Application for Pathways to Knowledge, Social, Cultural and historical Understanding Designation



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Application for Pathways to Knowledge, Social, Cultural and historical Understanding Designation

History 142 (California History)



  1. Date of Application: 9-28-12

  2. Name/Department of Proposer: Gretchen Lemke-Santangelo, History

  3. Name of Department Housing Course: History

  4. Name of Chair: Myrna Santiago

  5. How Often is the Course Taught: every year

  6. Course Prerequisites: None

  7. Unit Value of Course: 1

  8. Normal Class Size: 25

  9. Number of Sections Expected Fall 2013: 0

  10. Number of Sections Expected Spring of 2014: 1

  11. Is the course appropriate for first year students : no, but it is appropriate for sophomores

  12. Relevant learning goals: Social, Cultural and Historical understanding

  13. Chair will oversee submission of student work: yes

  14. Chair will oversee instructor participation in norming/asst.: yes

  15. Teaching: Learning Outcome #1 Social, Cultural and Historical Understanding courses is to “examine human activity from a . . . historical perspective.” Through lectures, discussions, readings, films, debates, and group presentations students explore California history from 30,000 BCE to the present. Beginning with the state’s first people, Spanish colonization, and the Mexican period, we move on to discuss the transition to Anglo rule, the Gold Rush, statehood, the Gilded age, the Progressive Era, the 1920s, the Great Depression, World War Two, postwar prosperity, the major social movements of the sixties and seventies, the economic and environmental constraints of the “era of limits,” and the state in the new millennium. Three major themes highlight continuity over time and provide a common, unifying thread for the course. The first, California and its relationship to its region, nation, and the world, places California within a national and often global context, demonstrating how the state’s political, demographic, cultural and economic landscape has always been influenced by external forces. The second is ethnic, class and gender diversity. As we move through time, we examine class, gender, and ethnic diversity in Spanish and Mexican California, nativism and racism during the transition to Anglo rule and the Gold Rush, the state’s early African American population, Chinese immigration, the impact of Anglo settlement on Indian communities, class and racial conflict during the Gilded Age, the role of gender and class in Progressive Era reform, Japanese, Filipino and Mexican immigration in the early 20th century, the Dust Bowl migration and Depression era labor protests, shifting gender roles and black migration during World War II, postwar movements for social change (civil rights, black power, Native American, Chicano, and Asian activism, farm worker struggles, gay and lesbian liberation, feminism, and disability rights), and the experience of more recent immigrant groups. The final theme, relating to the second, is competing visions of the “California Dream.” Since at least 1769, Californians have been at odds over the allocation of economic, cultural, and political power. The dream, synonymous with opportunity, not only placed individuals and groups in competition, but also carried different meanings for different people. Class readings, films, debates, role playing exercises, discussions, and lectures not only examine this rich, complex human history, they explore it from multiple perspectives. In keeping with Learning Outcome #2 students tackle multiple and conflicting interpretations of the past, analyze events within their period-appropriate context, and employ the concepts of causation, contingency, and agency to historical issues and problems. They then use this knowledge (along with additional resources that they have collected and interpreted) to create a profile of one of the state’s recent immigrant communities, and to write a history of their hometown. Both of these assignments, involving active involvement in reconstructing individual and collective experience, satisfy Learning Outcome #3.

  16. Learning: Social, Cultural and Historical learning goals are assessed in several ways. The essay exam asks students to indentify the four most significant turning points/transitions in California history, establishing “significance” on the basis of the greatest impact on the greatest number of state residents. If, for example, they choose World War II, they must include discussion of shifting gender roles, black migration and activism, racial discrimination in defense industry, Japanese relocation and internment, the Bracero Program, Mexican American migration to urban defense centers, the Sleepy Lagoon case, the Zoot Suit riots, growing acceptance of Dust Bowl migrants (via hysteria over the influx of racialized “others”), economic opportunities for poor and working class residents, and the wartime origins of postwar civil rights struggles. This not only entails examining human experience in historical perspective and from multiple standpoints, it entails accurate periodization, and proper attribution of causation, contingency and agency. Their group project, a forty-five minute presentation on one of California’s recent immigrant communities, requires that they address how, when, and why each group arrived, and provide an overview of population distribution, economic, political and cultural contributions, barriers to full equality (including immigration status, discrimination in housing, employment and education, and negative images/stereotypes), and significant institutions/organizations, and community leaders. A final research paper, focusing on the history of their hometown, requires that they investigate their own community’s history of human settlement (beginning with the first Californians), class and ethnic composition, major resources and industries, and the people, institutions, landmarks, etc. that make it unique. Both the group project and final paper involve collecting and analyzing primary and secondary sources, and using that evidence to advance their own historical interpretations

  17. Syllabus:

Gretchen Lemke-Santangelo History 142

Galileo 310 MWF 11:30-12:30

glemke@stmarys-ca.edu

Office hours: MWF 7:00-8:00; 15:15-11:15; 1:00-3:00

And by appointment

History of California

Disability Policy

Reasonable and appropriate accommodations, that take into account the context of the course and its essential elements, for individuals with qualifying disabilities, are extended through the office of Student Disability Services. Students with disabilities are encouraged to contact the Student Disability Services Coordinator at (925) 631-4164 to set up a confidential appointment to discuss accommodation guidelines and available services.



Academic Honesty Policy

Any work that a student undertakes as part of the progress toward a degree or certification must be the student’s own, unless the instructor specifies otherwise. That work may include examinations, whether written or oral, oral presentations, laboratory exercises, papers, reports and other written assignments. In written work other than examinations, students must clearly indicate the sources of information, ideas, opinions and quotations that are not their own. Under the Academic Honor Code, a student takes responsibility for the correctness and authenticity of all work submitted by that student. Detailed regulations concerning the Academic Honor Code and the penalties for breach of academic honesty are published in full in the Student Handbook. Each student is held responsible for being acquainted with these regulations.



Learning Objectives

  1. Identify the key aspects of social diversity (e.g., race, class, gender, sexual orientation, religion, ability, age and political identification) as they relate to California history

  2. Articulate how these categories have shaped the state’s cultural, political, economic, and social institutions, affected individuals and communities, and informed contestations over resources and the very meaning of the “California Dream”

  3. Demonstrate geographical literacy (ability to identify natural and human-constructed boundaries)

  4. Identify the major events/transitions/turning points in California history, and place them in proper, chronological order

  5. Integrate your knowledge of the above—along with primary and secondary sources—into a history of your own community

  6. Locate primary and secondary sources on a specific ethnic group, and use this evidence to construct a profile that you will present to the class

Readings

Lemke-Santangelo, Competing Visions

Course Reader

Grading

Class Participation and Attendance 25%

Essay Exam 25%

Group Project 25%

Research Paper 25%

Schedule of Readings and Discussions

M, Aug. 29 Course Introduction

W, Aug. 31 California’s Natural Setting

Reader: Rangelands; California’s Geologic Past; Wildlife in Transition; Changing Face of the San Joaquin Valley

F, Sept. 2 First People

Competing Visions: 1-28; Reader: Native World Views; Native Cultivators; Aboriginal Fishers; Indian Lands

W, Sept. 7 Exploration and Conquest

Competing Visions: 29-60; Reader: Intrusion

F, Sept. 9 Spanish California and the First People

Reader: Mission Life; Brutal Appetites

M, Sept., 12 Mexican California

Competing Visions: 61-91; Reader: Aftermath

W, Sept. 14 Debate: Mission Life vs. Secularization

F, Sept. 16 War, Conquest and Gold

Competing Visions: 92-123; Reader: Treaty of Guadalupe Hidalgo

M, Sept. 19 War, Conquest and Gold

Reader: Destruction of the California Indian; Federal Agent Assesses Mining’s Impact on the Indians; Mining’s Impact on the Land

W, Sept. 21 Ethnic Diversity and Conflict in Anglo California

Competing Visions: 124-158; Reader: Conquest and Gold; American California

F, Sept. 23 Film: Ishi

M, Sept. 26 California in the Gilded Age

Competing Visions: 159-193; Reader: New Struggles in the Gilded Age

W, Sept. 28 Progressive California

Competing Visions: 194-230

F, Sept. 30 Progressive California

Reader: New Black Pride and Pressure Groups

M, Oct. 3 New Cultural and Economic Developments

Competing Visions: 235-247

W, Oct. 5 California and the Great Depression

Competing Visions: 247-265; Reader: Upton Sinclair

F, Oct. 7 California and the Great Depression

Reader: Dust Bowl Legacies

M, Oct. 10 Film Clips: Grapes of Wrath

Reader: Grapes of Wrath selections

W, Oct. 12 Discussion/analysis

M, Oct. 17 Group Project Update; Bibliographies Due

W, Oct. 19 World War II and the Great Transformation

Competing Visions: 266-300

F. Oct. 21 Gender and Race on the Home Front

M, Oct. 24 Film: Life and Times of Rosie the Riveter

W, Oct. 26 Postwar California: Economic Expansion and Political Liberalism

Competing Visions: 301-336

F, Oct. 28 Postwar California: Race, Gender, and Class in an Era of Prosperity

M, Oct. 31 Decade of Discontent

Competing Visions: 337-372

W, Nov. 2 Decade of Discontent

Reader: Watts Manifesto; Chavez and the United Farmworkers

F, Nov. 4 Decade of Discontent

Reader: Black Panther Party Platform; Alcatraz Proclamation; Chicano Militancy; Asian American Activism; Mario Savio

M, Nov. 7 Era of Limits

Competing Visions: 373-391

W, Nov. 9 Era of Limits

Competing Visions: 392-408

F, Nov. 9 California Enters the New Century

Competing Visions: 409-448

M, Nov. 14 Exams due and discussed

W, Nov. 16 Group Presentation: Native Americans

F, Nov. 18 Group Presentation: Mexican Americans

M, Nov. 21 Group Presentation: Filipino Americans

M, Nov. 28 Group Presentation: Chinese Americans

W, Nov. 30 Group Presentation: Vietnamese Americans

F, Dec. 2 Group Presentation: El Salvadoran, and Guatemalan Americans

M, Dec. 5 Group Presentation: South Asian Indian Americans

W, Dec. 7 Group Presentation: Korean Americans

F, Dec. 9 Group Presentation: Iranian Americans

Home Town Papers Due

Group Projects
Beginning on Wednesday, November 16 we will focus on the experience of California’s largest

recent immigrant communities (with the exception of California Indians). Working in teams of two or three, you will research a specific group and share your findings with the entire class. In your presentations, please include the following information: how, when and why each group arrived in California, and an historical overview of population distribution; economic, political, and cultural contributions; barriers to full equality (immigration status, discrimination in housing, education, employment, etc.); organized resistance to discrimination; significant institutions and organizations; and influential community leaders. Feel free to enhance your oral presentations with handouts, visual aids, cultural artifacts, and sound recordings. Your presentation should run for forty-five minutes, allowing fifteen minutes for questions and discussion.


Research Paper: Your Home Town
For this assignment you must research and write about your own community, describing its natural setting and resources, history of human settlement and development, class and ethnic composition, and the people, institutions, landmarks, etc. that make it unique and special. Your paper should be 10-15 pages in length (typed and double-spaced), and based on a minimum of five print (book or extended journal article) sources. You may also include oral sources. Footnotes or endnotes, and a complete bibliography must be attached to your paper. If you grew up outside of California, you may choose to write about one of our local, bay area communities. This assignment is due in class on Friday, December 9. I will not accept late papers.


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