ENG 170: Multiethnic American Literature

The Block by Romare Bearden

Suddenly, the mist cleared. Below the people, the earth had changed. It had
grown into the shape of the stories theyd told, a shape wondrous and new
and real as the words theyd spoken. But a world also unfinished because all
the stories had not been told. John Edgar Wideman, Fatheralong

Dr. Tracie Church Guzzio Summer 2014
Email: tracie.guzzio@plattsburgh.edu


Texts not available on Moodle:
A Different Mirror Ronald Takaki
Flight Sherman Alexie
The Piano Lesson August Wilson
The Bluest Eye Toni Morrison
American Born Chinese Gene Luen Yang
The House on Mango Street Sandra Cisneros


Course Objectives and Goals:
This course is designed to allow students to read literature produced by American writers
from diverse immigrant, ethnic and racial groups; to learn about the diversity of the
American experience through literature; to appreciate the various ethnic influences on
American culture; and to understand multicultural literature in its historical context. Class
discussions, readings, lectures, and critical writing and research assignments will consider and
analyze cultural awareness/community; race/ethnicity; difference/othering;
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assimilation/acculturation; identity; immigration; masking/tricksterism; contact
zones/conflict; hybridity; resistance to hegemonic culture; and marginalization. By the end
of the semester, students will gain a broader knowledge and understanding of multicultural
forces in American literature and history through their own critical thinking and writing.

Our objectives include:
1. To develop our critical thinking skills by analyzing and writing about literature.
2. To increase an awareness of racial and ethnic diversity in American society and the
cultural impact of the literature and art produced by multicultural writers and
artists.
3. To begin to master the vocabulary of literary study and analysis.
4. To understand the historical context for multiethnic American literature and the
forces and events that prompted these literary responses.
5. To learn and use technology to facilitate your reading, research, and writing in a
college writing and literature class in a manner that promotes ethical and wise
practices.
6. To synthesize information from various sources, readings, and disciplines to write
about literature.

Plattsburgh State University Student Outcomes
Communicate effectively in written and oral expression.
Think analytically and critically and reason logically.
Access, evaluate, and use information and technology effectively and efficiently.
Respect and appreciate ethnic and cultural diversity.
Recognize continuity and change in the human experience.
Appreciate literary and artistic expression.

General Education Outcomes
This course enhances, develops, and integrates knowledge on the following:
reading with comprehension
communicating effectively in written and spoken English
filtering, analyzing, and critiquing information and experiences
developing written arguments
understanding the complexity of the world in which we live
appreciating the arts and aesthetics
comprehending the great ideas of humanity
examining the cultures of the world
considering the nature of society
realizing the moral responsibilities of the individual

English Department (English Language Arts) Outcomes
Outcome 1: Knowledge of and competency in the conventions and practice
of complex written expression.

Outcome 2: Knowledge of and competency in the conventions and practices of
literary study.
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Grading Policy/Requirements:
Forums 20%
Quizzes 20%
Essay #1 20%
Final Essay 20%
Final Exam 20%

Reading questions:
Accompanying all of your readings, I will include some reading guidance questions. These
questions are designed to help you take notes on the reading, make connections between
texts, and to help you prepare for the quizzes, discussion forums, and exam. Most
importantly, the questions are there to encourage your reflection and critical response to the
reading. These will not be graded, but I strongly urge you to address them as you
prepare for this class. For additional directions for individual readings, check the
Resources tab under the Activities block on the right-hand side of the Moodle course
home page.

Discussion Forums: See Discussion Forum Guidelines link on Moodle course home
page.

Quizzes: There will be five quizzes throughout the course. Each quiz will be open for 48
hours. The quizzes will be based on assigned reading. The quiz will cover material for each
section. Before taking the quiz, make certain that you have read all the material in the section
preceding the quiz date.

Essays: There are two essays for this course. Topics, guidelines, and criteria for the essays
will be made available well before the essays are due. LATE PAPERS WILL NOT BE
ACCEPTED.

Exams: There is a final exam for this course. I will make study guidelines available before
the exam.

Plagiarism:
The Honor Code: It is expected that all students enrolled in this class support the
letter and the spirit of the Academic Honesty Policy as stated in the college catalog.

See the college handbook for further details about the description and consequences of
Academic Dishonesty

Plagiarism is a serious violation of the rules of academic honesty. However, in a world
becoming more dependent on internet activity especially for research, it is often difficult to
understand and abide by the rules that govern proper use of sources. Plagiarism is broadly
defined as using anyone elses work as your own without proper acknowledgement. If you
are concerned that you do not understand what constitutes proper usage SEE ME. It is
your responsibility to follow ethical and legal guidelines, and to ask questions when you are
uncertain. Knowingly passing off someone elses work as your own carries serious
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consequences. It is considered stealing. At the least, you will fail the assignment.
Egregious or consistent misconduct will result in failing the course and possible suspension
from the university. See the college handbook for further details.

**Please read the policies and objectives for this course carefully. If you have any
questions, contact me immediately. Otherwise, I will believe that you understand
everything in this syllabus and what is expected of you this session in order to pass this
class.

Reading Schedule
I expect you to have completed the reading at some time during the date listed below. You
can read ahead, and if you fall behind, catch up accordingly.

WEEK ONE:
Introduction to Multicultural Literature

Monday, June 9: Read Introduction to Moodle
Read Syllabus ask questions in Discussion Forum
Read Discussion Forum guidelines
Enter Discussion Forum*
*This Discussion Forum will not be graded but it is
MANDATORY. It is designed to help you familiarize you with the
online discussions and the class structure. I will also ask you a couple
of questions for the readings tomorrow. I will leave the Forum open for
a couple of days. It will open tonight at 10:00 pm and close on
Wednesday at 11:00 am.

Tuesday, June 10: A Different Mirror (Takaki 3-34)
MOODLE Reading:
Americans All Werner Sollors URL (all 6 sections/pages)

The Literature of Indigenous American Experience

Wednesday, June 11: A Different Mirror (Takaki 34-49; 79-97)
All MOODLE Readings:
Chief Red Jackets Speech URL
School Days of an Indian Girl Zitkala Sa URL (Read sections 1, 2,
3, 5, and 7)
The Dawes Act URL
The Ghost Dance Songs URL
Ghost Dance History URL
Ghost Dance description by Mrs. Parker URL
Wounded Knee 1890 URL
Wounded Knee 1973 URL
Dear John Wayne Louise Erdrich URL
The scars on my knees Chrystos URL
"Ceremony" -- Leslie Marmon Silko URL
5



Thursday, June 12: Flight (Alexie, Chapters 1-9);
A Different Mirror (Takaki 209-230)
*Discussion Forum Literature of Indigenous American
Experience (open from Thursday the 12
th
at 10:00 pm until
Sunday the 15
th
at 10:00 pm)

Friday, June 13: Flight (Alexie, Chapters 10-conclusion);
MOODLE Reading: On the Amtrak Sherman Alexie URL
*Quiz #1 (open from Friday the 13
th
at 10:00 pm until Sunday
the 15
th
at 10:00 pm)

WEEK TWO:
The Literature of African-American Experience from Slavery to Freedom,
from Second Slavery to Civil Rights

Monday, June 16: A Different Mirror (Takaki 98-130)
MOODLE Readings:
Brer Rabbit --from the Uncle Remus Tales URL
All Gods Chilluns Got Wings Spiritual URL
Swing Low, Sweet Chariot" -- Spiritual URL
"Wade in the Water" -- Spiritual URL
"We Raise the Wheat" -- Work Song File
"I Wonder What's the Matter" -- Work Song File
"What to the Slave Is the Fourth of July?"-- Frederick
Douglass File

Tuesday, June 17: MOODLE Readings:
We Wear the Mask" -- Paul Laurence Dunbar URL
Birth of a Nation (Movie) URL
The Souls of Black Folk -- W.E.B. DuBois URL
The Great Migration URL
"Trouble So Hard" URL
"Crossroads Blues" URL

Wednesday, June 18: A Different Mirror (Takaki 311-335)
MOODLE Readings:
The Harlem Renaissance URL
"(What Did I Do to Be So) Black and Blue" -- Louis Armstrong URL
"Strange Fruit" -- Jazz Song File
"Strange Fruit" sung by Billie Holiday URL
Without Sanctuary -- History of Lynching in America URL
The Negro Artist and the Racial Mountain
Langston Hughes URL
The Poetry of Langston Hughes File

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Thursday, June 19: The Piano Lesson (Wilson, The Setting and Act I)
*Discussion Forum Literature of African-American Experience
Part 1 (open from Thursday, June 19
th
at 10:00 pm until
Sunday, June 22
nd
at 10:00 pm)

Friday, June 20: The Piano Lesson (Wilson, Act II to conclusion);
*Quiz #2 (open from Friday, June 20 at 10:00 pm until Sunday,
June 22
nd
at 10:00 pm)

WEEK THREE:

Monday, June 23: The Bluest Eye (Morrison, 1-93)

Tuesday, June 24: The Bluest Eye (Morrison, 97-158)

Wednesday, June 25: The Bluest Eye (Morrison, 158-conclusion)
*Discussion Forum Literature of African-American Experience
Part 2 (open from Wednesday, June 25
th
at 10:00 pm until
Saturday, June 28
th
at 10:00 pm)

Thursday, June 26: A Different Mirror (Takaki 383-402)
MOODLE Readings:
The Murder of Emmett Till -- PBS site URL
"A Bronzeville Mother" -- Gwendolyn Brooks File
"The Last Quatrain of Emmet Till" -- Gwendolyn Brooks File
Ossie Davis' Eulogy for Malcolm X URL
Text of Davis' Eulogy for Malcolm X URL
"I Have a Dream" text and video -- Martin Luther King Jr URL
Rhythm & Blues and Rap Lyrics File
*Quiz #3 (open from Thursday, June 26
th
until
Sunday, June 29
th
)

Coming to America: The Literature of the Immigrant Experience

Friday, June 27: ESSAY #1 DUE (dropbox will remain open until
Monday, June 30
th
)
A Different Mirror (Takaki 131-154; 262-291)
MOODLE Readings:
The New Colossus Emma Lazarus URL
Unguarded Gates Thomas Aldrich URL
A Sweatshop Romance -- Abraham Cahan URL
Jacob Riis' Photographs of Urban Immigrant America URL
Anti-Irish Immigrant Cartoons of the 19th century File
More Anti-Irish Immigrant Cartoons URL

WEEK FOUR

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Monday, June 30: American Born Chinese (Yang, all)
A Different Mirror (Takaki, 177-205)
MOODLE Readings:
Angel Island Immigration Poetry URL
Angel Island Immigration Station URL
Chinese Exclusion Act URL
Anti-Chinese Immigration Cartoons File
When I Was Growing Up Nellie Wong PDF
*Discussion Forum Coming to AmericaLiterature of the
Immigrant Experience (open from Monday June 30
th
at 10:00 pm
until Thursday, July 3
rd
at 10:00 pm)


Tuesday, July 1: A Different Mirror (Takaki, 232-261; 342-350)
MOODLE Readings:
Dr. Seuss Goes to War -- Anti-Japanese Cartoons File
Executive Order 9066 URL
"In Response to Executive Order 9066" -- Dwight Okita URL
Tulelake photographs URL
New York Times article on Tule Lake Commemoration URL
"A Meeting in Tulelake" -- Hiroshi Kashiwagi URL
*Quiz #4 (open from Tuesday, July 1
st
at 10:00 pm until
Thursday, July 3
rd
at 10:00 pm)

The Literature of the American Borderland Experience

Wednesday, July 2: A Different Mirror (Takaki 155-176; 292-310; 426-433)
MOODLE Readings:
The Treaty of Guadalupe URL
Corridos sin Frontera URL (You will find the lyrics to "The Ballad of
Gregorio Cortez;" please review these lyrics carefully. Once you enter
the site, note the "Listen" tab on the bar above. Click on "Listen" and
you will see a list of time periods. Click on the time period "1880-
1920: Bandits and Revolutionaries" and this will lead you to "The
Ballad of Gregorio Cortez." Feel free to listen and read other
corridos).

U.S. Immigration Policy with Regards to Mexico URL
"To Live in the Borderlands" -- Gloria Anzaldua File

Thursday, July 3: The House on Mango Street (Cisneros, first 35-40 pages
conclude by the weekend)
MOODLE Readings:
"Immigrants" -- Pat Mora Page
"So Mexicans Are Taking Jobs from Americans" Jimmy
Santiago Baca File
Anti-Immigrant and Anti-Mexican Cartoons File
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The Daily Show clip -- Arizona Immigration Law URL
"The Border Patrol State" -- Leslie Marmon Silko URL


Friday, July 4: HOLIDAY


WEEK FIVE

Monday, July 7: The House on Mango Street (Cisneros, to conclusion)
*Discussion Forum Literature of the American Borderline
Experience (open from Sunday, July 6
th
at 10:00 pm until
Wednesday, July 9
th
at 10:00 pm)


*Quiz #5 (open from Monday, July 7
th
at 10:00 pm until
Wednesday, July 9
th
at 10:00 pm)


Tuesday, July 8: Suggested: Work on paper; study for exam
Wednesday, July 9: Suggested: Work on paper; study for exam

Thursday, July 10: FINAL EXAM (open from Thursday, July 10
th
at 10:00 am until
Saturday, July 12
th
at 10:00 am)

Friday, July 11: FINAL ESSAY DUE (open from Friday, July 11
th
at 8:00 am
until Saturday, the 12
th
at 11:00 pm)


FINAL EXAM (due by Saturday, the 12
th
at 10:00 am)

FINAL PAPER (due by Saturday, the 12
th
at 11:00 pm)