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 18th through the 20th centuries. Readings will be drawn from the original writings of the various periods of American history. There will be a one-hour midterm two short papers, and a two-hour final examination. (Larson)
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. (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). (Excl). 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)
SECTION 002. RACE AND ETHNICITY IN AMERICAN CULTURAL ARTS: AFRO-AMERICAN CULTURAL HISTORY. historically surveyed within the multi-racial, multi-ethnic evolution of American cultural arts. Examined are the origins of cultural arts developments from Colonial America to the present related to Blacks, Indians and other ethnics. Beginning with Thomas Jefferson's Colonial views on Black and Indian "cultures" in the ANTHROPOLIGICAL sense of the meanings of "culture," the creative and artistically interpretive perceptions of race and ethnicity are examined through the cultural arts. For example, the long range influence of "Negro Minstrelsy" in American music, dance and theatrical forms is examined as the root-origin of the "Negro Stereotype"; the influence of Harriet Beecher Stowe's UNCLE TOM'S CABIN on the literary genre of the white author's approach to the Black image; the brief attempts to incorporate Black and Indian music themes into American music composition; the Anton Dvorak-Jeannette Thurber Thesis of the 1890's; the origins of Ragtime-Jazz-Blues continuum in popular music culture; Puritanisms, Americanisms, and Africanisms in the evolution of popular American dance; Blacks (and ethnicity) in the modern American Theatre; the Eugene O'Neill thematic and revolution and the aesthetics of the Black image on the American stage as perceived by white (and Black) dramatists. 1917-1930: the Harlem Renaissance seen as artistic, literary, aesthetic cross-cultural, trans-racial adaptation, accommodation and cross fertilization in American music, literature, graphic arts, theatre and dance; the 1930's and the New Deal's Works Project Administration (WPA) impact on the (Seven) cultural arts up to World War II. An interpretive survey of post-World War II to the 1980's will be open-ended, depending upon the general results of classroom discussions based on the topical choices elected by students themselves. Course requirements: one thoroughly researched term paper on a student chosen topic related to the historical survey substance of the course. The course will be taught seminar style. Choices of term paper topics must be agreed upon with the instructor. An adequate RESERVED READING LIST will be provided plus additional sources suggested by the instructor. (Cruse)
311. Topics in Ethnic Studies. (3). (Excl). May be repeated for credit with permission of advisor.
MEXICAN MURAL ART: FROM ANCIENT ROOTS TO CONTEMPORARY AMERICAN ART. Through the use of slides, readings, and discussions, this course will explore the evolution of Mexican mural art to better understand and appreciate its unique historical/cultural role and influence as visual environmental communication. Our study will include Ancient/Mesoamerican mural art; the mural art of Nueva Espana; folk or popular mural painting; the Mexican mural movement and its influences on public mural art in the U.S.; and contemporary people's art and the Chicano art movement. Course requirements: a) midterm exam, b) final exam, and c) a field assignment. (Vargas)
410. Hispanics in the United States. (3). (Excl). May be repeated for credit with permission.
SECTION 001. CROSSING BORDERS: LATINO MIGRATION TO THE UNITED STATES. This course ranges between anthropology and its neighboring disciplines in an attempt to understand what life is like for Latinos involved in migration to and from the United States. Focusing on people from Mexico, the Spanish-speaking Caribbean and Central America, it examines their experiences in relation to issues such as the changing character of capitalism as an international system; the organizing role of networks and families; changing patterns of gender relations; the emergence of a second generation; discipline and resistance in the context of class formation; and the role of the state as an agent of policy and ideology. Using a seminar format, the course involves a close reading of required texts and detailed class discussions. The final grade is based on contribution to these discussions and on two papers that use additional research to expand on issues raised by the readings. (Rouse)
430/Women's Studies 430. Theories of Feminism. Any of Women's Studies 341-345; or permission of instructor. (4). (Excl).
See Women's Studies 430. (Hart)
490. American Film Genres. 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). (Excl). May be repeated for credit with permission of concentration adviser.
SECTION 002 – MYTHS AND MODELS IN AMERICAN HISTORY. For Fall Term, 1989, this section is offered jointly with History 396.001. (Berkhofer)
SECTION 003 – "THE PRESIDENCY IN THE 1970'S: SOCIAL AND ECONOMIC ISSUES OF THE FORD ADMINISTRATION." For Fall Term, 1989, this section is offered jointly with History 396.004. (Daellenbach)
SECTION 004. This section is offered jointly with History 396 for the Fall Term, 1989. (McDonald)
SECTION 005. TELEVISION, SOCIETY, AND CULTURE. For Fall Term, 1989, this section is offered jointly with Anthropology 458.002. (Kottak)
SECTION 006 – POLITICS, AND THE PUBLIC SECTOR IN AMERICA 1830-1930. This section is offered jointly with History 396.002, for the Fall Term, 1989. (Hollinger)
498. Literary Approaches to American Culture. (3). (Excl). 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 in 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 works 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 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: POCHO, 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; and EMPLUMADA, Lorna Dee Cervantes. Students will take a midterm and a final exam, and complete a paper of about ten pages. (Zimmerman)
499/Hist. of Art 499. The Arts in American Life. Senior concentrators, seniors in any Honors curriculum, or graduate students with permission. (3). (Excl). May be repeated for credit with permission.
See History of Art 499. (Lovell)
Courses in Ojibwa
A full sequence of Ojibwa cannot be guaranteed. Students should consult with the American Culture Program Office before undertaking Ojibwa to satisfy the College language requirement.
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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