LIBRARY
UE: HTY 110HA: Immigration: The Changing Face of America: Master Syllabus
HTY 110HA Immigration Master Syllabus
Saint Leo University
School of Arts and Sciences
HTY 110 HA Immigration: The Changing Face of America
A University Explorations, Human Adventure General Education Course
Master Syllabus
Course Developer: Dr. Heather Parker heather.parker02@saintleo.edu
I. REQUIRED TEXTBOOKS
Diane Portnoy, Immigrant Struggles, Immigrant Gifts, George Mason University Press, 2013 (about $16.00)
Thomas Cieslik, Immigration: A Documentary and Reference Guide, Greenwood Press, 2009
Ebook available free to Saint Leo students through Saint Leo University Cannon Memorial Library website
View eBook Immigration, Greenwood Press
Important Use the resources available in the course Library Guide (LibGuide) Link Below
http://saintleo.libguides.com/immigration
Supplemental Texts (Not Required)
Firoozeh Dumas, Funny in Farsi: a Memoir of Growing Up Iranian in America, Random House, ISBH # 0-8129-6837-9 (paper)
Hiroshi Motomura, Americans in Waiting: The Lost History of Immigration and Citizenship in the United States, Oxford University Press, 2006 paperback (about $17.00)
II. COURSE DESCRIPTION
An exploration of immigration to the United States centered on the nineteenth and twentieth centuries with reference to earlier waves of immigration, internal migratory patterns, and current issues related to immigration. This course also examines the countries from which immigrants have come to the United States and the social, political and economic factors that have contributed to immigrants’ decisions to leave these countries.
Core Values
This course will emphasize the Core Values of Community and Personal Development. We will explore how people endeavored to better their lives and the lives of their children by immigrating to America and how Americans continue to learn to welcome and embrace them.
III. LEARNING OUTCOMES
By the end of this course students will:
1. Demonstrate the ability to utilize basic geographical (map-related) skills to identify and analyze Immigration and migration routes and patterns, border regions, and the countries from which and to which people immigrated in exams and in the presentation.
2. Demonstrate the ability to read about and comprehend issues related to Immigration through thorough and successful completion of reading assignments, exams, and discussion questions related to Immigration;
3. Demonstrate the ability to relate past events to developments in society today by actively engaging in current events discussions and writing assignments related to media coverage of political, social, economic and cultural developments associated with immigration history;
4. Demonstrate the ability to engage in critical thinking, effective writing, and informed discussion on issues related to Immigration through the successful completion of essays, exams, assignments, presentations, and active engagement in class discussions.
5. Demonstrate the ability to include within writing assignments and discussions the centrality of the core values of Community and Personal Development to Immigrants’ or migrants’ motives or experiences.
IV. Grading Scale (refer to guide below for details)
QEP Assignment Essay (mandatory for all) 5%
Exam(s) 10-30%
Essay(s) 10-25%
Assignments 10-40%
Quizzes 5-15%
Presentation 15-20%
8 Critical Thinking/Values Discussion Questions
Preparation & Participation 10-20%
Grading Guide:
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A Exceptional |
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A- Superior |
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B+ Excellent |
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B Very Good |
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B- Good |
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C+ Above Average |
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C Average |
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C- Below Average |
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D+ Marginal |
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D Poor |
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F Failure |
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FA* Failure due to Absences |
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I Incomplete |
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P Pass |
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W Withdrawn |
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WE** Withdrawn Excused |
Assignment, Exam, and Essay Guide
Exams: Learning Outcomes 1, 2 and 4
Exams must include at least one essay question that requires students to demonstrate critical thinking skills. In addition to the essay question(s) exams can include short-answer questions. Multiple choice questions may not comprise more than 25% of questions or possible points on an exam. Exams must also include maps and/or questions related to geography and the movement of peoples. Students should demonstrate that they are familiar with the locations of the places from which groups immigrated to the United States and the locations where these groups settled within the United States.
QEP/Critical Thinking Essay Example: Learning Outcomes 3, 4, and 5
2-3 page, written assignment.
First, follow the links to read the articles below (You will need your Saint Leo Login), then answer this question:
Should there be a legal path to citizenship for the undocumented children of illegal immigrants? Why or why not? If you were charged with proposing a solution to this dilemma, what do you think would be the best and most fair way to address this problem? Be sure to provide a detailed step-by-step proposal. How does your proposal relate to the Saint Leo Core Values of Community and Personal Development?
Instructor may use different or additional articles for this assignment
CQ Researcher Report, “Immigration,” 2013 http://library.cqpress.com.saintleo.idm.oclc.org/cqresearcher/document.php?id=cqr_ht_immigration_2013&type=hitlist&num=2#.UlL25F0Gokg.email
“The American Dream?” By: Krasner, Barbara D.; Cobblestone, May/Jun2013, Vol. 34 Issue 5, p. 36, 4p
8 Critical Thinking/Values Discussion Questions: Learning Outcomes 2, 3, 4, and 5
Suggestions for these critical thinking and values discussion questions are located within each of the 8 modules and there are more suggestions in the Discussion Questions section of the LibGuide (http://saintleo.libguides.com/immigration). Assign these questions to students for homework in preparation for discussing their answers in class for onground classes or within discussion boards for online classes. These questions should be accompanied by images for students to analyze. For onground classes, these assignments work best if students prepare informal written answers to these questions before engaging in discussion. Instructors should collect these written responses in order to give credit for completing the assignment.
Presentation: Learning Outcomes 1, 2, 3, and 4
Onground students will create a Power Point or Prezi presentation related to the module or modules of the instructor’s choice and also present it to the class. Students must demonstrate that they are an “expert” on the material and must not read the information to the class. They must include images and maps related to the subject matter. They must speak clearly and concisely. Students should be prepared to address questions or comments from classmates and the instructor after the presentation.
Online students must prepare the Power Point or Prezi presentation required within the online course. Online students will be required to demonstrate their facility with the material and their communications skills by recording their voice with the presentation according to the instructions included within the module.
See an example of the presentation assignment in the LibGuide http://saintleo.libguides.com/immigration
It is suggested that students not be permitted to choose as the subject of their presentation groups which are covered extensively in the readings: Irish, Germans, Jews, Chinese
Presentation should include slides that include the following information:
1. Images/visuals for each slide in the form of:
· Photos (Required)
· Maps (Required)
· Charts
· graphs
2. An introduction your group and an overview of its place of origin.
3. Push and Pull factors that affected your chosen group
4. Skills and assets of this group
5. Liabilities of this group
6. Early settlement patterns of the group
7. Occupations in which this group was concentrated
8. Challenges this group faced
9. Settlement patterns and experiences of this group in American society today
Important
1. Slides must not be covered with paragraphs of writing. Include only short phrases (bullets) and images/visuals. You should explain the content of each slide with your voice, rather than with writing.
2. Do not read from your notes when giving your presentation. Your words should flow smoothly as though you are speaking to someone rather than reading mechanically from your notes. Try to be animated when you speak rather than speaking in a monotone. Try to engage your listener and keep him or her interested in what you are saying.
Essay: Learning Outcomes 2, 3, 4, and 5
Onground students will complete a 5-7 page paper on the sample essay provided below or on aspects of one of the following topics related to immigration (to be determined by the instructor). Online students will complete the essay as required within the related course module.
Sample Essay Topic:
Read the article “Immigration Then and Now” By Gwenyth Swain; Cobblestone, May/Jun2013, Vol. 34 Issue 5, p. 13, 4p. This article can be accessed by the following link. You will need your Saint Leo Login information: https://saintleo.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=khh&AN=87464720&site=ehost-live&scope=site
Instructor may use different or additional articles for this Essay
How do the backgrounds and experiences of the recent immigrants in this article compare to the backgrounds and experiences of European immigrants in the late 19th and early 20th centuries? Provide specific examples.
See examples of other possible essay assignments in the LibGuide http://saintleo.libguides.com/immigration
V. SCHEDULE Instructor may add topics, readings, films, and other resources as desired, but no content may be removed.
Modules represent course content, not weeks. As such, modules are used for 8 week as well as 16 week formats. Onground instructors may spend more time on some modules than on others as needed.
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MODULES |
TOPICS ………………. |
Readings, Assignments, and QEP QEP: Critical Thinking + Values = Decision Making |
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One
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Understanding the Immigration Process Introductory Terms and Concepts
· Push and Pull Factors · Immigrant Assets & Liabilities · Settlement Patterns · Ethnic Enclaves · Assimilation Process · Melting Pot v. Mosaic · Pluralism · Anglicization of Names
Geography/Map work http://lizardpoint.com/geography/usa-quiz.php
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Immigration, Introduction p. xix-xxi
Immigrant Struggles, Immigrant Gifts, Introduction
Americans in Waiting, Introduction, p. 3-11 (optional)
Use the resources available in the course libguide http://saintleo.libguides.com/immigration Critical Thinking Discussion Question Suggestion: If you were told that you had to leave your home and move to another country and could only bring one suitcase, what would you pack in that suitcase? What would each of those items tell us about your culture, your place of origin, what is important to you, and your hopes for your new life?
See more discussion question suggestions in the LibGuide http://saintleo.libguides.com/immigration
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Two
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Early European Immigration · German Immigration · Irish Immigration · Scandinavian Immigration
Geography/Map work http://lizardpoint.com/geography/europe-western-quiz.php
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Immigration, Ch. 2 Immigrant Struggles, Immigrant Gifts · German Americans, begins p. 15 · Irish Americans, begins p. 37
Use the resources available in the course Libguide http://saintleo.libguides.com/immigration
Critical Thinking Discussion Question Suggestion: Are there any aspects of American life that are uniquely “American?” Are there practices, traditions, holidays, foods, music, sports, etc. that cannot be traced to a different country of origin? What does this tell us about the composition of American culture? See more discussion question suggestions in the LibGuide |
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Three
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Late 19th & Early 20th Century European Immigration · Italian Immigration · Jewish Immigration · Eastern European Immigration
Geography/Map work http://www.lizardpoint.com/geography/europe-eastern-quiz.php
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Immigration, Ch. 3 Immigrant Struggles, Immigrant Gifts · Italian Americans, begins p.55 · Eastern Europeans, begins p. 97 · Jewish Americans, begins p. 117
Use the resources available in the course libguide http://saintleo.libguides.com/immigration
Critical Thinking Discussion Question Suggestion: Do you think Americans of Italian, Jewish, and Eastern European descent are more closely identified with their ancestors’ countries of origin and with their ancestors’ cultural practices than Americans of Western European descent? Why or why not? Provide examples. See more discussion question suggestions in the LibGuide |
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Four |
Asian Immigration · Chinese Immigration · Japanese Immigration
Geography/Map work http://lizardpoint.com/geography/asia-quiz.php
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Immigrant Struggles, Immigrant Gifts · Chinese Americans, begins p. 75
Americans in Waiting, Ch. 1 and Ch. 3 (optional) Use the resources available in the course libguide http://saintleo.libguides.com/immigration
Critical Thinking Discussion Question Suggestion: Why have Chinese enclaves like China Towns continued to have such a strong presence in American cities to the present day? What historical factors might have had an effect on the rate of Chinese-American assimilation? See more discussion question suggestions in the LibGuide |
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Five |
African Forced Immigration and the African American Great Migration
Geography/Map work http://lizardpoint.com/geography/africa-western-quiz.php
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African Immigration and African American Migration Overview (Library of Congress) Farewell, We’re Good and Gone by Carol Marks Ch. 2 (p. 19-32) “The Great Migration” http://www.inmotionaame.org/texts/viewer.cfm?id=8_001T&page=TITLE Select p. 19 from “jump to page” drop down menu.
Use the resources available in the course libguide http://saintleo.libguides.com/immigration
Critical Thinking Discussion Question Suggestion: What is the relationship between fear and Nativism? Think about how fear, prejudice, and discrimination influenced developments related to immigration and internal migration in the United States? See more discussion question suggestions in the LibGuide |
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Six |
Mexican American Immigration
Geography/Map work http://www.lizardpoint.com/geography/centralamer-quiz.php
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Immigration, Ch. 9 Immigrant Struggles, Immigrant Gifts · Mexican Americans, begins p. 193
Mexican Immigration Overview (Library of Congress) Use the resources available in the course libguide http://saintleo.libguides.com/immigration
Critical Thinking Discussion Question Suggestion: Why is Mexican-American immigration a more complex issue than European or Asian immigration? How does the history of relations between Mexico and the United States make this a complicated discussion? Hint: How much of the United States used to be a part of Mexico? See more discussion question suggestions in the LibGuide |
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Seven |
Race and Politics in the 20th Century
Ø Caribbean Immigration · Spanish speaking islands · English Speaking islands
Ø Refugees · Cuba · Haiti · Asia
Geography/Map work http://www.lizardpoint.com/geography/caribbean-quiz.php
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Immigrant Struggles, Immigrant Gifts · Refugees, begins p. 159 · Black West Indians, begins p. 177
Use the resources available in the course libguide http://saintleo.libguides.com/immigration
Critical Thinking Discussion Question Suggestion: Should America provide a safe refuge for immigrants in danger in their home countries? Why or why not? See more discussion question suggestions in the LibGuide |
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Eight |
Muslim Americans
Geography/Map work http://lizardpoint.com/geography/mideast-quiz.php
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Immigrant Stuggles, Immigrant Gifts Muslim Americans, begins p. 211
Use the resources available in the course libguide http://saintleo.libguides.com/immigration
Critical Thinking Discussion question Suggestion: Does America need immigrants in society today? Why or why not? Think about the ways immigrants contribute to society. Are there negative effects related to immigration? Do the benefits of immigration outweigh the negatives? Why or why not? See more discussion question suggestions in the LibGuide |
Instructor: Course Resources
This section is for instructors only. Please remove this section before distributing this syllabus to students.
Use the resources available in the course libguide http://saintleo.libguides.com/immigration
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Ebsco Host: History Reference Center Saint Leo Library database
The American Dream? By: Krasner, Barbara D.; Cobblestone, May/Jun2013, Vol. 34 Issue 5, p. 36, 4p The article discusses illegal immigration, the U.S. Department of Homeland Security, and American President Barack Obama's push for immigration reform as of May 2013, focusing on an analysis of the social and legal conditions of the nearly 11 million illegal aliens who are residing in the U.S.
The Rude Birth of Immigration Reform. By: Benton-Cohen, Katherine; Wilson Quarterly, Summer2010, Vol. 34 Issue 3, p. 16, 7p https://saintleo.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=khh&AN=52106652&site=ehost-live&scope=site
http://www.loc.gov/teachers/classroommaterials/themes/immigration/set.html
http://www.pbs.org/teachers/thismonth/immigration/index3.html
http://teacher.scholastic.com/activities/immigration/
http://teachimmigration.org/index.php/Resources
http://www.tolerance.org/immigration-myths
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VI. STUDENTS WITH DISABILITES
Students with documented disabilities who may require accommodations should contact the Office of Disability Services.
University location: SAB room 207
Telephone: 352-588-8484
E-mail: adaoffice@saintleo.edu
VII. ACADEMIC HONESTY POLICY
The Academic Honor Code is published in its entirety in the Saint Leo University Catalog. The first paragraph is quoted below:
As members of an academic community that places a high value on truth and pursuit of knowledge, Saint Leo University students are expected to be honest in every phase of their academic life and present as their own work only that which is genuinely theirs. Unless otherwise specified by the professor, students must complete homework assignments by themselves (or if on a team assignment, with only their team members). If they receive outside assistance of any kind, they are expected to cite the source and indicate the extent of the assistance. Each student has the responsibility to maintain the highest standards of academic integrity and to refrain from cheating, plagiarism, or any other forms of academic dishonesty.
VIII. Protection of the Academic Environment
Disruption of the academic or learning environment will not be tolerated. Disruption of this sort is the act or words of a student in a physical classroom or within an online teaching environment which in the reasonable estimation of a faculty member: (a) directs attention from the academic matters at hand, such as noisy distractions; persistent, disrespectful or abusive interruptions of lecture, exam or academic discussions; disrespectful, profane, or inappropriate postings, or (b) presents a danger to the physical or mental health, safety or well-being of the faculty member or students. Education is a cooperative endeavor—one that takes place within a context of basic interpersonal respect. We must therefore make the physical and online classroom environment conducive to the purpose for which we are here. Disruption, intentional and unintentional, is an obstacle to that aim. We can all aid in sculpting the proper environment — in small ways (like turning off cell phones, and neither chatting nor sleeping in class or not making personal attacks in online postings), and in more fundamental ways. So, when we speak in class or post online, we can disagree without attacking each other personally and no one speaks or posts off-topic content that disrupts the learning environment.
IX. ATTENDANCE POLICY Instructor will provide specific requirements here
X. LATE WORK/MAKE UP POLICY Instructor will provide specific requirements here
XI. Library Services
Instructor will include library resource information relevant to the location of the course (Centers, Campus, COL, DL)
Cannon Memorial Library Resources
Library Instruction
To arrange library/research instruction for your classes, please contact:
Amy Harris amy.harris@saintleo.edu University Campus
Viki Stoupenos viki.stoupenos@saintleo.edu FL, GA, SC Centers
Christine Woods christine.woods@saintleo.edu Online Embedded Librarian
Cannon Memorial Library
Librarians are available during reference hours to answer questions concerning research strategies, database searching, locating specific materials, and interlibrary loan (ILL).
Reference Hours
Monday – Thursday 9 a.m. – 10 p.m.
Friday 9 a.m. – 5 p.m.
Saturday 9 a.m. – 6 p.m.
Sunday 10 a.m. – 6 p.m.
The library provides an 800 number and an email address for general reference services: 1-800-359-5945 or library@saintleo.libanswers.com . The library’s mailing address and local telephone numbers are:
MC2128, 33701 County Road 52, Saint Leo, FL 33574
352-588-8477 (Reference Desk)
352-588-8476 (Circulation Desk)
352-588-8258 (Main)
352-678-4393 (Text)
Online Catalog “WorldCat” (All Books and Media)
Click on the Library Catalog link on the Cannon Memorial Library website. To borrow books in person from the library, present your SLU ID at the Circulation Desk. Online and off-campus students may have materials delivered to them by completing and electronically submitting article or book request forms from the Interlibrary Loan page.
Online Library Resources (Articles and E-books)
Saint Leo provides its own array of online article databases and e-book resources. Use the Databases and E-books links on the Cannon Memorial Library website to search the latest subscription databases and e-book/e-reference collections.
Subject Research Guides
Click on Research a Subject for an introduction to relevant online and print resources the library has to offer in your given subject area – this is a great place to start your research.
Library Tutorial
The University strongly encourages all students to review the instructional tools on the library’s Help! link. By learning to become more proficient researchers, students will also enhance their academic success. Please review the library tutorial and complete the online test which will prepare you for utilizing the library's resources and services. A score of 70 or higher is necessary to pass. Please allow yourself 15-20 minutes to take the test.