CCE/CRJ: Ethnic Studies 100 (3 Units)

Ethnic America 
*Fulfills GE Advanced Studies, Writing Intensive & Race-Ethnicity Requirements


Professor: James Sobredo, Ph.D.

Spring 2012 Online Course for CCE/CRJ students (24 February – 19 April 2012)

Office Hours: Amador Hall 563A, Hours. Thurs.12:00 – 1:20 pm and 3-4:30 pm
    *Every 2nd Fri. of MONTH =
Friday, 10:00 am - 1 pm

Telephone: (916) 278-7566 & Web Address:


Course Description

 Through an interdisciplinary approach, introduces the four major American ethnic groups--Black, American Indian, Chicano, and Asian American. Focuses on themes common to all four groups (racism, economic and political oppression) and demonstrates the varied contributions of each culture to American social and economic life. Prerequisite: Passing score on the WPE. 3 units.


*Students who have not passed the WPE/WPJ cannot enroll in this course.

*DROPPING ETHN 100 or any class at Sac State:
The Professor is NOT responsible for DROPPING you from this course or any other course. It is YOUR RESPONSIBILITY to file the appropriate paper work with the Registrar’s Office and drop ETHN 100 or any other class.


This is an advanced course in the study of race and ethnicity in the United States. ES100 will introduce students to the four major American ethnic groups: African American, American Indian, Chicano, and Asian American. Their experience will be examined within the context of historical, social, economic, and political forces in American society. In the process, students shall also critically examine how labor market status, race, class, and sex/gender relations affected the evolution and formation of African American, American Indian, Chicano, and Asian American communities.


Course Objectives

 By the end of the class, students will have learned about:


1.      The history of African American, American Indian, Chicano, and Asian American community formation

2.      The historical context within which these migrations/settlements have occurred

3.      How race, class, gender and socio-economic forces affect African Americans, American Indians, Chicanos, and Asian Americans

4.      How to utilize social science theories in critically analyzing and interpreting American history




In order to pass the class, students must complete all the major paper assignments. Students are also required to attend all the class lectures, arrive at class on time, participate in the class discussions, and are responsible for all the readings and lectures. Students are required to have a CSUS e-mail account (free too all CSUS students) and participate in all the class assignments and discussions. 


As a course that fulfills the writing requirements for a GE curriculum, students are required to write the equivalent of a 5,000 word analytic essay, which for this class will amount to three analytic papers for the entirety of the course. Since this is a writing intensive (advanced studies) course and all students taking this class are required to have passed the writing proficiency exam (WPE), the professor expects students to communicate their ideas in comprehensible English. Each of the critical, analytic papers must be double-spaced, type-written and will be graded on their content, analysis, coherence, correct documentation of source citations, and clarity of expression. Students are required to follow standard academic format for proper source citation.





1.             Only medical and family emergencies will be considered as legitimate excuse by the instructor. Unless prior arrangement has been made with the class instructor, the professor does not accept late assignments.

2.             The professor does not tolerate disruptive class behavior. For example, it is disruptive to come in fashionably late, hold private conversations, let your cell phone ring or have a cell phone conversation in class (turn off your cell phone or put it on silent).

3.             Inappropriate classroom behavior: It is disruptive to have a private conversation with other students, to walk in “fashionably” late to class (let me know ahead of time if you’re going to be late and go to the back of the class and quietly find a seat). It is disruptive to the instructor if you fall asleep in class (this particular instructor spends many long hours preparing for his class lessons)—let me know ahead of time if you work nights/evenings or have children and other pressing responsibilities.

4.             Professional Ethics. Students are expected to behave and conduct themselves in a polite and professional manner. The course instructor is to be addressed as “Dr. Sobredo” or “Professor Sobredo.”

5.             Plagiarism. The professor does not tolerate academic dishonesty--consult the CSUS Student Handbook ( for policies governing student conduct and responsibilities. It is the student’s responsibility to understand what plagiarism is and how to provide the appropriate and correct citation of ideas and sources that are not their own. An “F” grade will be given to any student who plagiarizes by (a) passing another person’s idea or work as theirs or (b) failing to provide to provide the appropriate citation for original theories/concepts, quotes or research data—I will also write a letter about the incident to the Dean of Student Affairs.

6.             College-level Writing Skills and Grammar. In taking this class you are supposed to have passed the WPE writing exam. This is a class on Ethnic Studies and not a “how to” class on college English composition; consequently, it is assumed you know how to write a college-level academic paper. In writing papers for this intensive writing class, it is your responsibility to know how to write a sentence, the mechanics of grammar, and the correct format for the Chicago or MLA (Modern Language Association) style of source citation.

7.             Late/Missing Work. Unless prior arrangements has been made with the professor, late work will be assessed a 5 percent reduction in grade. The instructor does not give "make-up" quizzes, exams or grade on a curve. 

8.             DO NOT use the instructor’s private email address to send communicationsinstead use WebCT communications & email.

9.             Do not call or email the instructor regarding homework assignments. All homework assignments are available online, 24 hours a day, 7 days a week (24/7). Should any mistakes occur regarding online postings of assignments, the instructor will make the appropriate changes and adjustments.

10.                EXTRA CREDIT: The professor will allow students no more than 1 (ONE) extra credit assignments (short paper, 2 pages minimum). [*Exceptions: no extra credit work is accepted during the shortened online and summer sessions.]

11.                Your final grade will reflect your ability to follow these classroom policies, to follow and complete class assignments, and to follow professional ethics.





3 Short assignments


100 pts


Assignment 1: 300 words, 20 pts

-General writing evaluation

Assignment 2: 700 words, 30 pts

-Source citations & use of quotes

Assignment 3: 1,000 words, 50 pts

-Arguments & Evidence

*Do a “word count” and post the number of words. If you do not, you will be penalized 5% of your grade.


1 long assignment

100 words

Long paper: 2,000 words

*Do a “word count” and post the number of words. If you do not, you will be penalized 5% of your grade.

Class Discussion, Short assignments, Online, Classroom Ethics



100 pts

CLASS DISCUSSION, ONLINE SESSIONS & ASSIGNMENTS. 90 pts. Students will be evaluated on their small group discussion sessions, class assignments & online participation.

CLASSROOM ETHICS. 10 pts. Students will be graded on their ability to follow class policies, attend class regularly, and follow professor's instructions.


300 pts




GRADING SCALE   300 pts Total

300-282 points.... A, 281-270...A-, 269-260... B+, 259-250...B, 249-240... 

B-, 239-230...C+, 229-220...C, 219-210...C-, 209-179...D, 178 and below... "E" [not passing] 


REQUIRED TEXTS: None. All course materials are available online.



WEEKLY TOPICS & READINGS (tentative schedule)




Week 1



Lecture 1: Introduction, my background, course syllabus, etc.

Lecture 2: Concepts of Race, Ethnicity, and class

      *Concept & Theories of Race: SF Chronicle, 2-28-98, “What is Race?”available at

      PBS Transcript: “Ghosts of Rwanda”—available at





The Search for Asian Markets & Finding “Indians”

      Nicholas Kristof, NY Times “1492: The Prequel”—available at

      Zheng He’s Treasure Ship, TIME Asia, 20-27 Aug. 2001—available at



PAPER 1: Evaluative Essay, 300 words min. - 400 max., 20 pts

      TOPIC: Evaluation of Writing Skills

      Papers will be returned and grade with typed comments.

      Due: Friday, 2 March 2012

Week 2

Contact, Conquest & Genocide

Š        PBS Transcript of Jared Diamond’s Guns, Germs & Steel. Download at:

      Nicholas P. Canny, "The Ideology of English Colonization: From Ireland to America," The William and Mary Quarterly, 3rd Ser., Vol. 30, No. 4. (Oct., 1973), pp. 575-598--available at CSUS Library database (JSTOR):




Creating White Supremacy & Eurocentrism

      Stephen J. Gould, “The Geometer of Race,” Discover, November 1994—available at (as of 2/1/2008).

      Madison Grant, Part I (Chapters 1-VII), in classic work The Passing of The Great Race: Or the Racial Basis of European History (Charles Scribner's Sons, 1916). Available at


Week 3

Unfree Labor, Race & the Creation of American Slavery



       “Africans in America” (PBS), Online Readings:

      Winthrop D. Jordan, "Modern Tensions and the Origins of American Slavery," The Journal of Southern History, Vol. 28, No. 1. (Feb., 1962), pp. 18-30-- available at CSUS Library database (JSTOR):

      Richard Graham, "Slavery and Economic Development: Brazil and the United States South in the Nineteenth Century," Comparative Studies in Society and History, Vol. 23, No. 4. (Oct., 1981), pp. 620-655--available at CSUS Library database (JSTOR):



PAPER 2Source Citation Essay, 700 words min. –  800 max, 30 pts

      TOPIC: Source citation exercise & use of quotes

      Papers will be returned and grade with typed comments.

      Due: Friday, 16 March 2012






Week 4

Stealing Indian Lands`


Š          Nicole Lim, “Tribal Sovereignty & Governmental Authority” in *Eric Vega, Rita Cameron-Wedding, & Gregory Yee Mark (eds.), Ethnic America (Dubuque: Kendall/Hunt, 2006) (*Library Reserve).

Š          Sherburne F. Cook, "Interracial Warfare and Population Decline among the New England Indians," Ethnohistory, Vol. 20, No. 1. (Winter, 1973), pp. 1-24--available at CSUS Library database (JSTOR):

      Edwin A. Miles, "After John Marshall's Decision: Worcester v. Georgia and the Nullification Crisis," The Journal of Southern History, Vol. 39, No. 4. (Nov., 1973), pp. 519-544--available at CSUS Library database (JSTOR):

      Wilcomb E. Washburn, "The Historical Context of American Indian Legal Problems," Law and Contemporary Problems, Vol. 40, No. 1, The American Indian and the Law. (Winter, 1976), pp. 12-24--available at CSUS Library database (JSTOR):



Assimilation & Cultural/Economic Domination


      Lilian Friedberg, "Dare to Compare: Americanizing the Holocaust," American Indian Quarterly, Vol. 24, No. 3. (Summer, 2000), pp. 353-380--available at CSUS Library database (JSTOR):

      Gary C. Anders, "The Reduction of a Self-Sufficient People to Poverty and Welfare Dependence: An Analysis of the Causes of Cherokee Indian Underdevelopment," American Journal of Economics and Sociology, Vol. 40, No. 3. (Jul., 1981), pp. 225-237--available at CSUS Library database (JSTOR):





Week 5

Migrant Workers in the Field: Mexicans


      Norman A. Graebner, "The Mexican War: A Study in Causation," The Pacific Historical Review, Vol. 49, No. 3. (Aug., 1980), pp. 405-426--available at CSUS Library database (JSTOR):

      Sonia Nazario, “Enrique’s Journey” (LA Times, 2003). This Pulitzer Prize series was published into a book and is available in its entirety at:

       Shawn Malia Kanaiaupuni, "Reframing the Migration Question: An Analysis of Men, Women, and Gender in Mexico," Social Forces, Vol. 78, No. 4. (Jun., 2000), pp. 1311-1347--available at CSUS Library database (JSTOR):


Migrant Workers in the Field: Asians

      Harry H. L. Kitano, "Asian-Americans: The Chinese, Japanese, Koreans, Pilipinos, and Southeast Asians," Annals of the American Academy of Political and Social Science, Vol. 454, America as a Multicultural Society. (Mar., 1981), pp. 125-138--available at CSUS Library database (JSTOR):

      Terry E. Boswell, "A Split Labor Market Analysis of Discrimination Against Chinese Immigrants, 1850-1882," American Sociological Review, Vol. 51, No. 3. (Jun., 1986), pp. 352-371--available at CSUS Library database (JSTOR):



PAPER III: Essay, 1,000 words min. – 1,300 max., 50 pts

      TOPIC: Creating/Interpreting Arguments (Premises & Conclusions)

      Papers will be returned and grade with typed comments.

      Due: FRIDAY, 30 March 2012


Week 6

Asia as the New Frontier: Philippines & Vietnam

      Russell H. Fifield, "The Thirty Years War in Indochina: A Conceptual Framework," Asian Survey, Vol. 17, No. 9. (Sep., 1977), pp. 857-879--available at CSUS Library database (JSTOR):

      Gail P. Kelly, "Coping with America: Refugees from Vietnam, Cambodia, and Laos in the 1970s and 1980s," Annals of the American Academy of Political and Social Science, Vol. 487, Immigration and American Public Policy. (Sep., 1986), pp. 138-149--available at CSUS Library database (JSTOR):

      John M. Gates, "People's War in Vietnam," The Journal of Military History, Vol. 54, No. 3. (Jul., 1990), pp. 325-344--available at CSUS Library database (JSTOR):









Week 7

Civil Rights Movement and 1964 Civil Rights Reform Act

      Speeches of Dr. Martin Luther King, Jr, read Dr. King's speeches given on these days:

a.            5 December 1955: 
Montgomery, Alabama

b.           28 August 1963: Washington, DC

c.            4 April 1967: Riverside Church, NYC

      Michael J. Klarman, "Brown" at 50," Virginia Law Review, 1613-1633--available at CSUS Library database (JSTOR):





1965 Immigration Reform Act & Globalization

      Charles B. Keely, "Effects of the Immigration Act of 1965 on Selected Population Characteristics of Immigrants to the United States," Demography, Vol. 8, No. 2. (May, 1971), pp. 157-169--available at CSUS Library database (JSTOR):

      David M. Reimers, "Post-World War II Immigration to the United States: America's Latest Newcomers," Annals of the American Academy of Political and Social Science, Vol. 454, America as a Multicultural Society. (Mar., 1981), pp. 1-12--available at CSUS Library database (JSTOR):





Week 8

Changing “Race” Concepts and Contemporary Race Relations

      “Does Race Exist?” (A PBS debate):

      Dr. Spencer Wells, "Mapping the Human Races' Journey" (NPR, 13 April 2005).

      Ramon G. McLeod, "`Minority Majority' Well on Way in State: Striking changes in new census data," SF Chronicle, September 4, 1998--

      Edward W. Lempinen, "Connerly Calls For Review Of UC Ethnic Studies," SF Chronicle, June 17, 1998--

      "On Race Relations: An American family," Editorial, SF Chronicle, May 12, 2002--






Race & Ethnicity in a Global Economy

      Charles Petit, "No Biological Basis For Race, Scientists Say Distinctions prove to be skin deep," SF Chronicle, Monday, February 23, 1998--

      James P. Pinkerton, New York Times, "The Human Clone -- Never Say Die," SF Chronicle, Monday, February 12, 2001-

      David Lazarus, "SPECIAL REPORT: Looking Offshore Outsourced UCSF notes highlight privacy risk, '' SF Chronicle, March 28, 2004--


LONG PAPER ("term paper"): 2,000 words min. – 2,300 max., 100 points

      TOPIC: Creating/Interpreting Arguments (Premises & Conclusions)

      Papers will be graded with no comments.

      Due: Last Day of Class = FINAL PAPER DUE



CLASS ENDS: 5 December 2011