Requirements for the paper. Select two readings from those scheduled on the syllabus. As we read these selections in the course of the semester, you should be thinking of which ones you might choose for your paper, so that you can begin giving me drafts of those readings, one or two at a time, by midterm, for revision. I will go over the drafts and suggest revisions, so that the revised and now corrected copy can be incorporated into a final draft. The paper consists of applying the same three questions to the two readings you select. (See below answering the questions.) Each answer requires complete answers and that should amount to about two pages per reading selection. One-sentence answers are not acceptable, but if you turn in drafts, you will have an idea of what good answers should look like. Answers to questions one, two, and three are graded roughly 9, 9, and 15 points. It is important that you do all two readings and answer the questions adequately to realize the maximum possible grade.
Questions for discussion and paper. Discussion in class will center on these questions and sub-questions.
1) a) Which kind of document is this? b) List the points of significance the writer notes, so that one gets a sense of what is being described. This is a complete summary of the document’s/reading’s contents, which may be itemized. Do not include your views on the writer’s points. And do not quote Hutner’s introductory remarks except to understand the SOURCE of the document. [9 pts]
2) What did you think/learn/feel was valuable/not valuable about the reading as a historical source? Explain what you learned and why this was valuable for you? For example, does the reading give you insight on the feelings or thinking of the writer or participant? Or have you understood a new detail about the historical situation being
described that you did not already know or imagine? What did you learn as a result of this reading and what was valuable about it for you? What you “learned” or is “valuable” should not be a kind of “moral of the story” or conform to something you think was “right” about whatever the person did. Rather, focus on something about the historical situation being illustrated. You might also consider whether the writer seem to face any conflicts or how he/she feels about leaving behind his/her native culture? Does he/she faces any problems of adjustment? [9 pts]
3) Consider the problems involved in cultural accommodation that all immigrants face, and particularly the general historical context of government policies affecting specific ethnic groups, cultural attitudes, and explain which policies/events/ developments might have affected the writer’s cultural accommodation or adjustment. YOU MUST REFER TO WHAT THE TEXTBOOK SAYS ABOUT GOVERNMENTAL POLICIES, EVENTS, DEVELOPMENTS, CULTURAL ATTITUDES, AND GENERAL HISTORICAL CONTEXT IN ANSWERING THE QUESTION. WHAT DOES THE TEXTBOOK ARGUE ABOUT THESE ISSUES? Specify which policies were in place regarding immigrants from the ethnic group to which this particular “immigrant voice” came to the US. [15 pts]
To answer question three, read the textbook and lectures to understand the historical context from which this reading comes so that you can connect the reading to an event/policy/ development. The following definitions might be useful.
Definitions for event/policy/development: Developmen
Definitions for event/policy/development: Developments are long-term action or historical change that occur over long periods motivated by ideas, beliefs, changes in technologies, or territorial expansion and war, and that, when implemented in society, might lead to new political, economic, or social systems, perhaps even the creation of new social classes or different ways of thinking or organizing society. Some examples of these long-term, persistent story lines/ historical patterns –usually conflicted— in a nation’s cultural history,” are “expansion/frontier theme”; “political ideology or political style” (democracy, ideals/concepts [liberty/equality, political/class consciousness, elections, federalism]; “concept of one nation/nationalism”; “concept of universality/brotherhood” [nation of immigrants/melting pot”]; “economic ideology” [liberalism, free trade, imperialism/isolation]; cultural style/manners [religion, slavery/racism, individualism]; “intellectual/scientific/technological development” [industrialization, rationalism].
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