Unless otherwise stated, the permission required for the repetition for credit of specially designated courses is that of the student's concentration or B.G.S. adviser.
201. American Values. (4). (HU).
This course will survey changing conceptions of the meaning of the American experiment from colonial times to the present. Political, social, economic, religious and cultural ideals have evolved over time, under the influence of changing historical circumstances. American ideals today differ markedly, in all areas, from those of earlier generations; yet there is also much continuity. And Americans of every generation have been divided among themselves over the proper formulation of their ideals. We shall analyze the forces and conflicts which have shaped and reshaped our national commitments. Lectures will focus upon ideas and events from the 17th through the 20th centuries. Readings will be drawn from the original writings of the various periods of American history, as well as from the commentaries of present-day historians. There will be a one-hour midterm examination, two short papers, and a two-hour final examination. (Turner)
210. Topics in Ethnic Studies. (3). (SS). May be repeated for credit with permission.
INTRODUCTION to LATINO STUDIES. Latinos – or Hispanics – are the second largest minority in the U.S. Comprised of those whose origins – however near or far – come from the Spanish-speaking countries of Latin America, Latinos share a basic culture. At the same time, Latinos comprise very variegated experiences in the U.S. Both the reasons for migration from their countries and their processes of incorporation in American society vary widely. Together we will seek to understand both what they share and what is unique. This course explores the experiences of the major groups of Latinos in the U.S. - Chicanos, Mexican immigrants, Puerto Ricans, Cubans – both for what it tells us about them and for the social problems and social issues they serve to exemplify: family, immigration law and its consequences, the different meaning of race in Latin America and the U.S., the unfolding drama of revolution, the culture of poverty, and the like. Overall, we will seek to understand to what extent Latinos are insiders or outsiders to this society, and why. The written requirements for this class consist of three exams. All the exams will be in-class tests, consisting of short answer questions that will draw from the lectures and our discussions of the readings. (Pedraza-Bailey)
240/Women's Studies 240. Introduction to Women's Studies. Open to all undergraduates. (4). (HU).
See Women's Studies 240.
310. Topics in Ethnic Studies. (3). (SS). May be repeated for credit with permission of advisor.
SECTION 001. PUERTO RICO AND PUERTO RICANS: DEVELOPMENT AND MIGRATION. The main purpose of this course is to understand the dynamics of the Puerto Rican migration experience to mainland U.S. One cannot fully comprehend the meaning of migration unless it is viewed as resulting from a rather complex set of interactions between Puerto Rico's internal economic development and the foreign policies of the colonial power which ultimately determined the particular location the island has occupied within the larger world economic system. The first part of this course (Part I: HISTORY OF PUERTO RICO) briefly examines the history of Puerto Rico's economic, social, and political development from Columbus (1493) to Colon (1988). It explores the relationship between productive processes (sugar and coffee), class formations, and political movements which set the background for migration flows. Part II: THE PUERTO RICAN AMERICAN EXPERIENCE, focuses on such controversial issues as the problem of work, poverty and welfare; bilingualism; drug abuse; discrimination; the role of religion; the changing structure of the family; and Puerto Rican's search for identity. This course does not assume any prior knowledge of this topic nor of the Spanish language. The format of this class will be designed in such a way as to encourage dialogue, discussions, creative thinking and independent research. (Sfeir-Younis)
430/WS 430. Theories of Feminism. Women's Studies 240 and one 340-level course, or permission of instructor. (4). (HU).
See Women's Studies 430. (Barash)
490. History of the American Film. Junior standing. (3-4). (HU). Laboratory fee (approximately $20.00).
The western, the detective/crime film, the musical, the screwball comedy, the science fiction film, etc., form a background against which we measure and understand contemporary American cinema. These FILM GENRES each have their particular conventions – presenting certain kinds of characters and plots; utilizing particular camera styles, MISE-EN-SCENE, and acting; and addressing themselves to particular issues and conflicts. As these genres evolve, old patterns are given new twists, surprising the viewer with unexpected departures from the norm and turning the genre toward consideration of new social and cultural problems. We will examine four characteristic American film genres. A weekly film screening will be accompanied by two hours of lectures and one hour of discussion. Three films in each genre will be studied, ranging in period from the 1930's to the 1970's, thus allowing us to analyze changes within the genre, and the aesthetic as well as the socio-political implications of these changes. Short units on the documentary and the AVANTE-GARDE film may be included. Students will be evaluated on the basis of four short papers, one longer paper and their participation in discussion. Required texts vary in accordance with the genres chosen for study. (Eagle)
496. Historical Approaches to American Culture. (3). (SS). May be repeated for credit with permission of concentration adviser.
Section 001 – In Fall Term, 1988, this section is jointly offered with Music History and Musicology 450. (Crawford)
Section 002 – MYTHS AND MODELS IN AMERICAN HISTORY. In Fall Term, 1988, this section is jointly offered with History 396.001. (Berkhofer)
Section 003 – In Fall Term, 1988, this section is jointly offered with History 396.004. (Wilson)
Section 004 – In Fall Term, 1988, this section is jointly offered with History 397.004. (Pernick)
Section 005 – POLITICS, POWER AND THE PUBLIC SECTOR IN AMERICA, 1820-1920. In Fall Term, 1988, this section is jointly offered with History 396.002. (McDonald)
498. Literary Approaches to American Culture. (3). (HU). May be repeated for credit with permission.
SECTION 001. AMERICAN INDIAN LITERATURE. What is American Indian literature? Since the earliest contact, Euro-Americans have written about the people and cultures they encountered as they explored, colonized, and settled the New World. Though not always historically or culturally accurate, the image of the Indian that has developed from these writings has had a persuasive impact on the way non-Indians view and understand the American Indian. Can this be American Indian literature? For centuries before and after white contact, Indians have used and perpetuated an oral tradition to remember their history and religious doctrine, and to develop stories for amusement and teaching. Through the years, the songs, prayers, chants, stories, mythologies of numerous American Indian peoples have been collected, translated, and recorded in written form. Can these collections be called American Indian literature? Beginning with the first Indians who could speak and write a European language, Indians themselves have contributed written works to American literature. These work in many cases reflect the author's Indian heritage as well as their perception of the non-Indian world. Is this Indian literature? The possible answers to all these questions will be explored in this class. Students will read literature from each of the categories identified above and students will be asked to discuss – in class - the validity of each category to be labeled "American Indian Literature." (LeBeau)
SECTION 002. CHICANO LITERATURE. This discussion
course will analyze the Chicano experience in the United States as revealed through novels, short fiction, plays and poems (in English) written by Mexican-Americans.
Often considered outside "mainstream" American literature, Chicano
literary writings are a valid and exciting part of this country's literature, reflecting the rich historical and cultural experiences of America's fastest
growing minority group. Works will be enjoyed and discussed for their literary
merit as well as for their insights into the sociological, cultural and political realities of Chicano life, issues which frequently serve as dominant
literary themes in the literature. Emphasis will be on works published during the 1960's to the present. Because this course has been designed as a discussion
course, class attendance and participation will be crucial. Students of
all ethnic backgrounds are encouraged to enroll; ideally, the class can
serve as a forum for cross-cultural exchange. Required readings will include
a course pack containing poetry, short stories and plays; books (all in
paperback) include:, Jose Antonio Villarreal
AND THE EARTH DID NOT PART, Tomas Rivera
BLESS ME, ULTIMA, Rudolfo Anaya
THE HOUSE ON MANGO STREET, Sandra Cisneros
THE RAIN GOD, Arturo Islas
THE ROAD TO TAMAZUNCHALE, Ron Arias
EMPLUMADA, Lorna Dee Cervantes
Students will take a midterm and a final exam, and complete a paper of about ten pages. (Zimmerman)
Courses in Ojibwa
222. Elementary Ojibwa. (3). (FL).
This course is designed to give the conversational and cultural skills necessary to enable students to use Ojibwa in real life situations. The teaching methods are entirely inductive, and the role of writing is downplayed. There is considerable emphasis on teaching culturally appropriate behavior, and the simple conversational patterns of greetings, leave takings, introductions, table talk, etc. There is no prerequisite for the course. (McCue)
322. Intermediate Ojibwa. Am. Cult. 222 and 223 or permission of instructor. (3). (FL).
This course is designed to improve the basic conversational skills of the student who knows some Ojibwa. The emphasis in class is on increasing the range of situations in which the student can use Ojibwa in real life. Some emphasis is placed on teaching the students to be able to learn more Ojibwa outside of the classroom, by talking and using the language with native speakers. (McCue)
422. Advanced Ojibwa. Am. Cult. 322 and 323, or permission of instructor. (3). (Excl).
This course is aimed at giving students with conversational ability in Ojibwa the opportunity to both improve their speaking and listening skills and to introduce them to Ojibwa literature, and the various dialects represented in the literature. Students will work with the original, unedited texts, as well as with edited, retranscribed materials, and thus learn about the problems of working in a language without a standard writing system that is widely accepted. (McCue)
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