Cultural Conflict: Examine cultural conflict in two works. What cultures are the characters exposed to? What is the cultural conflict? What are the problems that culture confusion poses to the characters? What are the characters attitudes towards different cultures? Do they embrace other cultures or reject them? What is the dilemma for the culturally hybridized characters? Could they reconcile their mixed cultural holdings?

the two works are :
Thomas Babington McCauley, From Minute on Indian Education and
Salman Rushdie, English Is an Indian Literary Language

Generate a thesis based on analysis of specific texts
NO SUMMARIES
you need a supporting quotation and evidence from the text including page/line references.

Please answer the following questions in two pages:

Please select any company. Can you identify cultural conflicts or issues in the company you selected?
Can you identify sources of conflict related to the culture of the country or countries where Company does business?

Please prepare a 5-page word research paper on a multinational organization such as Starbucks OR McDonalds in Europe OR IBM (anyone) that has experienced cultural conflicts existing both internally and externally.
Define the culture conflict and analyze intervention strategies that have been used or could have been used to deal with the conflicts.
Apply a predictive model in the analysis.

Please ensure that all areas above are adequately addressed.

? Global Leadership Competencies: Managing Cultural Conflict

This assignment is designed to get you to think about how you would function as a leader in a situation where there is cultural conflict among people who are from various parts of the world, but who must work together as professionals.

Assume you are the leader of a six-person team, and all team members work out of an office in New Jersey. The team is a diverse group, including people from different backgrounds, ages, and perspectives. Your team comprises the following individuals:

? John, a 43-year-old African American man has lived in New Jersey his whole life; ? Julie, a 22-year-old Asian American woman who just graduated from a college in California; ? Tom, a 50-year-old white American man who grew up in a small town in the Midwest; ? Jinsoo, a 30-year-old South Korean national who maintains close ties with his homeland; ? Darius, a 32-year-old man, now a U.S. citizen, who came to the United States from Iran 10 years ago; and ? Harpreet, a 30-year-old woman who came to the United States from India with her parents as a young child.

The team is working together on a project for a health care client, called the Monitor Project. This effort has the goal of developing a mobile software application for patient monitoring, and it is due to be delivered in 30 days. You, as the team leader, have a lot riding on this project, including a promotion and a bonus.

But you are having a problem with team dynamics. Darius and Harpreet, the newest members of the team, joined the team three months ago, and each was hired to bring a specialized skill set that is required by the project. The rest of the team members have been together for a year. All team members, including Darius and Harpreet, need to work together closely. However, these two team members do not get along, and they have been arguing and complaining about each other for the last month. Today, Harpreet complained to you that Darius, as a Muslim, has been deliberately undermining her and does not respect her because she is a woman and a Hindu. The rest of team is becoming distracted by the situation, and their performance has begun to slip. Your ability to keep the project on schedule is also becoming compromised. You are concerned that the situation will undermine productivity and create an unpleasant work environment.

What do you?their team leader?do? What types of leadership will you use? Describe how you would manage the situation. Your response should take the form of a 4-page double-spaced essay. Your essay should fully address each of the following components:

1) An assessment of the situation. What is happening, and why? 2) An identification of the general options for addressing the situation. What are the different approaches for dealing with the problem? What leadership behaviors and methods will be needed? 3) Your decision on what you will do and why. What are some options? What is your preferred solution, and why will it work? 4) A description of the specific steps you will take. How, exactly, will you implement your solution? 5) Your expectation for the outcomes of those steps. What do you expect will happen if your solution is successful? 6) A ?Plan B.? What will you do if your initial approach does not work out?

This assignment is worth 25% of your final grade. It will be graded based on the following:

1) the quality of your analysis of the situation; 2) the quality of your proposed solution; 3) your use of the reading material demonstrated through the required references; and 4) the clarity of your presentation of the material. Use more than four pages if necessary to explain your solution to this situation.

This is a research proposal for a Ph.D thesis in Cultural/Medical Anthropology. I am asking for help mainly because my mother tongue is not english. I have already accomplished a serious part of the work and maybe I should have asked just for an editing service, but as it is the first time I am involved in such an endeavour I prefer let myself be guided by the qualified professionals.
A first draft of the research proposal -4 pages long- will be e-mailed to you immediately after submitting my order [under the name of Giovanni, [email protected]].
As for the details: there must be at minimum 8 quotations -other than these concerning the authors already mentioned in my first draft-. Parenthetical citations would be welcome. Footnotes are not necessary.
You should read my first draft to become familiar with the subject. Summarizing, I could say that it is about a research on the cultural conflicts at the workplace -in a multinational corporation setting- and the [mental] health problems emerging from them. Hierarchical ranking between individuals and ethnic groups, "deviant" sexual behavior, aggressiveness between young male collegues and conflicts as products of differencies in verbal and non-verbal communicational codes are some of the main issues of the study.
The person who will undertake the writing of this research proposal should be familiar with Medical Anthropology concepts AND managerial approaches in business ['Management of Human Resources'].
I am ready to answer any question about more details.
Thank you.

There are faxes for this order.

Advice: Dive into the text first rather than thinking in abstract terms about the topic; map out the central moments in the text that resonate for you with the topic you?re interested in and be prepared to let it shift accordingly.YOU MUST USE PARENTHETICAL CITATIONS FOR ALL QUOTEs.

Examine cultural conflict in two works. What cultures are the characters exposed to? What is the cultural conflict? What are the problems that culture confusion poses to the characters? What are the characters? attitudes towards different cultures? Do they embrace other cultures or reject them? What is the dilemma for the culturally hybridized characters? Could they reconcile their mixed cultural holdings?

Two works: Krik? Krat! by Edwidge Danticat and The Complete Persepolis by Marjane Satrapi

Remember: no overviews or summaries. Generate a thesis based on analysis of specific texts. For every claim you make in the body paragraphs, you need a supporting quotation and evidence from the text including page/line references.

Compare(show similarities) and Contrast(show differences) the articles, the achievement of desire,by richard rodriquez and i just wanna be average, by mike rose. On one paper with the attention getter, the names of the articles by the authors, and the thesis underline in the introduction please. These are the themes the essays must compare and contrast around from both papers. The paragraphs must relate back to the thesis.


A). Assimilation, 2pages

B). The power of academic reading,2pages

C). Crisis identity, 2pages

D). Self-awareness, 2pages

E).Cultural conflict, 2pages


Please each themes must be on different paper. Please this is for my final exams, the comparison and contrast must come from just the articles.
Please remember to underline the thesis, that is a request from the Professor. Also MLA style.

nadine thanks in advance

This is to be a position paper regarding the current policies and practices regarding the education of bilingual bicultural students. This paper should make specific references to the text: Bilingual & ESL classrooms by Carlos Ovando.
The purpose of this paper is to demonstrate understanding of the cognitive and linguistic development of bilingual bicultural students and the cultural conflict these students experience in school.

Risk Factors Analysis:
This is an international business paper, in which you will research a list of risk factors given by me for organizations to consider when conducting business in a different or new country for the sake of globalization and expansion. You can think of it as a country risk analysis, but in this case I will provide you with seven different risks and I want you to write up 330-350 words for each risk, and give examples of different countries that endure the risk, and how it may affect any or a given business if established. Use at least 2 different legitimate and viable sources for each risk factor. In addition, the project is basically a detailed definition of each risk factor with examples of its occurrences in different countries, and how each risk factor might affect a new or expanded business in a given country that contains the risk factor. Please cite your writing as you write, and make sure not to plagiarize, and provide concise, clear, and unambiguous sentences. In addition, make sure to never write any sentence with grammatical mistakes.

The risk factors list:

1-Intellectual property theft risk: the risk of theft of Intellectual property (IP) can be anything from a particular manufacturing process to plans for a product launch, a trade secret like a chemical formula, or a list of the countries in which your patents are registered.

2-Government policy corruption risk: the probability of loss due to foreign government grants of monopoly franchises, tax abatements, and favored trade status.

3-Foreign currency exchange rate instability risk: the probability of loss due to swings in the relative value of domestic currency of foreign market, which are highly unpredictable in volatile markets.

4-Terrorist strikes risk: the risk of having terrorist attacks

5-Lack of technological infrastructure risk: the risk that might cause a business to fail because of improper telecommunication infrastructure.

6-Cross-cultural conflict risk: the probability of loss because of product market differences due to distinctive social influences or customs in foreign markets.

7-Limits of foreign ownership risk

You can use the following sources to find information:
Sources for Economic Information
-The Commercial officers in Embassies
-CIA, State Department, DOD (Country analyses)
-Economist Magazines EIU (JHU has access account)
-The World Bank
-The United Nations
-The International Monetary Fund
-The Organization for Economic Cooperation and Development

Appreciation of cultural diversity: Write a 2 page essay that assesses the cultural conflict in A Rose for Emily. Consider such questions as: What customs/beliefs are in conflict? Is there a resolution? Could the conflict have been avoided? Use quotes and examples from the story to support your thesis.

measures of economic development, indicators of social development, life expectancy, adult literacy, and ISI or ESI economic policies.
- Dependency theory versus modernization theory

- Religion and politics
major and minor religions of the country, the relationship of the religion to the politics of that country, and future trends.

- Ethnic-cultural divisions
ethnic or cultural conflicts, what are the origins of these conflicts, what is the future trend

- Women and development
political and socioeconomic status of women in your country, the state of women and politics, and the regime type of political leadership

- Agrarian reform and the politics of rural change
If applicable, a discussion of agrarian reform

-Rapid urbanization and the politics of the urban poor
If applicable, a discussion of rapid urbanization and the politics of the urban poor

- Revolutionary change/Soldiers and politics
If applicable, a discussion of revolutionary change and soldiers and politics

- The political economy of third world development
a discussion concerning the role of the State with regard to economic development, Issues of growth with equity, economic development and the environment, and finding the right mix

I will send you literature review paper and second part which you must write methodology these two parts are related. so you can use literature review paper to get some information for methodology section. You must make own research study. Dependent variable is domestic violence and there are four independent variables cultural conflict, alcohol abuse, poverty, and mental issue. so you know better than me how to write methodology paper. Very important everything must be written in own words it is own study. This methodology paper shall include the following: A).Select the appropriate research methodology for your study and support why this design is the most appropriate and how the data will be collected. B) Define population for this section i WANT YOU TO WRITE about Brooklyn domestic violence court to get information from this court use convenience sampling and use 1 year time period. C ) Discuss the sampling Technique you will use and why is the most appropriate for your proposal. d) operationalize variables. e ) Discuss issues of validity and reliability, and bias as they relate to your proposal. f) Discuss how would address any ethical concerns. g) What application do you envision your research having in understanding the selected topic? All these must be included in methodology paper. Thank you.
There are faxes for this order.

the paper has to be an analysis essay on the drama "Death of a Salesman" by written from the cultural studies perspective.

these questions have to be answered in the essay: What cultural conflicts are suggested by or embodied in the work? What kinds of gender identity, behavior, and or attitudes are reflected in the work?

Must include discussion on the Conflict continuum, Functional versus Dysfunctional Conflict

They types of conflict: Personality conflict, Intergroup conflict, cross cultural conflict

Discussion on Managing conflict and ways to negotiate effectively in difficult situatuions.

Other scholars, journalists, and policy makers adopted and popularized the ideas of Samuel P. Huntington, a professor of government at Harvard University, to explain the emerging post-cold war world. According to Huntington, the world is divided into a number of distinct civilizations that are irreconcilable because they hold to entirely different value systems. One of these civilizations, Islamic civilization, is particularly dangerous because of its propensity for violence (Islam, in Huntingtons words, has bloody borders). For Huntington and his disciples, 11 September is proof positive that the post-cold war world is to be defined by a conflict between Islam and the West (Gelvin, 3).

In summary, Huntington theorized a new set of world relationships characterized by cultural conflict. Within this paradigm the West, as typified by the United States, Europe, and Australia, faced an inevitable clash with an emergent, Islamic Middle East.

Based on your extensive readings of the Gelvin text and our conversations in the weekly discussion sections, confirm or refute Huntingtons clash of civilizations thesis. Your paper will include: (1) a summation of Huntingtons clash of civilization thesis; (2) your thesis (your perspective of the clash of civilizations); and, (3) a body of evidence that draws upon the readings from your texts and any other accredited outside sources.

Your additional research will reveal a vast repository of scholars who have aligned on either side of Huntingtons thesis.

What I am giving you here is the instructions and the article that I must reference. Other references will be used, if you can use the textbooks below, do so. But if you do not have access then use something else. The generalness of the materal referenced will probably be found anywhere. (dates).

Each student will write a 6-8 page essay (1,500-2000 words) based on historical understanding of a current ethnic or immigration issue.

Choose an article or editorial from a main-stream news source that addresses an ethnic or immigration issue. Clip out or print your article and be sure to note the name of the source and the date on the copy.

Use the article as the basis for an interpretive essay that addresses the following questions:

1. What particular ethnic or immigration issues are raised?
2 What questions about the past come to mind as you read the article?
3. How does a study of the past enhance our understanding of the issues you identified?

The fourth one is important
4. What specific historical information contributes to that understanding?

Use of quotations is appropriate, but as reference or emphasis, not as narrative. Be sure to put quotation marks around material taken from your sources and include the author and page number in parentheses at the end of the sentence.

Papers are evaluated on the insights they offer into how history can inform our understanding of current ethnic and immigration issues, on connections made between the past and present, and on organization and argument. Please give me a reference sheet in MLA style, I'm not sure if I need it or not.



Books Used in the Course
Required Texts:

Jon Gjerde, ed., Major Problems in American Immigration and Ethnic History (1998)
Thomas Dublin, ed., Immigrant Voices: New Lives in America, 1773-1986 (1993)
Mae M. Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America (2004)

Ronald Takaki, A Different Mirror: A History of Multicultural America (1993), chaps. 2-5
Gary B. Nash, Red, White & Black: The Peoples of Early North America (2000), chap. 11










My Article

Time Magazine
April, 10, 2006
Should They Stay Or Should They Go?
As the divisive national debate on immigration heats up--security, identity and wealth all at issue--every side can agree on just one thing: the system is broken
By KAREN TUMULTY

Posted Sunday, Apr. 2, 2006
You wouldn't think the man who made his mark in Washington as the knight-errant of campaign-finance reform and whose name is rarely written without the word maverick attached would ever meet a cause he deemed hopeless. But that was pretty much where Arizona Senator John McCain was a couple of weeks ago in his quest to transform the nation's immigration laws and set on the path to becoming citizens the estimated 11 million people who are here illegally. When the proposition had been tested, as recently as December in the House of Representatives, the result was a bill that went just about as far as possible in the other direction, one that would build two layers of reinforced fence along much of the 2,000-mile border with Mexico and declare everyone a felon who is illegally on this side of it. But then, as the implications of that bill started to sink in, protesters began pouring into the streets of cities from Los Angeles to Philadelphia to vent their outrage. They were illegal immigrants, and their American-citizen children emerging from behind their shield of invisibility, plus legions of voters who count the newcomers as family, friends and neighbors, in numbers "bigger than the Vietnam War demonstrations," McCain says. "I never could have predicted that we would have 20,000 people in Arizona or half to three-quarters of a million in Los Angeles." Something almost as remarkable started to happen inside the Capitol. One by one, Senate colleagues started coming to him privately whom McCain had written off as "rock-ribbed" opponents to the legalization that he and Democratic Senator Edward Kennedy had been working on for a year. There were maybe 10 of them, McCain says, all asking the same questions: "Isn't there a compromise on this? Isn't there some way to come together on this?"
Then came something that McCain had even less reason to expect. With hundreds on the Capitol Plaza chanting "Let our people stay!" the Senate Judiciary Committee last week gave its imprimatur to legislation very much like the Kennedy-McCain immigration bill and sent it on to the Senate floor, where it stands a good chance of passing.
But the demonstrators were also sparking other reactions, especially after they ignored the pleas of rally organizers to wave only American flags. There was the scene in Apache Junction, Ariz., in which a few Hispanic students raised a Mexican flag over their high school and another group took it down and burned it. In Houston the principal at Reagan High School was reprimanded for raising a Mexican flag below the U.S. and Texas ones, in solidarity with his largely Hispanic student body. Tom Tancredo, the Republican from Colorado who has become Congress's loudest anti-immigrant voice, said his congressional offices in Colorado and Washington were swamped by more than 1,000 phone calls, nearly all from people furious about the protests in which demonstrators "were blatantly stating their illegal presence in the country and waving Mexican flags." Mississippi Senator Trent Lott, describing the marchers, used language usually applied to the tantrums of children: "When they act out like that, they lose me." Virgil Goode, a Republican Congressman from Virginia, said, "If you are here illegally and you want to fly the Mexican flag, go to Mexico."
For nearly as long as the U.S. has been a country, the question of who gets to be an American has stirred our passions and conflicted our values as few others have. In 1886, the same year that the Statue of Liberty was dedicated in New York harbor to the ideal of taking in the tired, the poor and the huddled masses yearning to breathe free, racist mobs rioted in Seattle and forced more than half the city's 350 Chinese onto a ship bound for San Francisco. That two chambers of Congress, both run by the same political party, should appear to be headed in such different directions on immigration tells you that the country is no less conflicted about the issue today. But the fact that for the first time in 20 years, lawmakers are even considering major legislation to do something about immigration shows there is one thing about which everyone can agree when it comes to the current system: it's broken.
The immigration overhaul in 1986 was supposed to have fixed the root problem of an uncontrolled influx by making it illegal for U.S. employers to hire undocumented workers and offering an amnesty to illegal immigrants who had been here for five years at that point. Instead, the best estimates suggest that since then, the number of illegal immigrants has more than tripled. Local governments are staggering under the costs of dealing with the inflow, and since 9/11, controlling who comes into the country has become a security issue as well.
The kind of comprehensive immigration reform being discussed by the Senate carries the potential of transforming the politics of the country by making citizensand therefore votersof millions of mostly Hispanic residents in relatively short order. Says McCain: "This legislation is a defining moment in the history of the United States of America."
And possibly in the history of the Republican Party, which helps explain why the politics of immigration is becoming so tricky for the G.O.P. The business interests in the party base don't want to disrupt a steady supply of cheap labor for the agriculture, construction, hotel and restaurant industries, among others. That's why business lobbyists broke into applause and embraced in the Dirksen office building as the Senate Judiciary Committee voted 12 to 6 to send its bill to the Senate floor, with four of the committee's 10 Republicans joining all its Democrats in favor. So doubtful had been the outcome that there were gasps in the hearing room when Republican chairman Arlen Specter cast the final vote for it himself, giving the legislation extra momentum as it heads to the floor. But those same business interests had lost badly in the House, where social conservatives argued that illegal immigration has begun an uncontrolled demographic and cultural transformation of the country, threatening its values.
Where the President stands on the issue is likely to be a deciding factor. Immigration policy was one of the ways in which George W. Bush defined himself in his 2000 campaign as a different kind of Republican, a Texas Governor who believed that "family values don't stop at the Rio Grande." Once he got to the White House, he infuriated some social conservatives by proposing--and appearing to be serious about--an immigration plan that included a guest-worker program. It was an idea he shelved after 9/11, then put forward again as the first policy initiative of his 2004 re-election campaign. But in a private White House meeting with congressional leaders last year, Bush confessed that he had misjudged the politics of the issue and agreed to recalibrate, putting more emphasis on border security. The President has insisted, though, that he wants reform that includes both enhanced border enforcement and provisions for guest workers. His ideas, which focus on giving migrant laborers temporary visas, have never gone as far as the McCain-Kennedy proposal of offering citizenship to illegal immigrants and some future guest workers. Last week, as Bush met in Mexico with President Vicente Fox, he said, "We want them coming in an orderly way." He added, "And if they want to become a citizen, they can get in line, but not the head of the line."
In Bush's closed meeting with Fox, a senior Administration official says, the U.S. President told the Mexican one that there is an "unsettling" undercurrent of isolationist and protectionist attitudes in the U.S. "It's an emotional issue," Bush told Fox but predicted, "I think we will get something" out of Congress on immigration. The two talked nuts and bolts of legislative strategy, with Bush saying the plan is to get a comprehensive immigration bill from the Senate, then add some of those elements to the House's security bill when the two versions reach a conference committee. A White House official told TIME that once the bill reaches a conference committee, Bush will weigh in more heavily on the specifics that he wants in the final law.
Bush is keen to preserve for Republicans the gains that he is credited with having made among culturally conservative but traditionally Democratic Hispanics, who gave him 40% of their vote in 2004 and are believed to have been crucial to his re-election. Hispanics account for about half the population increase in the U.S. Florida Senator Mel Martinez, a Republican, warned his party last week that it risks losing ground with "individuals who share our values on so many different issues." Former Republican Party chairman Ed Gillespie, a close adviser to the White House, said, "The Republican majority already rests too heavily on white voters, and current demographic voting percentages will not allow us to hold our majority in the future."
There is also a far more immediate reason for congressional Republicans to find some way to bridge their divide on immigration: they are short on tangible accomplishments in this midterm-election year. A law that would address the immigration mess would give them something to brag about as voters get ready to go to the polls. "We need to have a [presidential] signing ceremony on the border before the fall," says one of the G.O.P.'s top strategists. "We need to get it done."
A TIME poll conducted last week suggests broad support for a policy makeover. Of those surveyed, 82% said they believe the government is not doing enough to keep illegal immigrants out of the country, and a large majority (75%) would deny them government services such as health care and food stamps. Half (51%) said children who are here illegally shouldn't be allowed to attend public schools. But only 1 in 4 would support making it a felony to be in the U.S. illegally, as the House voted to do when it approved the tough enforcement bill submitted by Wisconsin Republican F. James Sensenbrenner. Rather than expel illegal immigrants from the country, more than three-quarters of those polled (78%) favored allowing citizenship for those who are already here, if they have a job, demonstrate proficiency in English and pay their taxes.
Some House Republicans are starting to feel pressure at home over their hard-line stance. In Reading, Pa., a Hispanic lawyer named Angel Figueroa arranged a meeting last month for his Congressman Jim Gerlach--who faces a tight race this fall--and voters in his district who oppose the House bill, which Gerlach supported. The meeting included not only immigrant-advocacy groups but also the president of the local community college, the head of a federally funded labor-training-and-placement company, the personnel director of a mushroom-growing company and a local Catholic priest. After listening to their arguments, Gerlach appeared to be reconsidering his vote. "One of the saving aspects of our democracy is our ability to fix mistakes," he told his constituents. "I supported the House bill," he said to TIME. "But we need to move the ball forward, and I agree wholeheartedly that that is not the final policy coming out of Congress."
House leaders are also showing a new flexibility. "We're going to look at all alternatives," House Speaker Dennis Hastert, who voted yes on the Sensenbrenner bill, said two days after the Senate committee's action. "We're not going to discount anything right now. Our first priority is to protect the border. And we also know there is a need in some sections of the economy for a guest-worker program." House majority leader John Boehner has begun talking dismissively about the feasibility of the 700-mile fence that the House voted to build along the border.
But many others in the House, seeing the direction that the Senate is taking, are only digging in deeper. More than a third of House Republicans belong to the anti-immigration caucus led by Congressman Tancredo of Colorado. (Only two Democrats are members.) After the Senate Judiciary Committee voted, more than a dozen of them held a news conference denouncing it. "It would be like a dinner bell. 'Come one, come all,'" said Colorado Representative Bob Beauprez.
Senate foes of loosening the immigration law are not giving up either, despite the Judiciary Committee vote. As debate opened last week, Oklahoma Senator James Inhofe gave a taste of what is to come when he offered an amendment that would solve the problem of insufficient border surveillance by adding more border guards, deputizing retired police officers to patrol the frontier and authorizing citizen militias to hunt and capture illegal border crossers. Inhofe argued that the conditions in which captured border jumpers are held--he mentioned the provision of sports facilities and good food--are too pleasant to deter aliens from crossing into the U.S.
In the end, drafting a law acceptable to both the House and the Senate would mean finding common ground in three areas, each of which presents political challenges and real-world consequences of its own:
TIGHTENING THE BORDER
There is only one thing on which all sides of this debate agree: America needs to get tougher about controlling its borders. If there is any easy part to writing an immigration law, this is it. Every proposal before Congress calls for more border-patrol agents, more jail cells and detention centers for captured illegal immigrants, and new technology to enable employers to screen employees to ensure that they are lawfully in the country.
All those measures are popular with voters, although in practice beefed-up enforcement can create as many problems as it solves. When the Clinton Administration began patrolling the California border more closely in the mid-1990s, the illegal traffic simply shifte eastward--increasing tensions in Arizona and New Mexico, where illegal immigration had largely been tolerated.
And for all the cry for more scrutiny of the border, none of the proposals under consideration would accomplish nearly as much, experts agree, as getting tough at the other end of the pipeline--on employers--by enforcing the law already on the books. Immigrants will continue to come to the U.S. as long as they know they can get jobs. The 1986 Immigration Reform and Control Act made it illegal for employers to knowingly hire undocumented workers and imposed penalties of up to $11,000 for each violation. But lawbreakers are rarely punished. In 2005 the government issued just three notices of intent to fine companies for employing illegal workers, down from 178 in 2000.
That may be in part because the number of federal immigration investigators dedicated to work-site enforcement fell from 240 in 1999 to just 65 in 2004, according to the Government Accountability Office. And what resources the nation's immigration police put toward enforcement were diverted after 9/11 to finding undocumented employees in security-sensitive sites such as airports and nuclear power plants--hardly the first places that illegal immigrants tend to look for work. On those rare occasions when employers are punished, the penalties are so small that they amount to little more than a cost of doing business. Both the Sensenbrenner bill and the draft the Senate is considering would increase sanctions and step up enforcement.


ASSURING A LABOR SUPPLY
The country has welcomed so-called guest workers into the U.S. since World War I, during which tens of thousands of Mexican workers were allowed in temporarily to help on the nation's farms. The idea is that when harvest time is over, they return home.
Except that often they don't, which is why the House rejected President Bush's proposed guest-worker plan when it passed its immigration bill in December. But House leadership strategists say privately they believe this time, with a strong lobbying effort by business and some additional pressure by Bush, they may find the votes they need to support a guest-worker program in a conference bill. The Senate Judiciary bill would allow at least 87,000 guest workers a year to apply for permanent residency, a step toward citizenship--which may be more than House Republicans can swallow. But even if guests are explicitly temporary, there is always a great risk that they will nonetheless stick around after their papers expire.
THE A WORD
And what of the 11 million illegal immigrants who are in the U.S.? Will they get a chance at the biggest prize--citizenship? No word in the immigration debate is more freighted than amnesty. Everyone who wants to reform immigration policy to legitimize a significant portion of those who are here illegally is quick to insist that what they are talking about is "earned citizenship." The bill that passed the Senate Judiciary Committee, for example, created a path to citizenship that would take 11 years and require that immigrants hold jobs, demonstrate proficiency in English, pass criminal-background checks and pay fines and back taxes. "This is an earned path," stressed South Carolina Senator Lindsey Graham, one of the Republicans who voted for it. "Some will make it, and some will not. The only thing to me that is off the table is inaction."
It's easy to understand why the idea of an amnesty would spark such a negative reaction. The country tried one with the 1986 law. Nearly 3 million people took advantage of it, and the amnesty was followed by an explosion in illegal immigration. But not to offer some process by which illegal immigrants gain legitimacy is to keep them permanently underground. "To me, it goes to the core of your view and recognition of human dignity for everybody," says Kansas Senator Sam Brownback, another of the Judiciary Committee Republicans who voted for legalization. But to do it is to reward lawbreaking, says Texas Senator John Cornyn, who voted against the bill. "It will encourage further disrespect for our laws and will undercut our efforts to shore up homeland security."
So which way is really in the American tradition? In some respects, that's beside the point, because the immigration debate, like immigration itself, is a bet on the future. "Immigrants don't come to America to change America," says Florida Senator Martinez, who arrived from Cuba when he was 15. "Immigrants come to America to be changed by America." But either way, they come.

Outlines that we have used in the course a quick reference to the basics of the covered material.

History 3310: Ethnic America
22 August 2006

II. Introduction: Slide show
Is there an American culture?
What are the symbols of Americanism?
Is the United States a melting pot?
Who is considered foreign? Are outsiders always from the outside?

A. What does it mean to be American and how has that changed over time?
Does immigration define U.S. history?
When did immigration begin?

B. Immigrants in U.S. history
Varying attitudes toward immigrants
Immigrants sorted into a racial ethnic hierarchy over time
1790 naturalization act limits citizenship to free white persons
1924 law creates immigration quotas that favor northern and western Europe

C. Fear of immigrants
Numbers and economic competition
Cultural/racial concerns
Fears expressed through popular magazines


III. What do you know about Americas ethnic history?

The following questions are related to themes and topics that we will cover during the semester. Think about each question and bring your ideas to class on Thursday, August 24.

1. When we refer to a group as having an ethnic identity, what does that mean?
2. What are the top five nationality/ethnic groups from which Americans claim descent?
3. When we refer to a group as having a racial identity, what does that mean?
4. Name the most prevalent racial groups in the United States. Give a percentage for how many people fall into the racial categories that you list.
5. How many native peoples lived in North America prior to immigration from other areas of the world?
6. Historically, what have been the largest sources of migration (geographic areas and countries) to North America and the United States for each of the eras: prior to 1820, 1820-1914, after 1941?
7. The largest number of immigrants arriving in the U.S came in which decade?
8. According to INS (Immigration and Naturalization Service) statistics, which five countries sent the most immigrants to the United States in 2000?
9. Which five states have the highest percentage of foreign born residents?


History 3310: Ethnic America
24 August 2006
Ethnicity and U.S. History

A. primordial: shared ancestry (symbolic ethnicity)
B. interest group: instrumental (emergent ethnicity)
C. construction theory: assumes active participation and change (invention of ethnicity)

III. Characteristics of ethnicity

Harvard Encyclopedia of American Ethnic Groups, Stephan Thernstrom, ed. (1980)
A. common geographic origin
B. migratory status
C. race
D. language
E. religion
F. ties that transcend kinship, neighborhood, and community boundaries
G. shared traditions, values, symbols
H. literature, folklore, music
I. food preferences
J. settlement and employment patterns
K. special interests in regard to politics in the homeland and in the U.S.
L. institutions that specifically serve and maintain the group
M. an internal sense of distinctiveness
N. an external perception of distinctiveness

IV. Levels of ethnic identity

The One and the Many: Reflections on the American Identity, Arthur Mann (1979)
A. total identifiers
B. partial identifiers
C. disaffiliates
D. hybrids

V. Theories of assimilation (Gjerde chap 1)

Assimilation = one group absorbed by another
Acculturation = cultural sharing

A. Oscar Handlin
B. John Bodnar
C. John Higham
D. Kathleen Conzen, et al

History 3310: Ethnic America
29 August 2006
Repeopling North Aerica: Cultures Meet in America
Reading: Takaki

I. North America Before European Contact

A. Cultural Evolution and Reasons for Diversity
B. Pre-Contact Population
C. Native American/European Worldviews
Spiritual Beliefs
Land
Individualism and Collectivity
D. Defining contact
Discovery
Settlement
Colonization
Peopling
a Moving Frontier
taming a Virgin Land
civilizing a Wilderness
Contact
Encounter
Conquest
Invasion
Collision of Histories
Old World and New World
II. Early English efforts in Virginia

A. Walter Raleigh and Roanoke
B. Jamestown, 1607, tobacco
Powhatan - Wahunsonacock
Pocahontas
John Smith
John Rolfe
C. Changing balance of power
1622 attack - Opechancanough
1644 uprising

III. New England

A. Disease
B. Pilgrim landing, 1620
Squanto - Wampanoag
William Bradford
Narragansett
C. Puritans, 1630
John Winthrop
Pequot War - Mystic River, 1637


History 3310: Ethnic America
31 August 2006

I. Introduction: Preserving Political and Cultural Sovereignty

II. Native Resistance and Accommodation

A. Narragansett autonomy and Puritan expansion
New England Confederation, 1643
Treaty of 1645
B. Puritans and the praying Indians
C. Wampanoag leader Metacom (King Philip)
Loss of land and power
Building a resistance movement
D. Metacoms War
Murder of John Sassamon
Native successes and defeat, 1676

III. Bacons Rebellion

A. Conditions in Virginia
Governor William Berkeley
Nathaniel Bacon
B. Dispute over Indian policy
Land
Susquehannock attack, 1675-1676
C. Bacons frontier movement
D. Aftermath of Bacons Rebellion

IV. Changing Balance of Power

Middle ground?
Cultural exchange
Struggle for political and cultural sovereignty

V. Discussion (see handout) A Deed for Lands of the Sakonnets

On Thursday, August 31, the class will divide into small groups to discuss a deed transferring ownership of Indian land in seventeenth century Rhode Island. To prepare for the assignment, print and read the handout, and bring it with you to class on Thursday. Think about the ways that Native Americans and early European colonists defined land ownership. How did the differing worldviews of Native American and European cultures help to determine these views? What were the consequences resulting from understanding/misunderstanding of ideas of landownership in the seventeenth century?

History 3310: Ethnic America
5 September 2006
Repeopling North America: Forced Migration
Reading: Takaki 3 (available on the course website additional readings or through Carlson library reserve)

Slide show

I. Development of Slavery in English North America

A. Slavery in world history
B. English slave trade
Royal African Company
1698, monopoly broken
C. Transformation of the labor force
Indentured servitude
Availability of African slaves
Hidden origins of slavery (Takaki)
Institutionalization of slavery
--legal codes
--cultural dehumanization

II. African Response to Slavery

A. Adjustment to slave life
Cultural diversity
Cultural construction: Religion and Family
B. Regional variations of American slavery
Chesapeake (Virginia and Maryland)
Carolina and Georgia
Northern colonies
C. Resistance
Variations in level of resistance
--saltwater Africans
--plantation slaves
--house slaves
--artisan slaves
Rebellion
--Stono Rebellion, 1739
--New York City uprising, 1712





History 3310: Ethnic America
7 September 2006
Repeopling North America: British Colonial North America
Reading: Gjerde chap. 2, Dublin 1

I. Growth of a Diverse Population
A. Europeans in the Atlantic colonies
1650 50,000
1700 250,000
1750 1,000,000 (plus 250,000 African slaves)
B. Ethnic origin
17th century: English, Dutch, Swedes, Finns, Germans, Scotch-Irish, French, Africans
18th century: English, Germans, Swiss, Irish, Africans
C. Socio/economic backgrounds
Nobility (smallest group)
Gentry
Yeoman farmers/Artisan shopkeepers
Indentured servants

II. Diverse Settlements
A. Dutch in New York
New Amsterdam, 1621
Anglo-Dutch Wars, 1650-1675
B. Quakers
Pennsylvania, 1680s
William Penn
Swiss Mennonites, 1710-1711
German Protestants, 1717
Scotch-Irish, 1718
C. French
Canada
Mississippi Valley

III. Discussion

According to historian Philip Morgan, the British North American colonies were a society framed by a mingling of strangers. The readings assigned so far explore the lives of those diverse strangers. Based on those readings, each small group will create a character to represent an individual colonial experience (sometime between 1607-1785). The assignment includes both a description of the character (gender, age, race, ethnic background, country of origin, socio-economic class, religion, place and time of settlement, etc.) and an analysis of the opportunities and problems encountered within the colonization experience. While your groups are creating fictional characters, they must be based on historical information.

To prepare for the assignment, carefully read and review the following: outlines and notes from Aug. 22-24-29-30 and Sep. 5; Takaki, chaps 2-3; Gjerde, chap 1 and chap 2 (including all documents and both articles); and Dublin chap 1.


History 3310: Ethnic America
12 September 2006
Defining the United States: The Tri-Colored Revolution
I. Indian/White Relations after 1763

A. French and Indian War
Peace of Paris, 1763
Pontiacs resistance
Proclamation Line of 1763
Policy of separation

B. Confederation Government
Northwest Ordinance of 1787
Theory of conquered people
Land treaties: Treaty of Fort Stanwix, 1784

The utmost good faith shall always be observed towards the Indians; their land and property shall never be taken from them without their consent; and, in their property, rights, and liberty, they shall never be invaded or disturbed, unless in just and lawful wars authorized by Congress, but laws founded in justice and humanity, shall from time to time be made for preventing wrongs being done to them, and for preserving peace and friendship with them. --Northwest Ordinance of 1787

C. Indian Policy under the Constitution
Policy of segregation
1794 Treaty of Greenville
1802 Indian Trade and Intercourse Act
1819 Indian Civilization Act

II. African Americans after 1763

A. Impact of the revolutionary war
B. African Americans in the New Republic
Thomas Jeffersons Notes on the State of Virginia (1781)
Phillis Wheatley
Benjamin Banneker
Slaves in the Constitution
American Colonization Society, 1817

III. Mixing of Peoples

A. European/Indian Mixing
half-breed
white Indian
Euro/American policy of non-assimilation
B. European/African Mixing
legal definitions of race
C. African/Indian Mixing


History 3310: Ethnic America
14 September 2006
Defining the United States: American Identity
Reading: Gjerde 3


Introduction: Legacy of 18th century immigration

I. Creating a National Consciousness

A. Ideological nature of American nationalism: Revolutionary principles
Liberty
Equality
Government by consent
B. Differing interpretations
Nation of yeoman farmers
Commerce and manufacturing

II. Characteristics of American nationality

A. Ideological quality
B. Newness
C. Future orientation

III. Crevecoeurs Melting Pot

IV. Politics of naturalization

A. Naturalization Act of 1790
B. Naturalization Act of 1795
C. Alien and Sedition Acts of 1798
D. Naturalization Act of 1798
E. Naturalization Act of 1802

V. Discussion

During the Revolutionary era, Americans discussed the issue of diversity from a variety of perspectives. The documents included in Gjerdes chapter 3 represent some of those points of view. In addition, the article by Arthur Mann emphasizes that the diversity of the U.S. necessitated the creation of an American identity based on ideology. James Kettner explores the process of defining citizenship and the procss of naturalization.

What were the legal and cultural structures of U.S. citizenship that developed during the Revolutionary era and up through the early nineteenth century? How well did the diverse individuals and groups who encountered each other in North America during the 17th and 18th centuries, and their descendants, fit into the new definition of what it meant to be an American culturally and legally in the early U.S.?




History 3310: Ethnic America
19 September 2006
Defining the United States: Expansion and Indian Removal
Reading: Takaki 4 (available on the course website additional readings or through Carlson library reserve) and Handout (print the handout and bring it to class)


I. Georgia-Cherokee controversy

Cherokee land issues
Cultural adjustment
Expansion and defense of homeland

II. President Andrew Jackson

A. Attitudes toward Native Americans and removal

B. Removal and regulation

Strategies: land allotment and treaty
1830 Indian Removal Act
1834 Trade and Intercourse Act
1830 Treaty of Dancing Rabbit Creek
1832 Worcester v. Georgia
1835 Treaty of New Echota
John Ridge Pro-removal faction
John Ross Anti-removal faction

III. Trail of Tears

IV. Discussion (see handout) The Indian Removal Act of 1830

On Tuesday, September 19, the class will divide into small groups to discuss the Indian Removal Act of 1830. To prepare for the assignment, print and read the handout, and bring it with you to class on Wednesday. Read Takaki chap. 4 and review the previous material on the developing concept of an American identity. Think about the justifications for Indian removal. How did these justifications both reflect and contribute to the developing concept of American identity in the United States?



History 3310: Ethnic America
21 September 2006
Defining the United States: African-American Communities
Reading: Takaki 5 (available on the course website additional readings or through Carlson library reserve)

II. Free black communities

Richard Allen
African Methodist Episcopal Church
Racism in the north
Free blacks in the south

III. Slave culture

Was Sambo Real?
Resilience of African heritage

IV. Resistance and rebellion

A. Running away

Underground Railroad
Harriet Tubman
Sojourner Truth

B. Revolt

Gabriel Prosser, 1800
Denmark Vesey, 1822
David Walker, 1829
Nat Turner, 1831

V. Abolitionism

Ending slave imports, 1808
William Lloyd Garrison
David Walker
Dred Scot case, 1857
13th, 14th, 15th Amendments


History 3310: Ethnic America
28 September 2006
Land of Opportunity: Century of Immigration
Reading: Gjerde 4, Dublin 2-3 and handout

I. Introduction: Century of Immigration, 1820-1924

A. World wide migration
B. America as Europes frontier
C. Two major peaks
Old immigration (northern and western Europe)
New immigration (southern and eastern Europe)

II. The Migration Experience

A. Push, pull, enabling factors
Economic conditions
Immigrant letters
Image of America
Chain migration
Return migration
B. Demographic characteristics: Age, Gender, Skilled/unskilled workers, Farmers

III. Confronting Capitalism

A. World capitalism after 1800
B. Capitalism as an agent of social change
Emergence of a world-wide market for labor
Heightened cultural exchange
Immigrants transplanted to America after 1820: children of capitalism

IV. Pioneers of the Century of Immigration

A. The Irish
Pre-famine migration
Creating an Irish Catholic American ethnic group
The famine years
Potato blight in Ireland, 1840s
Emigration as exile
Impact on American Catholic Church
B. The Germans
Emigration as a response to economic changes
Re-establishing traditions in America
German Jews
Language and culture


History 3310: Ethnic America
3 October 2006
Land of Opportunity: Nativism
Reading: Gjerde 5

I. Introduction

A. American identity and self image
B. Perceived threats to the ideal
African Americans
--American Colonization Society
Native Americans
--Indian Removal Act of 1830
Chicanos
--Treaty of Guadalupe Hidalgo, 1848

II. Pre-Civil War Nativism

A. Irish Catholics
Urban poverty
Anti-Catholicism
--Samuel F.B. Morse
--Maria Monk
Protestant reform movements
--temperance
--public schools
--abolitionism
Anti-Catholic violence
B. Know Nothing movement
American Party

III. Civil War era ethnic conflicts

A. Immigrant soldiers
B. Immigrant opponents of the war
New York City draft riots

IV. Discussion

The documents in Chapter 5 of the Gjerde book illustrate the development of a nativist movement in the decades prior to the Civil War that culminated in the creation of the Know-Nothing party. The writers express a variety of concerns among American-born whites in response to increasing immigration. Come to class prepared to discuss the concerns of each of the document authors. How did these individuals define what it meant to be American in the mid-nineteenth century?


History 3310: Ethnic America
3 October 2006
Land of Opportunity: Nativism
Reading: Gjerde 5

I. Introduction

A. American identity and self image
B. Perceived threats to the ideal
African Americans
--American Colonization Society
Native Americans
--Indian Removal Act of 1830
Chicanos
--Treaty of Guadalupe Hidalgo, 1848

II. Pre-Civil War Nativism

A. Irish Catholics
Urban poverty
Anti-Catholicism
--Samuel F.B. Morse
--Maria Monk
Protestant reform movements
--temperance
--public schools
--abolitionism
Anti-Catholic violence
B. Know Nothing movement
American Party

III. Civil War era ethnic conflicts

A. Immigrant soldiers
B. Immigrant opponents of the war
New York City draft riots

IV. Discussion

The documents in Chapter 5 of the Gjerde book illustrate the development of a nativist movement in the decades prior to the Civil War that culminated in the creation of the Know-Nothing party. The writers express a variety of concerns among American-born whites in response to increasing immigration. Come to class prepared to discuss the concerns of each of the document authors. How did these individuals define what it meant to be American in the mid-nineteenth century?


History 3310: Ethnic America
5 October 2006
Land of Opportunity: Networks of Migration
Reading: Gjerde 6, Dublin 4

I. Motivations and strategies

A. Industrial migration
homeland conditions
kinship and communal networks: chain migration
birds of passage (sojourners)
immigrant clusters: ethnic enclaves

B. Family economy
kinship associations: a cooperative ideal
--premigration traditions
--cultural homogeneity
--reality of the industrial workplace

II. The Church as an Ethnic Institution

A. Preserving ethnic identity: functions of the church
maintaining traditions and old world ties
collegiality and mutual assistance
parochial education
B. Divisions in church communities: Ethnic Catholics in America
establishment of national parishes
Irish hierarchy
leadership struggles
C. Other sources of fragmentation
old world background and status
differences over cultural retention
class stratification

III. Ethnic Organizations

A. Introduction: community aid for immigrants
B. Development of ethnic fraternal organizations
homeland mutual aid associations
early immigrant organizations in the U.S.
rise of organized leadership
competition for members
involvement in immigrant politics
growing strength and resources
support in the workplace
development of national organization and Americanization


History 3310: Ethnic America
10 October 2006
Land of Opportunity: Industrial Workers
Reading: Gjerde chap. 7, Dublin 5

I. Intro.: Increasing Immigration

II. Urban/Industrial Expansion

A. Finding employment
B. Growth of cities
living conditions
development of ethnic enclaves
--NYC Lower East Side
--Jacob Riis/enement sweatshops
C. Ethnic industrial workforce
labor agents
recruitment and training/migration patterns
changing production process
ethnic clustering
D. Immigrant entrepreneurs and the middle class

III. Worker Organization

A. Skilled immigrants
B. Unskilled immigrants: tradition of cooperative activity
Use of boycott
--1902 protest of meat prices
Ethnic/religious traditions
--1910 Jewish shirtwaist workers oath
C. Ethnic diversity and labor unions
Did immigrant workers help or hinder the American labor movement?
D. Adjusting to new routines of labor
American/ethnic work values
E. Inter-ethnic cooperation
Japanese-Mexican Labor Association
F. Development of working class solidarity
Industrial Workers of the World
--William D. Haywood, 1905
Butchers in Chicago

IV. Discussion

The documents and readings in chapter 7 of Gjerde deal with the experiences of immigrants who moved into American cities and workplaces, both unfamiliar environments, during the late 19th and early 20th centuries. In an excerpt from his book, Work, Culture, and Society in Industrializing America, Herbert Gutman discusses the frequent tension between different groups of men and women new to the machine and a changing American society. To what tensions was Gutman referring? What strategies did immigrants develop to deal with these tensions?


History 3310: Ethnic America
12 October 2006
Immigrant Women
Reading: Gjerde 8, Dublin 6, Handout

I. Women as Immigrants

A. From minority to majority (see handout)
Numbers of women in the immigrant stream
Ethnic variations
B. Women and naturalization law
Derivative citizenship
Citizenship of Married Women Act of 1855
The Expatriation Act of 1907
Married Womans Act (Cable Act) of 1922
C. Finding womens voices in the historical record

II. Immigrant Women and Work

A. Married women
Restraints keeping women at home
Forces pushing women to work outside of the home
B. Unmarried women
Haisa Diner: Why did Irish women marry late or not at all?

III. Immigrant Women in the Home

A. Wives/mothers as household managers
B. Immigrant daughters
Vicki Ruiz: What forces created tensions between generations in Mexican American homes?

IV. Urban Reformers and Immigrant Families

A. Jane Addams
B. Cultural conflicts
What differences between old world and new world values were revealed as immigrant families adjusted to life in the U.S.?


History 3310: Ethnic America
19 October 2006
Limits to Equality: El Norte Borderland
Reading: Dublin 7, handout (print and bring to class)

I. Mexican migration, 1910-1930

A. Immigration prior to World War I
railroad transportation
Mexican International Railroad
Mexican revolution
conditions in Mexico
U.S. demand for labor
agriculture: Newlands Act, 1902, migrant camps
urban work: canneries, steel mills, railroads
B. World War I era immigration
C. Areas of settlement

II. Life in the U.S.

A. Discrimination
segregation
differential wages
racialist attitudes/ethnic stereotypes
Texas Rangers
B. Labor struggles
1917 mine strikes
Mexican radicalism
Confederation of Mexican Labor Unions
Imperial Valley Workers Union
1933 San Joaquin Valley strike

III. Barrios: Mexican-American Communities

A. Increasing population
Texas
California
B. Mexican-American culture

IV. Discussion

(see handout) Pedro Gradas Speech before the Congreso Mexicanista (1911) Laredo, Texas

On Thursday, October 19, the class will divide into small groups to discuss Ernesto Galarzas narrative and a speech by Pedro Grada advising delegates at the Congreso Mexicanista that their problems could be solved if addressed in a spirit of unity. Read both documents before coming to class. Think about the problems faced by Mexican immigrants who came to the U.S. in the early twentieth centuries and the ways that both Galarza and Grada addressed those issues.


History 3310: Ethnic America
24 October 2006
Limits to Equality: Race and Separation in the U.S.


I. The Triumph of Racism

A. African-Americans

1. Disfranchisement
Fifteenth Amendment
Williams v. Mississippi 1898
2. Legalized segregation
Civil Rights Cases 1883
Plessy v. Ferguson 1896
Jim Crow Laws
Violence and lynching

B. Indians after the Civil War

1. Military clashes and peace policy
Sand Creek Massacre 1864
Indian Appropriations Act 1871
Francis Walker
Sioux in the Black Hills
2. Resistance: Ghost Dance Religion
Wovoka/Jack Wilson
Wounded Knee Massacre 1890
3. Dawes Severalty Act 1887
4. Carlisle Schools and Americanization
Gen. Richard H. Pratt
Indian Citizenship Act 1924

II. Imperialism and race

A. Anglo Saxonism and redeemer nation
John Fiske
Josiah Strong, Our Country 1885

B. Hawaii
Queen Liliuokalani
Sanford B. Dole

C. Spanish American Cuban Philippine War
USS Maine 1898
Treaty of Paris
Emilio Aguinaldo
Supporters and opponents of Philippine annexation


History 3310: Ethnic America
26 October 2006
Limits to Equality: Racializing Immigrants
Reading: Gjerde 9


I. Cultural racism: Worlds Fairs

A. Columbian Exposition (1893)

B. St. Louis Worlds Fair (1904)

II. Scientific racism: defining who is white in America

A. Madison Grant
The Passing of the Great Race

B. Eugenics movement
Charles B. Davenport

C. Legal definitions of whiteness
Ozawa v. United States, 1922
Thind v. United States, 1923

III. Discussion

The documents in Gjerde chap. 9 illustrate changes in ways of thinking regarding race and immigration in the late nineteenth and early twentieth centuries. For example, Madison Grant and others promoted a new conceptualization of race that included making distinctions among European peoples. On Thursday, October 26, the class will divide into small groups to discuss themes of racialization during the early 20th century. To prepare for the assignment, read Gjerde chapter 9 and bring the book to class with you on Thursday. What differences between races do the documents describe? How were the criticisms of the new immigrants from Europe similar to those expressed about Chinese and Mexican immigrants?


History 3310: Ethnic America
31 October 2006
Limits to Equality: Immigration Restriction
Reading: Gjerde 10, Ngai 1
I. Introduction: movement toward restriction
II. Immigration restriction
A. The Page Law, 1875
B. Chinese Exclusion Act, 1882
C. Additional restrictions
Regulation of Immigration Act, 1882
--convict, lunatic, idiot, or any person unable to take care of himself or herself
Contract Labor Law, 1885
Act of March 3, 1891
--paupers . . . contagious diseases . . .polygamists

D. Immigration bureaucracy
Bureau of Immigration
Ellis Island, 1892

E. Agitation for further restriction: politics, depression, labor
American Protective Association
Immigration Restriction League

F. Executive Order No. 589: Gentlemens Agreement, 1907

G. Dillingham Commission Report, 1911

H. Quota restrictions
Immigration Act of 1921
National Origins Quota Act of 1924

III. Symbols of Americanism

A. Statue of Liberty

B. Israel Zangwills The Melting Pot

C. Americanization in the workplace
Ford Motor Company

History 3310: Ethnic America
2 November 2006
Limits to Equality: Deportation and Defining American
Reading: Ngai 2


I. Introduction: Defining the border

II. Border crossings

A. Federal responsibility
Office of the Superintendent of Immigration 1891 Department of Treasury
B. Establishment of U.S. border controls
Immigration Service
Federal immigration station on Ellis Island, 2 January 1892

III. The southwest border

A. Bureau of Immigration transferred to the Department of Commerce and Labor 1903
B. Illegal immigrants and Mexican commuters
C. Leonidas B. Giles, immigrant inspector on the U.S.-Mexican border

IV. Expansion of southern border control

A. Creatin of Mexican Border District under Frank W. Berkshire 1907
B. Appointment of Marcus Braun to investigate illegal crossings 1907
Legitimate and illegitimate immigrants
C. Border crossings after the Mexican Revolution 1910
D. U.S. Border Patrol 1924


History 3310: Ethnic America
9 November 2006
Immigrants, Work, Community: America on Ethnic Terms
Reading: Gjerde 11 (and review John Higham, The Varieties of Ethnic Pluralism in American Thought, Gjerde pp. 332-341)


I. Intro.: Promise of Assimilation

A. Melting Pot: Israel Zangwill
B. Americanization
C. Cultural Pluralism: Horace M. Kallen, Democracy versus the Melting Pot (1915)

To what extent did any of the theories of assimilation apply to the reality of the immigrant experience?

II. Recreating Traditional Cultures

A. a mediating culture of everyday life
B. Folklife
Functional folkways
Song and dance
Theater
Folktales, proverbs, stories
C. Selective schooling
The Gary Plan, William Wirt
Religious and folk schools
D. Immigrant politics
Tied to concerns of family and community
Religion as a shaping force of politics
Homeland causes
Local level politics
The political boss and local machine politics


History 3310: Ethnic America
14 November 2006
Immigrants, Work, Community: Workers on the Margins
Reading: Ngai 3


I. Asian immigrants, agricultural growth, and the demand for labor

A. Chinese workers

B. Increase in Japanese workers

Settlement and agricultural development
Alien Land Law 1913

II. Asian Indians: Hindus

A. Patterns of worker migration

B. Discrimination and violence

Anti-Hindu riot in Bellingham, Washington 1907

C. Asian Indians on the margins

Thind case 1923
Dillingham Commission Report 1911
Asiatic barred zone 1917
Aliens ineligible to citizenship 1924

III. Filipino immigration

A. U.S. annexation of the Philippine Islands 1898

B. Filipino status in the U.S.: non-citizen nationals

C. Demand for Filipino labor and anti-Filipino discrimination

Creation of stereotypes
Differences from other Asian immigrants
Revising the miscegenation laws in California
Violence against Filipinos

D. Philippine independence and Filipino exclusion

Tydings-McDuffie Act 1934


History 3310: Ethnic America
16 November 2006
Immigrants, Work, Community: The Great Depression
Reading: Gjerde 12, Handout, (and review Lizabeth Cohen, The Impact of the Great Depression on Local Ethnic Institutions in Chicago, Gjerde pp. 360-370)


I. Reduction of immigration

A. Enforcement of restriction laws
B. Economic downturn

II. Impact on ethnic cultural retention

A. Increased use of English language
B. General ethnic unity in politics
Anton Cermak, Chicago mayor
Alfred E. Smith, New York governor
Franklin Roosevelt, U.S. president
C. Local ethnic communities

III. Maintaining restriction in an era of world crisis

A. Rise of Hitler
B. Opposition in U.S. to changing laws
labor unions
isolationists
racialists
Wagner-Rogers Bill 1939
Oswego refugees
C. European Americans during World War II
German Americans
Italian Americans
Alien Registration Act 1940

IV. Mexican Repatriation
increased oversight of immigrants
local laws barring immigrant labor
removal of Mexican immigrants
decline of Mexican population in the U.S.: Texas, California, Illinois-Indiana

V. Discussion

In her article The Impact of the Great Depression on Local Ethnic Institutions in Chicago, (Gjerde pp. 360-370), Lizabeth Cohen examines the ways that the economic downturn of the 1930s affected traditional community structures in ethnic neighborhoods. What impact did the Great Depression have on traditional ethnic institutions? How did these changes influence the retention of ethnic community identity?


History 3310: Ethnic America
21 November 2006
Immigrants, Work, Community: Braceros and Redrawing Class Lines
Reading: Ngai 4, Handout


I. Introduction: creating the illegal immigration problem

II. Depression and repatriation

Ridding the country of workers no longer needed
Racializing Mexicans: the 1930 census

III. Creating the Bracero program

U.S. and Mexico Bracero Treaty 1942
Continuation of the program 1948-1951
Public Law 78 (1951)
Braceros and wetbacks

IV. Migrant labor conditions in the U.S.

Farm Security Administration
League of United Latin American Citizens (LULAC)
G.I. Forum in Texas
National Farm Workers Association (NFWA)

V. Evaluation of the Bracero program

Importance to agricultural economy
Increased use of undocumented workers
No sanctions for U.S. employers
Operation Wetback 1954
Bracero program ends 1964

VI. Discussion

According to Mae Ngai: Mexicans comprised a transnational labor force that included seasonal migrants as well as immigrants and U.S.-born Mexican Americans. This labor force, she contends, represented an imported colonialism that resulted from U.S. immigration laws and practices. Based on your reading of chapter 4 in Impossible Subjects: Illegal Aliens and the Making of America, write an essay that discusses the creation of a migratory agricultural proletariat in the U.S. Be sure to consider both legal processes and cultural understandings in your answer.


History 3310: Ethnic America
28 November 2006
Moving Toward Multiculturalism: World War II and Asian Americans
Reading: Ngai 5-6, Dublin 8 (and review the documents and articles in Gjerde chap. 12)

I. U.S. minorities and the World War II experience
A. Native Americans
Navaho Code Talkers
B. Mexican Americans
Americans All slogan
Zoot suit riots, 1943 Los Angeles
C. African Americans
Migration north
Double V campaign
Executive Order 8802 (1941)
Riots in Detroit and Harlem, 1943

II. Asian Americans and the World War II experience
A. Chinese Americans
Repeal of Chinese Exclusion Law, 1943
B. Japanese Americans
John L. DeWitt, Western Defense Command
Support of major politicians and the press
Calif. Governor Culbert Olsen (Dem.)
Calif. Atty. General Earl Warren (Rep.)
Los Angeles Times
U.S. Sec. of War Henry L. Stimson
U.S. Atty. Gen. Francis Biddle
FDRs Executive Order 9066, 19 Feb. 1942
War Relocation Authority
Government loyalty tests
442nd Regimental Combat Team
Korematsu v. U.S. (1944)
Civil Liberties Act of 1988

III. Discussion

Japan's attack on the U.S. naval station at Pearl Harbor, Hawaii, on December 7, 1941, propelled the United States into World War II (1939-1945). In February 1942, amid an atmosphere of panic, recrimination, and total mobilization, President Franklin D. Roosevelt issued Executive Order No. 9066 authorizing the evacuation of all Japanese-Americans and Japanese nationals living on the West Coast. They were sent to hastily erected internment camps in California, Idaho, Utah, Arizona, Wyoming, Colorado, and Arkansas. Although Roosevelt closed the internment camps in 1945, the federal government remained unwilling to acknowledge its poor treatment of Japanese Americans. In 1980, Congress created the Commission on Wartime Relocation and Internment of Civilians. The commission summed up its findings in a book entitled Personal Justice Denied: Report of the Commission on Wartime Relocation and Internment of Civilians, in which the internment was called a grave injustice. Later, President Ronald Reagan signed the Civil Liberties Act of 1988, which compensated each Japanese American who had been interned with a $20,000 payment and a formal apology from the United States.

To prepare for the discussion, read and review the following: In preparation for the discussion, please carefully read "Yoshiko Uchida, A Japanese American Woman, Remembers her Family's Relocation During World War II" (Gjerde pp. 387-389), Roger Daniel's article "World War II and the Forced Relocation of Japanese Americans" (Gjerde pp. 395-404), Kazuko Itoi: A Nisei Daughters Story, 1925-1942 (Dublin pp. 234-259), Ma M. Ngai chapter 5, and the excerpt from the Civil Liberties Act of 1988 (below).

Think about the impact that internment had on Japanese American community and cultural retention as well as issues of citizenship. How did the U.S. government justify the internment of tens of thousands of Japanese Americans, a large percentage of whom were American citizens? Were the apology and payment of compensation to former internees appropriate actions for the government to take in 1988? Why or why not?

Excerpt from: Civil Liberties Act of 1988

(U.S. Statutes at Large, Vol. 102, 1988, 903-4.)

SEC. 2. STATEMENT OF THE CONGRESS

(a) WITH REGARD TO INDIVIDUALS OF JAPANESE ANCESTRY.--The Congress recognizes that, as described by the Commission on Wartime Relocation and Internment of Civilians, a grave injustice was done to both citizens and permanent resident aliens of Japanese ancestry by the evacuation, relocation, and internment of civilians during World War II. As the Commission documents, these actions were carried out without adequate security reasons and without any acts of espionage or sabotage documented by the Commission, and were motivated largely by racial prejudice, wartime hysteria, and a failure of political leadership. The excluded individuals of Japanese ancestry suffered enormous damages, both material and intangible, and there were incalculable losses in education and job training, all of which resulted in significant human suffering for which appropriate compensation has not been made. For these fundamental violations of the basic civil liberties and constitutional rights of these individuals of Japanese ancestry, the Congress apologizes on behalf of the Nation


History 3310: Ethnic America
30 November 2006
Moving Toward Multiculturalism: Changing the Rules for Immigration
Reading: Ngai 7 and Epilogue


I. Post World War II

A. Refugees
Displaced Persons Act 1948
Universal Declaration of Human Rights 1948
B. Maintaining the Quota System
Senator Pat McCarran
McCarran-Walter Act (Immigration and Naturalization Act) 1952
Commission on Immigration and Naturalization 1953
Rep. Francis Walter
Sen. Herbert Lehman and the struggle for reform

II. Cold War and Ethnic America

A. Anti-communist crusade
B. Republican ascendancy
C. 1950s: homogeneity or cultural diversity?

III. Toward Modern Ethnic America

A. 1960s-1980s modifying goals of assimilation
B. Abandoning old quota laws
Hart-Celler Act (Immigration Act) 1965
Refugee Act 1980
Immigration Act of 1986

IV. Nativism in the 1980s and 1990s

Discussion

According to Mae Ngai, in chapter 7 of Impossible Subjects, the thinking that impelled immigration reform in the decades following World War II developed along a trajectory that combined liberal pluralism and nationalism. The result was that the Immigration Act of 1965, traditionally interpreted as a liberal reform measure, contained both inclusionary and exclusionary features. What historical forces influenced the development of both post war liberal pluralism and nationalism? What were the main arguments that influenced the development of immigration reform in 1965? How did the law contribute to an increasing identification of illegal aliens as Mexicans?

History 3310: Ethnic America
5 December 2006
Moving Toward Multiculturalism: New Immigration and Diversity
Reading: Gjerde 13-14, Dublin 9-10


I. Introduction: Redefining Ethnic America

II. New Immigration in the 1970s and 1980s

A. Indochinese and Cubans
B. Dispersal policy

III. Race Relations and Ethnic Diversity

A. Political demand for public recognition
B. Court action and nonviolent protest
Brown v. Board of Education 1954
Civil Rights Act of 1964
Voting Rights Act of 1965
C. Militant movements and focus on African-American culture
Stokely Carmichael, H. Rap Brown, Malcolm X

IV. Model for Cultural Diversity

A. Native Americans
American Indian Movement
Occupation of Alcatraz Island
Dennis Banks and Russell Means
B. Hispanics
Chicano movement
Atzlan 1969

V. Changes in Assimilationist Theory

A. Re-emergence of cultural pluralism
B. New ethnicity
PIGS 1972

VI. Student Evaluations


History 3310: Ethnic America
7 December 2006
Moving Toward Multiculturalism: Immigration Reform

Paper is due


I. Nativism in the 1980s and 1990s

A. Debate over immigration focused on Hispanicsbrowning of America
B. FAIR Federation for American Immigration Reform
C. US English: Dr. John Tanton
D. Arguments for restriction

II. Liberty weekend 1986

III. Legal reform

A. The Immigration Act of 1990
B. Californias Proposition 187

IV. Why immigration and assimilation remain issues in the U.S.

Paper Format:
Research paper consists of five different sections:
1. Title page: Research Title-Course Title-Your Name-Date
2. Introduction: The purpose of the research-Methodology-Target population Individual researchers? contribution.
3. Research Findings: Findings of your own research
4. Conclusion: Your evaluation and ideas about the research-Your conclusive remarks-Your opinion.
5. Bibliography:


- Introduction
Provide the following minimum of information about your country: measures of economic development, indicators of social development, life expectancy, adult literacy, ISI or ESI economic policies. Geographic location, and whether it is land-locked or not, and access to world markets are essential in introducing the country.

-Research Findings -
Dependency theory versus modernization theory:
There should be discussion, a compare or contrast with a historical perspective, or a contextual setting to enlighten the reader as to where that county has been and where it is heading. Relevancy of either theory to the conditions of the country should be discussed.

Religion and politics:
There should be information and a discussion as to the major and minor religions of the country, the relationship of the religion to the politics of that country, and future trends.

Democracy and dictatorship:
Political dynamics of the country needs to be discussed. Where is it now, and where it is heading. Define the type of government. Are there any opposition groups or parties? What social classes are involved in opposition, and why. What is the role of political culture, and whether or not the culture is conducive to democracy.

Ethnic-cultural divisions:
Is there a power sharing arrangement within Burundi, are there any ethnic or cultural conflicts, what are the origins of these conflicts, what is the future trend, are there any outside agencies involved?

Women and development:
This section should contain a discussion of the political and socioeconomic status of women in Burundi, the state of women and politics, and a brief discussion of the regime type of political leadership.

Agrarian reform and the politics of rural change:
If applicable, this section should contain a discussion of agrarian reform with regard to Burundi.

Rapid urbanization and the politics of the urban poor:
If applicable, this section should contain a discussion of rapid urbanization and the politics of the urban poor with regard to Burundi.

Revolutionary change/Soldiers and politics:
If applicable, this section should contain a discussion of revolutionary change and soldiers and politics with regard to Burundi.

The political economy:
This section should contain a discussion concerning the role of the State with regard to economic development of Burundi. Issues of growth with equity, economic development and the environment, and finding the right mix are important and should be included.

Social ills, social problems, and health related issues:
What are the main social ills, drug trafficking, crime, child and spouse abuse, and the existence and the spread of AIDS and other lethal epidemics need to be explored.

Trade and Globalization:
How does globalization impact your country of interest? Is it open to free trade? Is it benefiting from trade, or being harmed by it?

SOC300 Midterm Exam
COUNTRY REPORT (SUDAN)

Prepare a Country Report: 4 pages (1500-2100 words)

Submit as an attached WORD document (.doc) to the Midterm Exam Dropbox for Week 5. Remember to cite your sources in-text and give a full citation of all sources at the end of your paper. Use APA style to cite sources. You must have titled sections a minimum of 6 - introduction, each of the three required topics, conclusion, references. You must have a title page.

You must use scholarly sources which include your text and other outside sources. You may not use WIKIPEDIA as a source.

Make sure that you have an introduction and a conclusion. An introduction introduces your topic, tells the reader what you will do, how you will do it., what you expect to find, and gives the parts of the paper. A conclusion reiterates the introduction and makes summary remarks.

Please avoid copying and pasting charts from other websites. You must construct your own tables. There is a table function in Word. It is very east to use.

You are required to author this entire exam. Sources are to be used to SUPPORT your points not make them for you. I often run your papers through turnitin.com. This website verifies the authenticity of your work.

Any charts you include must be constructed using the table function in MSWord. Do not cut-and-paste charts and tables into this report.

1. Chose a country from the list provided to you in the document in DocSharing titled Least Developed Countries SOC300.(sudan)


2. Using information that is available to you from links given in our course announcements Useful Websites For This Class, the World FactBook at http://www.cia.gov, the United Nations at http://www.un.org, and our online library and any other legitimate sources (refereed journals, university maintained websites, government maintained websites, etc.) and your texts:

a. Provide the following minimum of information about your country (you can do this as a table and this information can be gotten the World Factbook): poverty, life expectancy, adult literacy, religions, people living with AIDS as a percent of the population, fertility rate, type of government, GDP per capita

b. Prepare a country report that covers these issues in essay style (please include these sections and title your sections):


1. Religion and politics

Discuss the major and minor religions of the country, state whether there is a recognized state religion and whether secular or religious law governs the country, discuss any ongoing religious conflict and follow to some extent the relevant issues in Handlemen and Girffiths.


2. Ethnic-cultural divisions

Discuss any ethnic or cultural conflicts and what the origins of these conflicts are (caused by colonization, etc.) and follow to some extent the relevant issues in Handlemen and Girffiths.


3. Women and development

Discuss the political and socioeconomic status of women in your country and how and why any modernization trends benefit women or further disadvantage them and follow to some extent the relevant issues in Handlemen and Girffiths.

16 sources = 2 per topic if possible, not required, so less than 16 is alright.
All sources must be current, dated within 2009 year, this is a mandatory requirement.
Each topic must be one page.
That equals 8 pages for topics and then the free cited page

1. Dependency theory versus modernization theory
Which theory is more applicable to your country under study? Which theory is substantiated by the history of this particular country? In other words, was it dependency on the industrial world that caused underdevelopment here, or rather, by following the model of the Western industrialization and democratization, this country could move forward?

2. Religion and politics
What is the impact of religion on political processes here? Is there a separation of the church and state, or rather, the state is highly influenced by the church? To what extent religious revival, if applicable, is rooted in modernization of the country [based on Griffiths article]?

3. Democracy and dictatorship
Political dynamics of the country needs to be discussed. Where is it now, and where it is heading. Define the type of government. Are there any opposition groups or parties? What social classes are involved in opposition, and why. What is the role of political culture, and whether or not the culture is conducive to democracy?

4. Ethnic-cultural divisions
Is there a power sharing arrangement within your country, are there any ethnic or cultural conflicts, what are the origins of these conflicts, what is the future trend, are there any outside agencies involved?

5. Women and development
This section should contain a discussion of the political and socioeconomic status of women in your country, the state of women and politics, and a brief discussion of the regime type of political leadership and whether Handelmans assumptions are correct with regard to your country..

6. Globalization [Based on Griffiths and other articles]
How much globalization has hurt or helped the country? What classes are benefitting, or losing, because of globalization? How social justice is applied, or curtailed, as the result of globalization? What is the role of the government in facilitating, or impeding, globalization and social justice?

7. Revolutionary change/Soldiers and politics
If applicable, this section should contain a discussion of revolutionary change and soldiers and politics with regard to your country and follow to some extent the issues in Chapter 8 and 9 of Handelman.

8. Social ills, social problems, and health related issues
What are the main social ills, drug trafficking, crime, child and spouse abuse, and the existence and the spread of AIDS and other lethal epidemics need to be explored.

****The Directions for this paper***
Text: Drown, Junot Diaz
Topic: Immigration

Objective: The objective of the English 199 course is to analyze primary (novel) and secondary sources (articles) and write a research paper based on a THESIS that the students has developed.

Description:The text for the course will be the primary source for the paper. There is one assignment due (research paper) on August 11th without exception.

Assignment:
Write a 5-8-page research paper using Drown as a primary source with a minimum of 2 secondary sources to support your thesis. You will need to submit a draft of the paper for approval in order to pass the course. You need to use the MLA format to properly cite sources and include in text citations to meet the guidelines of research writing at the college level. Paper should be paginated and include a work cited page
In order to pass the course you will need to:
1. Submit a 5-8 page research paper based on the book Drown
2. Include secondary sources to support your point of view
3. Choose one of the questions below and write a documented paper supporting your thesis.
4. Provide a work cited page with all sources cited correctly in the MLA format

Consider one of following questions as the topic of you research paper. You will need to support your opinion with details from the readings and provide a thesis in the beginning of the paper.
1. Is America the land of the free? Does the American Dream exist? Do you believe that Diaz believes the American Dream applies for today?s immigrant?

2. Diaz writes in the first and last short story about a family who become divided because the father migrates to America. What are the ramifications to the nuclear family when integral family members (like mothers and fathers) chose to migrate to America and leave their children behind in their home country? Under what circumstances do people migrate? What are the living situations of the people in their country and in countries like Haiti or Mexico?

3. Do you agree with President Bush that we should put several millions dollars into border control at this moment? Do you agree with his tactics and approach to solving the immigration issue? If not, what would you do differently?


***Here is a link the professor told me to go to find some good sources on immigration***
http://www.immigration-usa.com/debate.html






*****all the information you need for this book******

"Drown" by Junot Diaz


About the Author

Remarkably, Junot Diaz is only the second Dominican-American to have published a book of fiction in English (Julia Alvarez was the first). He is primarily a writer of poetry and prose fiction but his work is largely autobiographical.

One of five children, Diaz was born in 1969 in Santo Domingo, Dominican Republic. Knowing no English, he moved with his family to New Jersey at age seven. He began writing at about thirteen in an effort to escape the pain of his parents' failing marriage, his family's poverty, and his older brother's newly diagnosed leukemia. He later graduated from Rutgers, the State University of New Jersey, where his professors praised his talent for writing poetry and prose and encouraged him to pursue a literary career. Toward this end, he went on to complete a master of fine arts degree at Cornell University.

Before gaining success as a writer, Diaz held various jobs, including dishwasher, pool table deliverer, steelworker, and editorial assistant. His first published works consisted mainly of poetry, but he soon branched out into short stories and essays, publishing stories in The New Yorker, the Paris Review, and Best American Stories before the age of thirty. Drown, a collection of short stories that draws on his youth in Santo Domingo and in New Jersey, was his first book. A 1999 recipient of a coveted Guggenheim Fellowship, Diaz has won many literary awards. In 1997 he won a Pushcart Prize, and the following year he won the Eugene McDermott Award. More recently, The New Yorker named him one of the Twenty Writers for the Twenty-first Century. Diaz teaches creative writing at Syracuse University.

Overview

Drown is an intensely raw and realistic collection of ten short stories. Although the stories share neither one common protagonist nor one common setting, each story involves a Dominican or Dominican American adolescent male's struggle to survive in the harsh and often violent world of poverty, drugs, and petty crime. Diaz's young protagonists, who live in rural areas of the Dominican Republic or in Dominican neighborhoods of suburban New Jersey, struggle to survive in the face of absent fathers, abject poverty, and tedious jobs.

Setting

Two settings dominate these stories: the rural Dominican Republic and suburban New Jersey..Both are tough, grim settings, awash in poverty and misery. The stories that contain the most Spanish words and phrases are set in the Dominican Republic.

The stories set in the United States contain less Spanish and more English slang terms, creating a sharp narrative contrast between the two environments.

Although both settings share a defining poverty, and almost all of the families in the stories are desperately poor, the families who live in the Dominican Republic are the poorest, often lacking basic necessities and suffering related health problems. The mother in "Aguantando" is periodically forced to send her children to live with relatives because she cannot afford to feed them. She tries to ease the pain of their situation by telling her children that things could be worse: "We were poor. The only way we could have been poorer was to have lived in the campo or to have been Haitian immigrants, and Mami regularly offered these to us as brutal consolation." Still, the family cannot afford meat or beans, living off of boiled yucca, boiled plantano (plantains), pieces of cheese, and shreds of bacalao (codfish). In "No Face," the younger brother suffers never-healing scabs on his scalp, probably due to malnutrition. Poverty is inescapable for these Dominicans, except possibly through emigration.

Moving to the United States, however, provides only minimal relief from poverty.

To the characters in the stories, impoverished suburban New Jersey is the United States, with its "break-apart buildings, the little strips of grass, the piles of garbage around the cans, and the dump, especially the dump," all of which typify the impoverished Dominican neighborhoods where the characters reside. To these young immigrants and children of immigrants, life in the States involves walking along the sides of gritty highways, breaking into abandoned apartments to live for short periods of time, selling illicit drugs to teens at gas stops and public pools, and urinating freely in public.

These characters are aware that there is another New Jersey, another United States, where wealthy Caucasians swim in sterilized swimming pools in their own backyards and hire recent immigrants to clean their rambling kitchens, but this world is so unattainable that it may as well not exist.

The narrator in "Edison, New Jersey" explains how last names, which serve as ethnic background identifiers, separate the two worlds of New Jersey: "Pruitt. Most of our customers have names like this, court case names: Wooley, Maynard, Gass, Binder, but the people from my town, our names, you see on convicts or coupled together on boxing cards."

Themes and Characters

The protagonists in Drown live midway between childhood and adulthood, as do the protagonists in all classic works of young adult literature. These boys and young men vary in age from nine through about twenty.

The younger protagonists are still clearly children, climbing trees and playing ball games, yet they witness and experience decidedly adult events, such as learning of their fathers' marital infidelities and engaging in basic sexual experimentation. The older protagonists face the reality of having to support themselves to survive from day to day, yet they often retreat into more childish behaviors, dreaming of unrealistic futures and methods of escaping from the responsibilities of impending adulthood.

The title of the collection can be seen as a reference to the drowning of the young protagonists' innocence as they leave the comforting protection of childhood and enter the harsh reality of adulthood.

On the surface, these main characters appear toughened and inured to emotional pain, yet they harbor deep emotional sensitivities. The protagonist in "Boyfriend" claims to be immune to Girlfriend's obvious emotional pain: "I guess I'd gotten numb to that sort of thing. I had heartleather like walruses got blubber." He wishes his heart were hardened, yet he maintains empathy even for a total stranger's pain, as he listens to Girlfriend's crying for days, following her movements as she wanders around her apartment, wishing he could talk to her. He is also suffering from his own broken heart, further destroying his attempt to be tough and unattached. Girlfriend herself wants to be emotionally impenetrable, cutting off her luxurious hair to appear tougher, but this action is merely a response to the lasting pain she feels from Boyfriend's callous rejection of her. No matter how the characters try to toughen themselves, they still feel the pain of their disappointing lives.

Most of the families represented in Drown are broken families with no fathers. Even though the fathers are absent, the familial culture Diaz presents is still mostly patriarchal. When they are on the scene, the fathers exercise almost total authority and children fear their father's violent temper, and when they are absent, having deserted their families for a variety of reasons, the fathers' influence on the families remains strong. The specters of their missing fathers hang forever in the back of the main characters' minds. Even in "Fiesta, 1980," the only story in the book in which the protagonist lives with his father, it is clear that the family is on the brink of demise. Papi spends increasing amounts of time with his mistress as his passive wife fears their impending separation. Both sons are aware of the situation, but they are powerless to stop their father from leaving.

It is the mothers in these stories who suffer the most from this patriarchal familial culture. In "Fiesta, 1980," Mami closes her eyes as her husband pulls their son to his feet by his ear, anticipating that her husband will beat the boy. She objects in no way because "being around Papi all her life had turned her into a major-league wuss.

Anytime Papi raised his voice her lip would start trembling, like some specialized tuning fork." Similarly, life has beaten down the mother in "Drown" to such an extent that she barely continues to exist, living more as an automaton than a thinking, feeling human. She has almost turned into a part of the apartment in which she subsists: "She's so quiet that most of the time I'm startled to find her in the apartment. I'll enter a room and she'll stir, detaching herself from the cracking plaster walls, from the stained cabinets... . She has discovered the secret to silence: pouring cafe without a splash, walking between rooms as if gliding on a cushion of felt, crying without a sound."

Women generally play secondary roles in the book and are rarely mentioned except as side characters. Exceptions include Aurora and the girlfriend in "Boyfriend," who can perhaps be seen as the protagonists of their stories. Unlike the men in the book, who suffer from chronic boredom, the ever-working mothers view idle time as but a fantasy as they struggle to support their families both on the job and at home, despite the poverty and violence that rule their lives.

Violence is central to these stories, and all of the characters experience it in a variety of forms. Together, these ten stories highlight the violence in which youth often engage. Older brothers pummel their younger brothers, and the street gangs torment unpopular outsiders. Older brothers spend a lot of time training their younger brothers, often through violence. In many ways, the role of the older brothers seems to be to prepare the younger brothers for the cruelty and disappointment of the adult world.

Older brothers not only physically beat their younger siblings but harass them in other ways as well. For example, in "Aguantando," Rafa flaunts a lighter in front of Yunior and promises to give it to him if he "shuts up."

When Yunior responds with a hopeful, "Yeah?" Rafa reneges on the offer: "See....

You already lost it." Rafa is preparing Yunior for the many disappointments he will face in his adult life.

Violence is also central to the many malefemale relationships in the book. Most of the fathers threaten and beat most of the mothers; most of the young boyfriends threaten and beat most of the young girlfriends. The male characters create much of the violence in the book, yet they are occasionally victims of violence as well. In "Negocios," Papi had "been robbed twice already, his ribs beaten until they were bruised." In his home, Papi laughs with delight in response to the violence he sees in Tom and Jerry cartoons. His world is violent, both at home and on the streets, and he finds violence both repugnant and appealing, depending on whether he is the victim, the perpetrator, or the observer.

Although the males initiate most of the violence in the stories, the females also instigate violence at times. For instance, Mami slaps Yunior in "Aguantando" and makes him kneel on sharp pebbles with his face to the wall as a form of punishment.

The title character in "Aurora" is probably the most violent female in the book when she fights back in response to her boyfriend's physical abuse. When he punches her chest until it turns black and blue, Aurora tries to jam a pen into his thigh. She also often leaves deep nail scratches on his body.

And even though they have had a fairly long-term romantic relationship, the homeless, penniless Aurora steals from her boyfriend's pockets as he sleeps. Despite their obviously unhealthy relationship, the two like to fool themselves into thinking that they are "normal folks. Like maybe everything was fine." But the violence and the mistrust that characterize their relationship presage an adult life of continued relational dysfunction. Even as they fool themselves into thinking they have a "normal" relationship, violence lurks in wait. Aurora tells the boyfriend that while she was in juvenile jail she created a fantasy future for the two of them, with kids, a big blue house, and even hobbies. A week later, though, the boyfriend explains, "she would be asking me again, begging actually, telling me all the good things we'd do and after a while I hit her and made the blood come out of her ear like a worm.".

170 Drown Indeed, many of the characters try to fool themselves in a like manner to escape their miserable conditions. In "Aguantando," Yunior avoids the obvious conclusion that his father has abandoned the family, thinking of him instead only rarely, and then in vague terms as a composite of other children's fathers and of other adults he knows: On the days I had to imagine him--not often, since Mami didn't much speak of him anymore--he was the soldier in the photo. He was a cloud of cigar smoke, the traces of which could still be found on the uniforms he'd left behind. He was pieces of my friends' fathers, of the domino players on the corner, pieces of Mami and Abuelo. I didn't know him at all. I didn't know that he'd abandoned us. That this waiting for him was all a sham.

He fools himself into believing that his father will return.

Similarly, Ysreal turns to fantasizing to escape his misfortunes. He imagines himself a superhero, fighting evil and avenging wrong. Even in the face of abject poverty, tragic misfortune, and brutal social isolation, Diaz portrays in Ysreal a child whose imagination and hope remain intact. Ironically, Ysreal, the character who faces the harshest circumstances of all of the characters in the book, is portrayed with the most optimism for life.

Boredom is another important theme that runs through these stories. The characters who have jobs find them dull and unsatisfying, and even the characters who work suffer from long hours of idle time (with the exception of the mothers). The main characters in "Edison, New Jersey" are so bored with their pool table delivery jobs that they pass the time guessing what towns will be included on their delivery route the next day. Wayne's state of boredom even extends to his private life, and he has a series of extramarital affairs to relieve the routine of his home life.

Similar to boredom is the theme of waiting. Many of the characters are waiting for events that will most likely never occur.

The young protagonists are often waiting for the fathers who abandoned them to come back, but the fathers rarely return.

The deserted mothers also are often waiting for the return of their husbands. Most wait for years, never to see their spouses again.

For the characters in the book, life is disappointing and unfulfilling, with little hope for the future.

Literary Qualities

The stories in Drown are fairly short, averaging between fifteen and twenty pages.

Only "Negocios" is much longer, at fiftyfour pages. Each story is a slice of life, more a presentation of setting, character, and mood than a plot-driven tale. Many of the stories have unclear resolutions.

As Diaz himself admits, much of his work is thinly veiled autobiography. His work is definitely fiction, however, and not to be seen as accurately portraying his own life. His life serves as literary inspiration, but he freely embellishes and changes characters, settings, and events to enhance his storytelling.

Diaz's greatest literary strength is his narrative style. He creates raw prose and uses spare language in an unadorned style similar to reportage. All but two of the stories are in the first-person voice. "No Face" is told in the third person. Its smoothly flowing, dreamlike narrative style sets it apart from the other stories and makes it a story that lends itself especially well to reading aloud: "He watches the sun burn the mists from the fields and despite the heat the beans are thick and green and flexible in the breeze.... He's tired and aching but he looks out over the valley, and the way the land curves away to hide itself reminds him of the way Lou hides his dominos when they play."

"How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie" is told in the secondperson voice, which allows the narrator to address the reader directly and serves to heighten the humor in the story. For example, Diaz writes, "She'll say, I like Spanish guys, and even though you've never been to Spain, say, I like you. You'll sound smooth." The second-person narration turns this satire of racial tension into a comical dating guide.

The remaining eight stories are told in the first person. Diaz's first-person narrative is colloquial and casual. For example, in "Fiesta, 1980," the narrator comments, "If Papi had walked in and caught us lounging around in our underwear, he would have kicked our asses something serious.

He didn't say nothing to nobody, not even my moms." Diaz's rather unadorned firstperson style reads almost like sociological field notes that record events while reserving commentary and analysis.

However, even the first-person stories contain occasional bursts of poetic loveliness, such as this brief description in the brutal tale "Ysreal": "Rosebushes blazed around the yard like compass points, and the mango trees spread out deep blankets of shade where we could rest and play dominos." Diaz's spare use of language enables him to create a vividly realistic scene in just one or two sentences. He develops the setting for "Drown" in just two sentences: "The heat in the apartments was like something heavy that had come inside to die. Families arranged on their porches, the glow from their TVs washing blue against the brick."

Diaz's style also includes recurrent frank discussions of sexual activities, and sexual curiosity and sexual awakening are central to the stories. For example, twelve-year-old Rafa brags about his sexual experimentation in "Ysreal." Even more sexually blunt is a scene in "Fiesta, 1980" in which Papi has sex with his mistress while Yunior sits downstairs watching television. Diaz also includes frank portrayals of the young men's homosexual experimentation in the title story, experimentation that leads the protagonist to bitterly rue his behavior.

Profanity also characterizes Diaz's narrative style, adding rhythm and tone to descriptive passages, as in the use of "ass" in the following sentence: "Homeboy's got himself an Afro and his big head looks ridiculous on his skinny-ass neck." This generous use of profanity is part of Diaz's success in authentically replicating everyday speech patterns.

In addition to profanity, Spanish words and phrases also lend the narrative an authentic tone. When Diaz incorporates Spanish into the text, he does so without using italics or quotation marks to separate the Spanish from the English. Moreover, he rarely offers contextual definitions of the Spanish words he uses, and he never offers parenthetical or footnoted translations. As a result, his mixing of Spanish and English more closely resembles naturally occurring speech than does the mixed language prose of many other authors, who present foreign words and phrases so as to stand out visually from the English.

In some cases, readers unfamiliar with Spanish might have trouble understanding significant aspects of these stories, as in the title story "Drown," in which Diaz introduces the crucial term "pato" (homosexual) in the first paragraph of the story, writing simply, "He's a pato now but two years ago we were friends." The meaning of the word becomes contextually apparent only toward the end of the story. The meanings of other Spanish words never become clear from the text, as in the use of "finca" (farm) in the following passage: "On some days I spent entire afternoons in our trees, watching the barrio in motion and when Abuelo was around (and awake) he talked to me about the good old days, when a man could still make a living from his finca."

Also unusual is Diaz's frequent incorporation of snippets of dialogue into his narrative passages, which he does without separating the dialogue with quote marks or speaker tags, and without creating new paragraphs to indicate changing speakers.

For example, all within one paragraph he writes: Sometimes the customer has to jet to the store for cat food or a newspaper while we're in the middle of a job. I'm sure you'll be all right, they say. They never sound too sure. Of course, I say. Just show us where the silver's at. The customers ha-ha and we ha-ha and then they agonize over leaving, linger by the front door, trying to memorize everything they own, as if they don't know where to find us, who we work for.

The result is a raw tone that resembles the disjointed nature of actual human speech patterns.

Diaz also uses humor to temper the painful realities of poverty, drugs, crime, and violence in his characters' lives. In "Fiesta, 1980," for instance, the young protagonist vomits on every ride in his father's beloved new van. His constant carsickness is portrayed lightheartedly, mitigating the more unpleasant central plot, in which the boy's father is preparing to abandon his mother to live with his mistress. Nonetheless, the humor does not fully alleviate the wistful feeling of loss of innocence and childhood that permeates the book. Most of the characters are likely to spend the remainder of their lives discontented with their menial jobs, possibly turning to drugs or crime, in a never-ending circle of poverty, failed relationships, and discontent.

Social Sensitivity

Drown is a candid, blunt book. Just as Diaz does not shy away from presenting the seedy side of life in poverty, he does not scrub his stories clean of racial and cultural conflicts. For the most part, the author reserves comment on the settings and cultures that he portrays, but his characters occasionally express cultural biases. In "Fiesta, 1980," for instance, Mami dislikes all things American: "In her mind, American things--appliances, mouthwash, funnylooking upholstery--all seemed to have an intrinsic badness about them." On the contrary, Papi seems to favor American luxury items, a discord that foreshadows the marital friction between the two characters. Even when he profiles drug dealers and petty criminals, Diaz refrains from moralizing, attempting only to present his characters authentically.

Racial issues underlie all of the stories.

Most of the characters are Dominican; many also have black skin. Racial issues are treated the most overtly in "How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie." Diaz treats discord between racial groups with humor in this story, directly confronting the racial tension that adolescents face in schools and other community environments and tying that tension to skin color. For example, the narrator asserts that visiting the girl's family will be especially strained, and racial issues will inevitably arise: "Dinner will be tense.... A halfie will tell you that her parents met in the Movement, will say, Back then people thought it a radical thing to do. It will sound like something her parents made her memorize."

Issues of cultural adjustment also underlie the stories, but they are usually secondary to the plots. Unlike many fiction works that depict the immigrant experience in the United States, Drown does not attempt to detail the process of cultural adjustment.

Drown 173 The characters are never shown struggling to learn English, nor do they struggle against the often bewildering American governmental bureaucracy. Nonetheless, they face considerable discrimination and hardship in the United States, and their immigrant status largely defines their characters.

"Negocios" deals the most directly with cultural conflict, as Papi struggles for years to survive in a foreign land. Away from home and in an unfamiliar country, Papi is forced to rely on a woman to survive. He marries Nilda for citizenship and for financial security, not for love or companionship. He resents this dependency on a woman, a dependency that clashes with his culture's patriarchal basis. In the end, he leaves Nilda and reunites his broken first family, escaping from a second family to which he never really seemed to belong.


You can start the Introduction with the following:

Introduction
Drown is an intensely raw and realistic collection of ten short stories. Although the stories share neither one common protagonist nor one common setting, each story involves a Dominican or Dominican American adolescent male's struggle to survive in the harsh and often violent world of poverty, drugs, and petty crime. Diaz's young protagonists, who live in rural areas of the Dominican Republic or in Dominican neighborhoods of suburban New Jersey, struggle to survive in the face of absent fathers, abject poverty, and tedious jobs.


I REALLY NEED A THESIS< INTRODUCTION< AND CONCLUSION.

Here is a statement I started to write and if you could put this in there that would be grate....

I do believe that the ?American Dream? still exists today. For example, my girlfriend?s father (Farouk) is a West Indian immigrant from Trinidad & Tabago. He got a ?VISA? to come over to the United States when he was 17 years old. He came over here with only 20 dollars in his pocket. When Farouk was in the States he transferred all of his high school credits, to a high school in the Boston area try get a High School diploma. They denied him thee diploma and told him,? in order for you to get you H.S. diploma you need to take a whole year of classes here or you can take these four books (which included trigonometry, physics, English writing, and U.S. history) home to study them for two weeks and take a five hour test in front of me using no notes. If you pass we will honor you and give you your H.S. diploma.? Farouk chose to take the books home to study for two weeks. When it was time for Farouk to take the test, He went in there and finished it in three hours. He passed with flying colors and got is diploma. After that he took night classes at Wentworth Institute of technology, in Electronic Engineering to get his associates degree. While he was taking night classes he managed to get in to realestate with no money and managed to buy a multifamily and two apartment complexes in Dorchester. When the market crashed in the 90?s he became broke and his wife and five kids were living of food stamps for a few years. He and his family held on tight for a bought five years and Farouk got a job with EMC with is associates degree. He has seven patens with the company, making a lot of money and is know living the American Dream!


***Here is a link the professor told me to go to find some good sources on immigration***
http://www.immigration-usa.com/debate.html If you could use two sources on this website that would be great and my other source would be my girlfriends father farouk.

There are faxes for this order.

I need (17) seventeen-page essay on the World Literature course.
There are thirteen separate questions that need to be answered thoroughly.
You will need to use about 1 to 2 pages depending on question.
I'll include the literature textbook materials.



1) Morality Then and Now (Read pages 678-693)

The strict social and moral codes of the middle class in Victorian culture were one response to the unsettling changes that threatened traditional social structures. We live in a time also filled with rapid and often unsettling technological and scientific changes. What effect do you think these rapid social and technological changes are having on modern society? How do you think scientific advances are affecting the morality of society? Do you think the Internet has affected the overall morality of society?

Write a two or three paragraph response discussing the current attitudes towards morality and "proper" behavior.
Consider the motivations for these responses and how they are similar to or different from those of middle class Victorian society.



2) Lord Tennyson Alfred (Read pages 704-706)

An old saying claims that youth is wasted on the young-that only older people have the experience and perspective to appreciate the joys of youthful health and exuberance. Typically, you don't imagine a sixty-year-old skydiving or a thirty-year-old winning a gymnastics gold metal. Stereotypes of the "proper" activities for older adults often don't account for the skills and talents developed over a lifetime of living. Tennyson's adventure-seeking Ulysses may be pursuing a young man's dream, but why should he abandon the passions of a lifetime merely because of his age?

What activities are important in your life, right now, that you may not be able to continue doing for the rest of your life?
How do you think you'll feel or react when you're faced with the task of not being able to do what you love anymore?
Can you think of any famous singers, dancers, or athletes who have continued their careers long after their skills have peaked? What (besides money) do you think motivates them?
Respond to these questions in your essay with two or so paragraphs. Include in your response answers to all the questions posed in this assignment, as well as a discussion of how you think you would behave if faced with the same issues an aging star deals with.


3) "The Lady of Shallot" (Read pages 694-701)

Interpreting poetry can be an overwhelming task, but it is an important skill, which you will practice in this exercise. In a short essay, analyze the theme of "The Lady of Shallot" in light of Tennyson's comment about the Lady. Tennyson said, "The newborn love for something, for someone in the wide world from which she had been so long secluded, takes her out of the region of shadows into that of realities" (p.701). Before you begin, you can use a chart to organize your thoughts. Include in the chart: key words and phrases, symbols, images and opposing images, and theme.

After you have completed the chart, organize your essay based upon your thoughts above. "The theme is _____________________ and is shown by the ____________________ " is a good way to begin.



4) Love Poetry (Read pages 714-715)

Have you ever been in love? Is it easy for you to express your love (not necessarily romantic love) for the important people in your life?
Expressing love through verse is a time-honored tradition. "Sonnet 43" is written in an Italian or Petrarchan sonnet form. Many of the lines from the poem will sound familiar, particularly, "How do I love thee? Let me count the ways." You will read the enumeration Elizabeth Barrett Browning offers, but how would you count the ways you love?

Think of someone you love deeply. It can be a romantic kind of love or it can be a familial or friendship kind of love.
In your journal, enumerate the ways you love this person. Count and describe ways you love him or her. Your response can be a poem, a paragraph, or simply a list describing how you love this person.
Try to make your images and metaphors as fresh and original as possible. Whatever form you write in, you should have at least ten different ways.





5) Responding to Literature (Read pages 707-710)

1. Write a dramatic monologue, in either prose or poetry, in the voice of the Duchess. Base your monologue on an imaginary incident that could have occurred between her and the Duke-or one that the Duke himself mentions-and take into account the personality of both the Duchess and the Duke. Your monologue should be at least two paragraphs or ten lines of poetry.
2. Read the last sentence of the poem "My Last Duchess" Do you find it an effective conclusion? What-if anything-might the speaker intend to convey with such a comment? How does the comment support or detract from the overall message of the poem? In a paragraph discuss whether or not this ending is effective and consistent or ineffective and inconsistent.
3. Assume that the emissary is an insightful person. What kind of an impression do you think the Duke is making? (Be sure to use specific examples to support your claims.)
4. What do you think of the Duke's assessments of his Duchess? What problems do you have with his assessments? Do you think his assessment is objective? Why or why not?



6) Responding to Literature (Read pages 749-762)

1. How does "How Much Land does a Man Need?" function as an allegory? Explain how each of the following elements of the story-its characters, its setting, and its events can be read on both literal and symbolic levels.
2. You have seen British writers questioning the benefits of
nineteenth-century industrialization and modernization. How does this questioning change in a Russian setting? List and discuss three different ways in which Tolstoy either shares or extends the British writers' debate about progress.
3. In your opinion, does Pahom get what he deserved? Or did he pay too high a price for the "crime" he committed? Explain your response to Tolstoy's moral in a brief, well constructed paragraph.






7) The Bet (Read pages 766-772)

a) What would you do for a million dollars?
Imagine that someone offered you to pay you one million dollars for completing a task. What would you be willing to do for one million dollars? List five things that may seem outrageous but that you'd be willing to do for one million dollars. (Please make sure your list is G rated!)
Now consider the following scenario: Would you agree to live by yourself, without any human company, for fifteen years to win a million dollars? For ten million? For any amount of money? A character in the story you're about to read bets that he can do it. His voluntary solitude raises questions for both the reader and the character. What do you think motivates people to make bets other than money? Explain your answer in a complete paragraph in your essay.

b) How do you feel about capital punishment?
The bet in this story evolves from an argument about whether or not capital punishment is more or less humane than life in solitary confinement. What do you think? Do you support capital punishment? Write a brief paragraph in your journal explaining your position.




8) Responding to Literature (Read pages 749-762)

1. Restate the lawyer's philosophy, point by point, as it is revealed in the letter he writes. Respond to each of his points, explaining your reaction to it and stating whether you agree or disagree with his argument. How could the lawyer's letter provide a commentary on state of Russian society during the last years of the czarist rule.
2. Compare and contrast Chekhov's story and Leo Tolstoy's "How Much Land Does a Man Need?" Write a paragraph comparing their statements about achieving material gain and comment on each story's ironic ending.





9) The Jewels (Read pages 749-762, 774-781)

a) Write a two-paragraph essay where you compare Tolstoy's character Pahom (in "How Much Land Doe a Man Need?") with de Maupassant's Monsieur Lantin. How does each character's personality contribute to his changing circumstances? What does each writer seem to suggest about nineteenth century notions of progress and self improvement?
b) We don't know very much about Madame Lantin-not even her first name. However, de Maupassant gives us some clues that help us understand her personality, and we can make inferences about her motivations. Write a brief analysis of Madame Lantin's motivations, her behavior with her husband, and her seeming lack of guilt. Use at least three examples from the text to support your answers.
c) Assuming that Maupassant's views and perspectives were
accurate, what can you conclude about middle-class society in late-nineteenth century France from "The Jewels"? Support your contentions with specific examples from the text.



10) The Love of Money

The old saying that "the love of money is the root of all evil" dates back to the bible. Over the centuries, immeasurable evil-hatred, war, murder-has sprung from the desire for riches. Even on the most personal level-wife to husband, parent to child, friend to friend-the craving for wealth can have devastating effects.
What sacrifices have you seen people make in order to get money?
What happens to their characters?
Write a brief paragraph discussing what influence you've seen money exert in people's lives.
Provide as many specific examples as possible.



11) Responding to Literature (Read pages 965-980)

Answer the following questions:

1. What do you think of Lawrence's decision to end the story as he did? In what way is the ending of the story a distortion of the usual fairy-tale ending? How does this ending support Lawrence's views on money and materialism as stated in the "Primary Source" text-box at the end of the story?
2. What is different about the style of Lawrence's writing when
compared to the other pieces you've read that reflect realism? List at least three differences and at least one similarity. If you hadn't been told,would you have known that it was written in a different time period than the other pieces you've read during this lesson?



12) Clash of Cultures

Directions: Each of the pieces you will be reading presents a unique point-of-view on colonialism and the British Empire and describes a unique problem or circumstance. To get you thinking about some of the issues, I'd like you to think about the problems that can come up when two cultures try to coexist. You can use your own experience or the experiences of others you've observed in real life or in your reading to answer these questions.
You may not often stop to think about it, but America is a tremendous blending of cultures and heritages. Although the problems caused by cultures clashing in America are not as pronounced as the problems you will be reading about, they are still there. Some of the cultural conflicts you will read about are obvious and seemingly unsolvable, but some are bridged by the affection the groups involved have for each other.
What cultural conflicts have you witnessed in your own life? Do you think that there are some cultural differences that cannot be bridged, no matter how much goodwill the parties bring to the encounter? Do you think that, with enough effort, people can truly understand and appreciate one another's grievances, beliefs, and aspirations? Write your essay (about 10-15 lines) answering these questions.




13) Colonial Literature (Read pages 896-904, 907-914, 916-920)

1. Imagine interviewing each of the four authors of these selections. How might each author respond to the question, "What does the word empire mean to you?" Using the first-person point of view (writing as "I"), write four answers to these questions, each in the voice of a different author. After each response, list some words or phrases from the text that support your opinion of the author's definition.
2. How might the events of Southern Rhodesia during 1964 and 1965 have affected Lessing's portrayal of the relationship between Gideon the Farquars? Review the information on page 908 of your text to answer this question.
3. In her preface to African Stories, Lessing reveals that she holds the British responsible for much of her country's suffering. Whom does the narrator of this story seem to hold responsible for the suffering depicted here-the Farquars, Gideon, neither, or both? Use at least three examples from the text to support your answer.


There are faxes for this order.

Customer is requesting that (geewriter) completes this order.

Topic Journal
The Victorian Period Lesson 5 Journal Entry # 1 of 14
Journal Exercise 5.1A: Morality Then and Now
The strict social and moral codes of the middle class in Victorian culture were one response to the unsettling changes that threatened traditional social structures. We live in a time also filled with rapid and often unsettling technological and scientific changes. What effect do you think these rapid social and technological changes are having on modern society? How do you think scientific advances are affecting the morality of society? Do you think the Internet has affected the overall morality of society?
Write a two or three paragraph response discussing the current attitudes towards morality and "proper" behavior.
Consider the motivations for these responses and how they are similar to or different from those of middle class Victorian society.
Alfed, Lord Tennyson Lesson 5 Journal Entry # 2 of 14
Journal Exercise 5.2A: Youth and Aging
An old saying claims that youth is wasted on the young-that only older people have the experience and perspective to appreciate the joys of youthful health and exuberance. Typically, you don't imagine a sixty-year-old skydiving or a thirty-year-old winning a gymnastics gold metal. Stereotypes of the "proper" activities for older adults often don't account for the skills and talents developed over a lifetime of living. Tennyson's adventure-seeking Ulysses may be pursuing a young man's dream, but why should he abandon the passions of a lifetime merely because of his age?
What activities are important in your life, right now, that you may not be able to continue doing for the rest of your life?
How do you think you'll feel or react when you're faced with the task of not being able to do what you love any more?
Can you think of any famous singers, dancers, or athletes who have continued their careers long after their skills have peaked? What (besides money) do you think motivates them?
Respond to these questions in your journal with two or so paragraphs. Include in your response answers to all the questions posed in this assignment, as well as a discussion of how you think you would behave if faced with the same issues an aging star deals with.
________________________________________
Lesson 5 Journal Entry # 3 of 14
Journal Exercise 5.2B: "The Lady of Shallot"
Interpreting poetry can be an overwhelming task, but it is an important skill, which you will practice in this exercise. In a short essay, analyze the theme of "The Lady of Shallot" in light of Tennyson's comment about the Lady. Tennyson said, "The newborn love for something, for someone in the wide world from which she had been so long secluded, takes her out of the region of shadows into that of realities" (701). Before you begin, you can use a chart to organize your thoughts. Include in the chart: key words and phrases, symbols, images and opposing images, and theme.
After you have completed the chart, organize your essay based upon your thoughts above. "The theme is _____________________ and is shown by the ____________________ " is a good way to begin.
The Brownings Lesson 5 Journal Entry # 4 of 14
Journal Exercise 5.3A: Love Poetry
Have you ever been in love? Is it easy for you to express your love (not necessarily romantic love) for the important people in your life?
Expressing love through verse is a time-honored tradition. "Sonnet 43" is written in an Italian or Petrarchan sonnet form. Many of the lines from the poem will sound familiar, particularly, "How do I love thee? Let me count the ways." You will read the enumeration Elizabeth Barrett Browning offers, but how would you count the ways you love?
Think of someone you love deeply. It can be a romantic kind of love or it can be a familial or friendship kind of love.
In your journal, enumerate the ways you love this person. Count and describe ways you love him or her. Your response can be a poem, a paragraph, or simply a list describing how you love this person.
Try to make your images and metaphors as fresh and original as possible. Whatever form you write in, you should have at least ten different ways.
________________________________________
Lesson 5 Journal Entry # 5 of 14
Journal Exercise 5.3B: Responding to Literature
1. Write a dramatic monologue, in either prose or poetry, in the voice of the Duchess. Base your monologue on an imaginary incident that could have occurred between her and the Duke-or one that the Duke himself mentions-and take into account the personality of both the Duchess and the Duke. Your monologue should be at least two paragraphs or ten lines of poetry.
2. Read the last sentence of the poem "My Last Duchess" Do you find it an effective conclusion? What-if anything-might the speaker intend to convey with such a comment? How does the comment support or detract from the overall message of the poem? In a paragraph discuss whether or not this ending is effective and consistent or ineffective and inconsistent.
3. Assume that the emissary is an insightful person. What kind of an impression do you think the Duke is making? (Be sure to use specific examples to support your claims.)
4. What do you think of the Duke's assessments of his Duchess? What problems do you have with his assessments? Do you think his assessment is objective? Why or why not?
How Much Land Does a Man Need? Lesson 5 Journal Entry # 6 of 14
Journal Exercise 5.5A: Pronouns and Antecedents
Complete the practice exercise on page 764 of Elements of Literature: Sixth Course.
For the writing assignment, cut a paste a paragraph from another assignment that you've written and revise it in your journal.
________________________________________
Lesson 5 Journal Entry # 7 of 14
Journal Exercise 5.5B: Responding to Literature
1. How does "How Much Land does a Man Need?" function as an allegory? Explain how each of the following elements of the story-its characters, its setting, and its events can be read on both literal and symbolic levels.
2. You have seen British writers questioning the benefits of
nineteenth-century industrialization and modernization. How does this questioning change in a Russian setting? List and discuss three different ways in which Tolstoy either shares or extends the British writers' debate about progress.
3. In your opinion, does Pahom get what he deserved? Or did he pay too high a price for the "crime" he committed? Explain your response to Tolstoy's moral in a brief, well constructed paragraph.
The Bet Lesson 5 Journal Entry # 8 of 14
Journal Exercise 5.6A: Pre-reading Activities
1. What would you do for a million dollars?
Imagine that someone offered you to pay you one million dollars for completing a task. What would you be willing to do for one million dollars? List five things that may seem outrageous but that you'd be willing to do for one million dollars. (Please make sure your list is G rated!)
Now consider the following scenario: Would you agree to live by yourself, without any human company, for fifteen years to win a million dollars? For ten million? For any amount of money? A character in the story you're about to read bets that he can do it. His voluntary solitude raises questions for both the reader and the character. What do you think motivates people to make bets other than money? Explain your answer in a complete paragraph in your journal.
2. How do you feel about capital punishment?
The bet in this story evolves from an argument about whether or not capital punishment is more or less humane than life in solitary confinement. What do you think? Do you support capital punishment? Write a brief paragraph in your journal explaining your position.
________________________________________
Lesson 5 Journal Entry # 9 of 14
Journal Exercise 5.6B: Responding to Literature
1. Restate the lawyer's philosophy, point by point, as it is revealed in the letter he writes. Respond to each of his points, explaining your reaction to it and stating whether you agree or disagree with his argument. How could the lawyer's letter provide a commentary on stte of Russian society during the last years of the czarist rule.
2. Compare and contrast Chekhov's story and Leo Tolstoy's "How Much Land Does a Man Need?" Write a paragraph comparing their statements about achieving material gain and comment on each story's ironic ending.
The Jewels Lesson 5 Journal Entry # 10 of 14
Journal Exercise 5.7A: Responding to Literature
1. Write a two-paragraph essay where you compare Tolstoy's
character Pahom (in "How Much Land Does a Man Need?") with de Maupassant's Monsieur Lantin. How does each character's personality contribute to his changing circumstances? What does each writer seem to suggest about nineteenth century notions of progress and self improvement?
2. We don't know very much about Madame Lantin-not even her first name. However, de Maupassant gives us some clues that help us understand her personality, and we can make inferences about her motivations. Write a brief analysis of Madame Lantin's motivations, her behavior with her husband, and her seeming lack of guilt. Use at least three examples from the text to support your answers.
3. Assuming that Maupassant's views and perspectives were
accurate, what can you conclude about middle-class society in late-nineteenth century France from "The Jewels"? Support your contentions with specific examples from the text.
The Rocking-Horse Winner Lesson 5 Journal Entry # 11 of 14
Journal Exercise 5.8A: The Love of Money
The old saying that "the love of money is the root of all evil" dates back to the bible. Over the centuries, immeasurable evil-hatred, war, murder-has sprung from the desire for riches. Even on the most personal level-wife to husband, parent to child, friend to friend-the craving for wealth can have devastating effects.
What sacrifices have you seen people make in order to get money?
What happens to their characters?
Write a brief paragraph discussing what influence you've seen money exert in people's lives.
Provide as many specific examples as possible.
________________________________________
Lesson 5 Journal Entry # 12 of 14
Journal Exercise 5.8B: Responding to Literature
Answer the following questions in your journal.
1. What do you think of Lawrence's decision to end the story as he did? In what way is the ending of the story a distortion of the usual fairy-tale ending? How does this ending support Lawrence's views on money and materialism as stated in the "Primary Source" text-box at the end of the story?
2. What is different about the style of Lawrence's writing when
compared to the other pieces you've read that reflect realism? List at least three differences and at least one similarity. If you hadn't been told,would you have known that it was written in a different time period than the other pieces you've read during this lesson?
Colonial Literature Lesson 5 Journal Entry # 13 of 14
Journal Exercise 5.10A: Clash of Cultures
Directions: Each of the pieces you will be reading presents a unique point-of-view on colonialism and the British Empire and describes a unique problem or circumstance. To get you thinking about some of the issues, I'd like you to think about the problems that can come up when two cultures try to coexist. You can use your own experience or the experiences of others you've observed in real life or in your reading to answer these questions.
You may not often stop to think about it, but America is a tremendous blending of cultures and heritages. Although the problems caused by cultures clashing in America are not as pronounced as the problems you will be reading about, they are still there. Some of the cultural conflicts you will read about are obvious and seemingly unsolvable, but some are bridged by the affection the groups involved have for each other.
What cultural conflicts have you witnessed in your own life? Do you think that there are some cultural differences that cannot be bridged, no matter how much goodwill the parties bring to the encounter? Do you think that, with enough effort, people can truly understand and appreciate one another's grievances, beliefs, and aspirations? Write some notes in your journal (about 10-15 lines) answering these questions.
________________________________________
Lesson 5 Journal Entry # 14 of 14
Journal Exercise 5.10B: Responding to Literature
1. Imagine interviewing each of the four authors of these selections. How might each author respond to the question, "What does the word empire mean to you?" Using the first-person point of view (writing as "I"), write four answers to these questions, each in the voice of a different author. After each response, list some words or phrases from the text that support your opinion of the author's definition.
2. How might the events of Southern Rhodesia during 1964 and 1965 have affected Lessing's portrayal of the relationship between Gideon the Farquars? Review the information on page 908 of your text to answer this question.
3. In her preface to African Stories, Lessing reveals that she holds the British responsible for much of her country's suffering. Whom does the narrator of this story seem to hold responsible for the suffering depicted here-the Farquars, Gideon, neither, or both? Use at least three examples from the text to support your answer.


There are faxes for this order.

PLEASE ANSWER THIS QUESTION:
(IS THE HISTOY OF AMERICAN FOREIGN POLICY MAINLY ISOLATIONIST OR EXPANSIONIST OR BOTH? DEMOCRATIC OR IMPERIALIST OR BOTH? GIVE EXAMPLES.)

NEEDS ONLY TO BE ONE PAGE< FOLLOW OUT LINE BELOW.




Should consists of the equivalent of 1 page, single-spaced, website font 2 writing, addressing in three separate and coherent statements three critical aspects, which I would like you to identify, of the lecture I will provide to you.

The lecture is below,
Please:
1) study and take into account the complete lecture thrust,
2)Concepts of American foreign relations, foreign policy,
and diplomatic history



Foreign relations and foreign policy



Sovereign peoples, peoples organized in politically independent nation states in the contemporary system of international relations, relate to each other through the formal interactions of their governments. The most basic instruments of these formal interactions are mutual diplomatic recognition, exchange of representatives to each other ?ministers, ambassadors, diplomats- and agreements or treaties concerning common frontiers, peaceful relations, commerce, and transit and status of their citizens whenever present in each other?s territories.



Governments of sovereign nation states conduct their governance activity through public policy. Public policy is the contents of authoritative decisions in the fields of government?s action, those in the common interests domains of public order and civil liberties, public welfare and the economy, education, the preservation of the nation?s resources, and security and defense. Public policy may be defined as government?s action aiming at the fulfillment of public interest values. Foreign policy is government?s public policy in the domain of international relations. The public interest values underlying foreign policy have often been identified as national interest values. Foreign policy has therefore a functional, public policy dimension, and a strategic dimension related to the perceptions and projections of the national interest.



Foreign policy and foreign relations history



The action of the government in the foreign domain over time is roughly equivalent to the foreign policy history of the nation. In the formal, institutional sense, the foreign policy history of the United States is the result of the cumulative patterns of its external relations and interactions in its trajectory as an independent nation. In a substantive, deeper dimension, the foreign policy history of the United States is the course of its strategic choices and necessities in a changing context of geopolitical imperatives. To a significant extent, such context is shaped by the interrelationships between the domestic components of the American national interests ?the texture and characteristics of the American society and fabric? and the forces and configurations of the international conditions. Thus, viewed over time, the foreign policy of the United States is the rail network of the American international history. A critical question in this context, perhaps the most critical, is that which concerns the patterns of change and continuity in the international interests and foreign policy patterns of the United States, especially as these patterns interact with those of other nations in the constantly evolving contexts of world politics.



------------------------------------------------------------

SHORT LECTURE TO START OUT WITH:

Foreign policy patterns and modalities
American foreign policy choices and interactions are shaped by three structural patterns, which are in tension and yet interrelate with each other, namely:



. complementarity and competitiveness

. unilateralism, bilateralism. multilateralism

. independence, dependence, interdependence



Competitive interactions provide the general context of the dynamics of conflict in American international relations, from moderate trade and cultural conflicts to militarized disputes. Complementary interactions are generally the result of, and in turn the instrument for the foreign policy of cooperation, bilateral and multilateral, in American international relations. We examine in this course the extent to which the prevalence of one or other of these policy frameworks is determined by the configurative patterns of three sets of competing values and interests:



. grand design and constant adaptation.

. particularism ?exceptionalism? and universalism, isolationism and expansionism, republican principles and imperialism.

. frontier, democracy, and capitalism.



American foreign policy is strongly interrelated with the characteristics of the society and the institutions of its system of government. Four aspects of this interrelationship are the recurrent subjects of this course study and understanding of the actual practice of American international relations:



. the characteristics of the American fabric, the contradictory interests of the capitalist system, and the difficulties for the persistence of an informed public opinion,

. the problems of leadership socialization and continuity,

. the conditions of separation of powers and divided government, and

. the mix of positive and negative foreign policy externalities of American nationalism, especially in terms of the dimensions of rationality and irrationality in the conduct of international relations.



Please use the above lecture and the ADDITIONAL READINGS below for you source.



. AMERICAN FOREIGN POLICY: PAST, PRESENT, FUTURE, Glenn P. Hastedt (2002). Library: E183.7.H27 2003.

. Americanism versus Imperialism, Andrew Carnegie, 168 THE NORTH AMERICAN REVIEW 506 (January 1899), Cornell MOA

http://cdl.library.cornell.edu/cgi-bin/moa/moa-cgi?notisid=ABQ7578-0168-3

. America?s Mission, William Jennings Bryan (Washington, D. C., February 22, 1899) http://www.boondocksnet.com/ai/ailtexts/bryan990222.html

. IDEOLOGY AND U. S. FOREIGN POLICY, Michael H. Hunt (1987). Library: E183.7.H86 1986.

. Isolation and Expansion, Walter Lippman, ISOLATION AND ALLIANCES: AN AMERICAN SPEAKS TO THE BRITISH (1952) http://www.mtholyoke.edu/acad/intrel/lipp.htm

. THE AMERICAN AGE: UNITED STATES FOREIGN POLICY AT HOME AND ABROAD SINCE 1750, Walter LaFeber (1994). Library: E183.7. L27 1994.

. The Paralyzing Influence of Imperialism, William Jennings Bryan, Official Proceedings of the Democratic National Convention Held in Kansas City, Mo., July 4, 5 and 6, 1900, Chicago, 1900, pp. 205-227 http://www.mtholyoke.edu/acad/intrel/bryan.htm

I need the annotated bibliography, lit review and the final research paper. However many pages that is, I am unsure. The annotated bibliography also needs a 200-300 word proposal with it. Here is the exact assignment for the final. I also have the other papers requirements if needed. I want the final to be at least 8 pages. If there is a way to use sources from mtv true life I have OCD as well as ocdfoundation.org it would help sound like it is from me. The others need to be journals, books or scholarly sources. Is it possible to have the bibliography and lit review by Monday? I am a first time user with questions about plagiarism and everything else. It has to be original- Is there a way to email with the person writing it? Ughh please help!

The Writing Assignment
Your assignment is to write a 1800-3000 word essay (6-10 pages) in which you argue a position on the issue that you developed through your research for your proposal, annotated bibliography, and literature review. You will want to think of your argument as part of the larger academic conversation that is taking place about the issue. To do so, you may need to continue to find out whats been said on the topic (by extending the research and reading which you began for your Annotated Bibliography and Literature Review) in order to find a way to join the on-going discussion. Your paper should include a minimum of six sources, at least five of which are scholarly and peer-reviewed.

Requirements for Argument
Purpose To argue a position on an issue involving societal and cultural conflict
Audience You are writing for an audience that does not necessarily share your opinion on the issue or that does not have an opinion on it at all.
Genre Argument
Stance Your informed opinion on your chosen subject
Media/ Your argument should be 1800-3000 words (6-10 pages). It should be typed, double-
Design spaced and written in 12-point font following MLA guidelines.

Notes
Academic papers (and specifically academic arguments) take into account what they sayits not just a matter of coming up with a topic and writing about it from scratch or finding random or general sources on the Internet. You must be able to position yourselfyour ideaswithin others opinions and research. This doesnt always mean that you disagreeit means that you might qualify some aspect of their position, or agree with some of their points but not with others. And, it is important to remember that the opinions and research that you want to be responding to are typically found in scholarly, peer-reviewed texts. This is why we completed the Annotated Bibliography and Literature Review assignmentsin order to write our arguments within an already established conversation. That said, as you compose your argument, you want to be thinking of the work you are doing as genuine scholarship, as adding to that ongoing conversation.




GETTING STARTED

Refine your topic (and your position on the topic) You should already have decided upon a topic to focus on for your argument paper through assignments two and three for this class. You will now need to refine your topic by taking a position on the issue and coming up with an arguable claim that will essentially serve as your thesis.

Continue to find out whats been said about the issue by extending the research you began in your bibliography and continued to develop in your literature review. You need to reference a minimum of six sources in your paper. Youve probably already found several useful sources, and one good way to find more (besides continuing research in the library catalogue & databases) is to consult the bibliographies of the sources you already have. Also keep in mind that an effective argument considers in full what those who oppose its views might saythis means that you will probably want to use sources that dont necessarily agree with your position.

Remember Rhetorical Appeals. Keep in mind the work we did while analyzing Kings argument and his use of classical rhetorical appeals (logos, ethos, and pathos). You should continually be considering how you might employ these appeals in your own argument to reach your audience.

This is not an attack. Just as Bullock states in the NFG, Arguments can stand or fall on the way readers perceive the writer . . . readers need to trust the person whos making the argument (94). Choose your tone accordingly.

Finally Arguments should be in present tense. You can use first person as needed, and anecdotal evidence (i.e. personal experience) is acceptable, but please use in moderation.

Please write a FIVE page paper on Michael Ondaatje's "Anil's Ghost".

This is your task:
Introduce the book, what is about, give a short summary if necessary. Include a STRONG thesis statement about the essay that you are about to undertake. Remember a good thesis gives the essay its foundation to build on.

Start each paragraph with a introductory sentence that links back to this thesis and will introduce the paragraph that you are about to write.

Your task:
Develop a perspective that will help readers understand the book in a certain way (i.e. femenism, masculinity, etc) Below are a list of suggested topics that must deal with while reading the story. You might consider Anil?s relationship with the men she comes in contact with, why the men around her treat her as if she were less superior than they are, the power she derives from her sexuality, the powerlessness she struggles with in dealing with the system. Remember to take in psychology as well as economics and incorporate it into the story.

Furthermore, you might be able to evaluate how well this Ondaatje did in creating his female central character. Feminist critics generally consider gender politics and how this influences what people can and cannot do in a story. What type of cultural conflicts do we see and why is it relevant for Ondaatje to include this in this story (again your responses must be from a FEMINIST's perspective). You may place a little focus and consider why Ondaatje uses such rich dialogue, scenery and symbolism from a feminine perspective. Does he use dialogue, symbolism in a good way or a bad way when it comes to a women's view of this book. It is important to include support at this part of the story. How does gender politics play a role specifically in Anil's Ghost and why do you think Ondaatje chooses to be sexist. In regards to women's rights, what has changed since then? (This part may require a small bit of research on the time period Ondaatje wrote this story, what part of the world he was living in and other factors that may cause him to write a story like this. Or you could take an historical view, putting this story into the context of the Sri Lankan war)


**Remember that quotes will be necessary. For every point that is being made, please support it by using quotes or textual evidence from the story.

**The paper must be compelling AND assertive, the reader will not have read this book. And wants to be swayed by the points that you make.

**A short and simple conclusion will be sufficent that reviews all the important points and what you as the reader have learned from the book.