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History 41: History of Asians in America
Instructor: Daehwan Lee
Email: dxlee@pasadena.edu
Office: C-403
Office Phone: x3044
Office Hours: T/Th 8-10:30 am or by appointment
Course Description
This introductory course examines the history of Asian Pacific Americans in the U.S.
beginning with the earliest immigration and proceeding to the late twentieth century.
Using interdisciplinary methods and cross-cultural approaches, we will explore various
topics that have shaped the lives and experiences of Asian Pacific Americans throughout
historical time and space. Some of these themes include the impact of exclusionist
policies on community formation, political and social activism, issues of work and labor,
inter-ethnic exchanges, the renegotiation of race during WWII and the subsequent Cold
War era, the creation of racial ideologies, the redefinition of gender roles and intergenerational conflicts.
Course Objectives
I.
To recognize the significance of important cultural, intellectual, moral, and
political struggles that has shaped contemporary American society.
II.
To recognize the significance of the contributions of APAs to American
history, political institutions and values within the contexts of cultural
accommodation and resistance.
Course Requirements
Participation (class discussions, debates, assignments)
Midterm I (multiple choice 25 questions) bring scantron
Midterm II (in class essay) bring big blue book
Final I (in class essay) bring big blue book
Final II (group project presentation/paper) during finals week
Extra Credit
10pts
10pts
30pts
30pts
20pts
10pts
Total 110 Points
Final Grades: 90-100pts A, 80-89pts B, 70-79pts C, 69-60pts D, 59pts-below F
Required Textbooks:
I.
Ronald Takaki, Strangers from a Different Shore: A History of Asian
Americans (Boston: Little, Brown & Co., c.1989)
II.
History 41 Course Reader: available at BOOK MART located across the
street (626-683-3391)
Online Resources
On my webpage, you will have access to midterm/final study guides (with key terms),
essay grading rubric, group project rubric, outside learning/extra credit activities, tips to
student success, History Dept. SLOs and grading rubric. I highly encourage you to print
out the resources and keep them with you. To access the page go to
www.pasadena.edu/faculty/dxlee and then click on History 41 on top right corner under
spring.
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Attendance & Participation
If you are absent from class, you are responsible for completing all missed work/readings
before the next class. You will be allowed 2 absences throughout the semester with 3
tardies =1 absence. After that you will be penalized 1point per absence. No makeup
exams will be given. However, if you let me know in advance you may take the exam
prior to your absence. If allowed to make up due to a verified emergency you will not be
given options for the essay portion. Tardiness is disruptive to the class, so please arrive
on time. If you decide to drop the course, please do so officially through records or
else you will get an “F” at the end of the semester. It is your responsibility. If you
are absent for 2 week’s worth of classes (6 hours) you can be dropped or receive an
“F”. Get contact info from a few classmates and use the buddy system for updates/info
on the class when you are absent. Take detailed notes on your readings and during in
class lectures and videos. Try to form study groups to study more efficiently.
Group Research Project Instructions
Your final exam will be in the form of a research presentation during finals week. You
will be required to form groups of 5 to present a controversial topic or a general topic in a
new perspective that is relevant to this class. Topics may include anything having to do
with Asian American history. Check out the group project grading rubric for more info.
The project will be presented by PowerPoint. You will have 10 mins. for the presentation
which includes set up time so practice with your group! Also, not everyone in the group
must speak. You will need to delegate roles. No in-class material may be used for the
research project.
Projects that mostly relied on non-scholarly work such as random internet sources
will not get a passing grade. You must rely on as much primary or scholarly sources
as possible. Make sure you exchange all contact info with your group members. All
group issues must be dealt with prior to week 8. Groups will be finalized by week 3. You
can choose your own topics and no two groups will do the same topic.
*A 2 page proposal will be due in week 7 that clearly details what your project will be,
including a preliminary bibliography consisting of scholarly and primary sources. One
proposal per group. Use MLA format.
* Plagiarism results in automatic fail and possible further penalties so make sure
you cite your sources directly on your slides in MLA format or by footnotes.
*You will each turn in a grade sheet that grades each of your group member’s
participation. If you give everyone 5/5 then just let me know and save paper.
*Utilize the different talents of your group members. Practice the presentation! You only
have 10 mins total.
* Research can be qualitative or quantitative and must utilize a majority of the
following sources: primary sources, experts, community organizations, scholarly books
and journals and student/community surveys.
*For possible topics check out www.besthistorysites.net.
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Extra Credit
Learning can occur anywhere especially outside of the classroom, i.e. on campus, or even
in your local communities. Each extra credit activity is worth 2 pts (5 x 2 = 10 pts).
Each activity must be accompanied by proof of attendance i.e. brochure, picture,
screenshot etc and a 2 page write up of the event on how it relates to our class and what
you take away from the experience. No proof no credit, no write up no credit.
Due Tuesday Week 11. Eportfolio is worth 6 pts and due Thursday of week 15.
This is ideal for students who may be border line at the end of the semester. I will not
bump your grade up, so it is up to you whether or not you think you will be border line at
the end of the semester. Maximum 2 films allowed if you complete all 5, which means
films will only be accepted as your #4 and #5 extra credit.
Video Notes
Whenever a video/film/documentary is shown in class, you will need to take notes. You
will be held responsible for all video content for exams.
Writing Instructions
All work turned in must be typed, double-spaced and in essay format with introduction,
body and conclusion. No late papers will be accepted and in the rare case that it is, it will
be dropped an entire grade per day late. Email attachments will not be accepted.
Computer problems or other technological problems may occur so save frequently, save
in multiple places and plan ahead to print it out on campus if you don’t have access to a
printer at home.
PCC History Department’s Student Learning Outcomes
Students will demonstrate through original written and/or oral analysis their ability to identify
important events in U.S. historical eras; evaluate variables of U.S. historical phenomena; and
analyze the causes and impact of significant change in a global context.
Students will demonstrate awareness and critique the value of varied sources of historical
information.
Students will demonstrate responsibility as self-directed listeners, readers, and researchers.
Demonstrate respect for the diversity of opinions on historical debates from textbooks plus other
varied sources. Demonstrate incorporation of varied sources - including textbooks, primary
documents, or academic journal articles - in student writings.
Students will compare and contrast the experiences and issues of subsets of minorities with that
of mainstream in power, including concerns of race, class and gender.
Students will compare and contrast the experiences and issues of marginalized groups with that of
the dominant power structure, including concerns of race, class, and gender.
Students will apply their analysis of history to their own civic responsibilities.
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General Rules
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VII.
VIII.
IX.
You will get out of this class as much as you put into it. You will be expected
to come to each class having done all the readings and prepared for
discussion. Everyone must contribute.
Be respectful of one another’s comments, questions and insights. Due to the
sensitive nature of the class, be courteous to other ideas and concepts other
than your own. Naturally, as this course deals with argument and analysis,
differences of opinion will occur, but intellectual debates must be carried out
with respect.
The primary rule of classroom courtesy: ONE PERSON SPEAKS AT A
TIME: private conversations, lack of respect when one is talking and language
not appropriate for class discussion will not be tolerated and you may be
asked to leave the class with points deducted from your participation grade.
Tape recording of lectures will not be permitted.
All cell phones should be turned off or on vibrate during class. If caught
texting you will be dismissed from class. All students with laptops or tablets
must be in the front row.
Students with verified disabilities requiring accommodation should make
specific request of the instructor in a timely manner in the beginning of the
semester and at least one week prior to the identified need.
The principles of academic honesty and integrity are strictly upheld in this
course. Any student found responsible of an academic dishonesty violation
(i.e. plagiarism) will be disciplined by the administration accordingly.
No make up exams given but you can take the exams at an earlier time.
Please take advantage of my office hours. Don’t wait for a problem to arise
before coming to see me. Let me know how you are doing with the readings,
if you have any questions about the topics discussed, if you find any
component of class to be especially engaging or challenging, etc. In short, I
want to know whether or not the class is effective in helping you meet the
course requirements. If you are unable to make it to my office hour due to
time conflicts, we can set up an appointment that can accommodate both of
our schedules. Please knock when you arrive.
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Course Schedule
Week 1: Introduction: From a Different Shore
Readings: Takaki: xi-21 & 484-491
Reader: US Census report
Ice Breaker
Discuss: Who/What is Asian American?
Week 2: Orientalism: Picturing the Orient
Define: Orient, Orientalism, Oriental, Latent Orientalism and Manifest
Orientalism
Reader: Edward Said. Orientalism pp. 201-225, Okihiro, Gary Y. “Is yellow
Black or White?”
Silent Film: Broken Blossoms
Week 3: International Contexts of Early Asian Immigration (Push Factors)
Readings:Takaki, pp.21-75, 133-142, 294-301.
Video: Ancestors in the Americas part I
Final Groups formed
Week 4: U.S. Contexts of Early Asian Immigration and Impact (Pull Factors)
Readings: Takaki, pp.79-131
Reader: Bonacich, Edna. “United States Capitalist Development: A
Background to Asian Immigration.”
Video: Ancestors in the Americas part II
Week 5: Exclusionist Policies and Nativism
Readings: Takaki, pp. 231-238
Reader: Ng, Wendy, The Collective Memories of Comunities, Chin Lung’s
Affidavit, Lee, Robert, “The Coolie and the Making of the White Working
Class” Viewpoint 1: Chinese Immigration Must Be Restricted: John Bigler,
Viewpoint 2: California Legislature Chinese Immigrants are Harming California
Discuss: Angel Island poetry and Angel Island
Examine Primary Source: Chinese Exclusion Act (in back of reader)
Video: Roots in the Sand
Week 6: Raising Cane: The World of Plantation Hawaii
Readings: Takaki, pp.132-178
Reader: Liu, John. “Race, Ethnicity, and the Sugar Plantation System: Asian
Labor in Hawaii, 1850-1900,” Labor Immigration Under Capitalism, pp. 186-210.
Video: Act of War/Conquest of Hawaii
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Week 7: Race, class, and gender
Reader: Yung, Judy, Unbinding the Feet, Unbinding their Lives: Chinese
Immigrant women in San Francisco, 1902-1931, Hirata, Lucie Cheng. “Free,
Indentured, Enslaved: Chinese Prostitutes in 19th Century America.” Signs
Autumn 1979 pp.3-29. Yung, Judy. “Law Shee Low, Model Wife and
Mother,”Unbound Voices, pp.211-223. Pascoe, Peggy. “Gender Systems in
Conflict: The Marriages of Mission-Educated Chinese American Women, 18741939.” Unequal Sisters (NY:Routledge, 1994) pp.139-152.
Examine Primary Source: a prostitute’s contract (back of Reader)
Film: Picture Bride
Essay questions available on website
Group Project proposals due
Midterm I: bring green scantron and pencil (25 multiple choice questions)
Week 8: Ethnic Solidarity and Resistance to Oppression
Readings: Takaki, pp. 179-269
Colonialism and Bachelor Society
Readings: Takaki, pp. 270-356
Video: Dollar a day, 10cents a dance or Filipino Americans
Midterm II: bring big bluebooks and pens
Week 9: Watershed Years of WWII
Readings: Takaki, pp. 357-405.
Reader: Daniels, Roger. “Asian Americans and WWII,” Asian America. Santos,
Bienvenidos. “The Fighting Filipinos,” Reyes, Vince. “The War Brides,”
Fernandez, Modesto. “American Dreams.” Filipinas October 1995.
Video: A Family Gathering or A Rabbit in the Moon or Toyo’s Camera
Week 10: JA Internment/War Crimes
Possible Mock Trial
Possible Video: Silence Broken or Go For Broke
Week 11: The Cold War Era, Khmer Rouge and the Model Minority Myth
Readings: Takaki, pp. 472-491
Possible Video: The Killing Fields
All outside learning and extra credit due Tuesday.
Week 12: Post-65 Immigration: Strangers at the Gates Again
Readings: Takaki, p. 406-471
Family History paper assignment due. Interview an Asian American over 40+
on how their family came to the US within context of readings, lectures and videos.
Video: AKA Don Bonus
Essay questions available on website
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Week 13: Breaking the Silence: The Third World Movement
Reader: Omatsu, Glenn. “Four Prisons and the Movements of Liberation: Asian
American Activism from the 1960s to the 1990s.” The State of Asian America.
Ed. Karin Aguilar San Juan. Philadelphia: Temple University Press, 1993. Pp.1967. Umemoto, Karen. “On Strike!” San Francisco State College Strike, 19681969.” Amerasia Journal 15.1 (1989): 3-41.
Possible Video: Yuri Kochiyama: Passion for Justice or The Fall of the I-Hotel
Week 14: The Family, Biculturalism and Intergenerational Tension
Readings: Takaki, pp.492-509.
Reader: Chan, Sucheng. “Hmong Life Stories,” New Visions in Asian American
Studies, pp. 42-62, Lee, David. “Recently Arrived,” Corpus, Valerie. “One More
Degree.” Fong, Timothy. “Enter the Dragon: Economic Change” and “I Don’t Feel at
Home Anymore,” The First Suburban Chinatown: the Remaking of Monterey Park, CA.
Pp. 35-72. Shaping the Vietnamese American Community: Refugee Law and Policy.
Cambodian and American Views of Successful Adjustment
Possible Film: The Flower Drum Song/Hollywood Chinese
Final I: bring big bluebook and pens
Week 15: Course Wrap Up: future of Asian American Studies
Group time
Finals Week: Final II
Group project presentations
Disclaimer: Most of the listed videos will not be shown in class and thus can be used for
outside learning or extra credit. Also, if an outside learning/EC option is shown in class,
it is no longer valid as an outside learning/EC option.
Save your graded assignments in a folder throughout the semester. If there is a grade
discrepancy, the burden of proof will be on you. Sometimes I may make computing errors
so keep your assignments until you receive your final grades.
Readings from the reader not found in the reader is located in a
folder at Social Science Learning Lab C-315. Ask for the folder
for Hist. 41. There is also a copy of the reader for you to use as
well. They might not be in the correct order due to students
putting them back randomly.