Mexico Border
10/20
No Class Meeting: Work on Research
10/21 (B) Film: Bracero: Harvest of Loneliness
10/23 (B) Readings DUE: Mae Ngai, “Impossible Subjects: Illegal Aliens and the Making of America,” (reader
#8). [Response Paper Due]
Research Paper Assignment #5 DUE: Thesis Revision & Outline DUE
Discussion: Historically, how was the US/Mexico border legislated? How did the US/Mexico border shift from
being a frontier to a borderland?
Week 12: October 27th to 31st: Immigrant Identity & Immigration Reform
10/27
Readings DUE: Ngai’s CH12 (445-46, 460-63). Mae Ngai, “The Liberal Brief for Immigration
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10/28 (B)
10/30 (B)
Reform,” (464-70).*
Readings DUE: Carrie Ching, “Personal Voices: Facing up to Race,” (reader #9). Karen Brodkin,
“How Jews Became White Folks: And What That Says About Race in America,” (reader #10). *
Film: The Other Side of Immigration or Which Way Home?
*You are responsible for completing all the readings this week, however you will only submit one Response Paper. The set of readings for
which you will write a Response Paper will be assigned in class; your Response Paper is due on the same day as those assigned readings.
Discussion: How did European immigrants “become white”? To what extent did the Immigration Act of
1965 reform immigration policy? How did the Civil Rights Era and the Cold War affect immigration policy? How
have Asian/Latino identities been complicated by changing policies in the 20th century?
Week 13: November 3rd to 7th: Immigration & the US/Mexico Border
11/3
Class Meeting: Research Check-in & Film
11/4 (B)
Film: Dying to Get In or Crossing Arizona
11/6 (B)
Readings DUE: Excerpts from Justin Akers Chacon, et al, No One is Illegal (reader #11) Evelyn
Alsultany, “Los Intersticios: Recasting Moving Selves,” (reader #12). Mireya Navarro, “For Many
Latinos, Racial Identity is More Culture than Color,” (reader #13). [Response Paper Due]
Discussion: In what manner and to what extent did undocumented workers become criminalized? How have labels
of legality and illegality evolved and developed?
Week 14: November 10th to 14th: Refugees & Immigration Reform
11/10
NO SCHOOL
11/11
NO SCHOOL (Veteran’s Day)
11/12
Readings DUE: Ngai’s CH13 (483-93). Carolyn Wong, “Ethnic Advocacy for Immigration Reform,”
(509-18). Ngai’s CH14 (524-46). Aristide R. Zolberg, “Refugees Enter America Through the Side
Door,” (546-53). [Response Paper Due]
11/13 (B) Research Paper Assignment #6 DUE: Rough draft/peer revision
Film: Fahrenheit 9/11
Discussion: What have been the historic inequities in refugee policy? What impact does identity politics have upon
policy change?
Week 15: November 17th to 21st:
11/17
No Class Meeting: Work on Research
11/18 (B) Film: 11 September 2001
Readings DUE: Ngai’s CH15 (566-96)
11/20 (B) Readings DUE: Lenti Volpp, “The Citizen and the Terrorist,” (603-608). Sonny Singh,
“Testimony” (reader #14). Justin Akers Chacon, et al, “Inventing an Invisible Enemy: September
11 and the War on Immigrants,” (reader #15). [Response Paper Due]
Discussion: How did 9/11 impact immigration policy? What new forms of racialization developed in the aftermath
of 9/11?
Week 16: November 24th to 28th:
11/24 (B) Research Paper Assignment #7 DUE: Final Draft DUE (6-8 pages)
Film: Ius Soli
Assign Current Event Project
11/26-28 NO SCHOOL (Thanksgiving Break)
Week 17: December 1st to 5th: Immigration: Current Events
12/1
Class Meeting: Current Event Project Check-in; Work on Current Event Project
12/2 (B)
Readings DUE: Kerber, Linda K. “The Stateless as the Citizen’s Other: A View from the United
States.” (JSTOR)
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12/4 (B)
Work on Current Event Project
Work on Current Event Project
Discussion: What immigration challenges persist in the twenty-first century?
Week 18: December 8th to 12th: Immigration: Current Events
12/8
Current Event Presentations
12/9 (B)
Current Event Presentations
12/11 (B) Current Event Presentations
Discussion: What immigration challenges persist in the twenty-first century? Student-led discussions based on
current-event presentations
Week 19: December 15th to 19th: Immigration: Current Events
12/15 (B) Final Exam Review & Current Event Presentations
12/19
FINAL EXAM
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