History 5/449
Race & Ethnicity in the American West
Instructor: Kevin D. Hatfield, PhD Class Room: 204 Chapman
Office: 340W McKenzie Meeting Time: MUWH Noon – 1:50pm
Phone: 541-346-4820 Class Website: blackboard.uoregon.edu
e-mail: kevhat@uoregon.edu CRN: 40934/
Office Hours: U 2:30:-3:30PM & Appt. FINAL: Thursday July 19th, Noon
I Course Description
Did the American West function as a “Racial Frontier” that offered people of color greater
opportunity for political autonomy, economic prosperity, and social mobility than their
respective places of origin? Or, did cultures of white supremacy, institutionalized racism,
and racialized slavery, conquest, and colonialism, and ethnocide prevent such
opportunities. Finally, did the racial and ethnic landscape of the American West distinguish
it from other regions of the United States? Were race relations more “complex” or “diverse”
in this region? How did indigenous and immigrant cultures encounter and adapt to one
another?
The emergence of “social history” over the past thirty-five years combined with the more
recent fields of critical race theory and critical whiteness studies, has challenged western
historians to pose new questions about the development and identity of the American West.
Scholars such as Quintard Taylor, Richard White, and Arnoldo DeLeon, Tomás Almaguer and
many others have explored and recaptured a past that had been largely neglected for
generations. This course will examine those overarching questions by investigating specific
case studies and primary sources.
This accelerated four-week course strives to cultivate a learner-centered environment that
fosters active and collaborative learning, and encourages student participation and peer
interaction. Regular discussions of assigned readings combined with contextual lectures
and collaborative exercises will emphasize learning through the comprehension of ideas
and cause-and-effect relationships, rather than the sole rote memorization of factual data.
The instructor will distribute “guided notes” containing specific information before each
lecture on Blackboard to assist students with focusing on the “big-picture”–the broader
contexts, themes, concepts, and trends discussed that day.
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II Readings
Miles, Tiya Ties That Bind: The Story of an Afro-Cherokee
Family in Slavery and Freedom
Berkeley: University of California Press; 2005/Paper
Mohr, James Plague and Fire: Battling Black Death and the 1900
Burning of Honolulu’s Chinatown
Oxford: Oxford University Press; 2005/Paper
Zesch, Scott The Captured: A True Story of Abduction by Indians on the Texas
Frontier
New York: St. Martin’s Press; 2004/Paper
Course Packet Primary Sources
Hatfield: UO Bookstore
III Evaluation
1. Response Papers (2 @ 15 points each; total of 30 possible points)
Do NOT Submit Papers via Email !
Students will prepare a response paper for Ties That Bind and Plague and Fire.
Response papers will be typed in 12 font, double-spaced, a minimum of two pages in
length, and assume the form of a book review published in a scholarly journal. Response
papers should therefore present a critique of the authors’ theses, themes, sources, and/or
methodologies; they will avoid a descriptive summary and opinions in the first person voice
(e.g. “I think”, “I feel”, “I did not like…” etc.) of the books’ content. Students may also offer
some comparative analysis with other course readings. Successful sample response papers
from past courses are provided as a general guideline. Response papers are due by the end
of class or at the specified times on the dates indicated in the following schedule.
2. Group-Moderated Discussion & Written Questions. (20 possible points)
To engage students in the reading discussions, the class will be divided into seven reading
groups, each comprising 3 to 5 students depending on enrollment. Each group will be
assigned a specific portion of the readings (usually about 100-125 pages of material). For
each scheduled discussion, the moderating group for that day will deliver a brief
introduction that frames the major themes, arguments, and methodology of their particular
author. Each member of the moderating group will prepare two historical questions to pose
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to the class. Moderating groups are welcomed to incorporate multi-media elements such as
music, video, or PowerPoint slide-shows into their presentation. EACH GROUP MEMBER WILL
POST THEIR QUESTIONS ON BLACKBOARD THE DAY BEFORE THEIR DISCUSSION.
After the introduction, students will divide into small groups to discuss the historical
questions posed by the moderators. The class will re-convene before the end of class and
share their answers. All students must complete all the reading for every discussion,
however, the designated leading group will be the “experts” for that day.
** Once you are assigned to groups for the “Oral Presentation” requirement of the course, inform the instructor if
you foresee that you will be unable to attend class the day of your presentation. You will be reassigned to another
group. **
3. Primary Source Analysis Exercises (3 @ 15 points each)
Students will work in small groups of three to perform hands-on historical inquiry projects
interpreting primary-source materials collected by the instructor at the National Archives and
UO Special Collections. The four-week course format precludes students from performing field
research, hence, these in-class collaborative exercises allow a brief apprenticeship in the
historian’s craft and enables students to create their own “secondary sources.” Students will
hone their skills of thinking critically, framing historical questions, analyzing primary sources,
and writing explanatory narratives by reconstructing the: 1) the experiences of Klamath Indian
Lucile Weeks and her family during the Allotment Era (1913-1927; 2) the experiences of
Chinese Immigrants Chow Mow and Won Goon after the passage of the Chinese Exclusion Act
(1882); and 3) the history of the Ku Klux Klan in Oregon and Eugene during the 1920s.
Students will have read the primary sources in the Course Packet prior to the in-class
exercise, and will have at least one hour of class time to examine the documents, sketch
a descriptive timeline, and compose a thematic analysis of the materials. Groups will
submit their work product at the end of class. Groups will also share their interpretation
of a particular historical question(s) and/or theme(s) with class.
4. Book and Movie Review Quiz (30 possible points)
You will write four short answers comparing the historical reconstruction of inter-cultural
relationships and acculturation as examined in The Captured, and portrayed in a Hollywood
feature film shown on the day of the quiz. Responses should be one to two paragraphs in
length and do not require an “essay” format.
5. Class Attendance & Participation in Class Discussions (30 possible points)
Your regular attendance, and thoughtful contributions to general and group-led class
discussions are vital to your success in this class. Any unacceptable, non-documented
absences (see section “VI Policy on Missed Deadlines, Absences & Incompletes” below) of
three sessions and above will result in the reduction of your final course grade by one
complete grade.
For example, a student earns a total of 150 points (B) after the end of the course, but s/he
was absent for three classes without any acceptable and documented excuses. Hence, the
final course grade reported to the Registrar’s will be a C.
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6. Final Examination (total of 35 possible points)
Essay Section (20 possible points):
You will write one essay, selected from a list of three questions: Incorporate specific
content drawn from the lectures, class discussion, and assigned readings into a coherent
and clearly expressed essay to answer the questions successfully.
You also need to establish an accurate chronology to demonstrate your understanding of
cause-and-effect relationships and the broader context. Although specific dates are not
mandatory, you should clarify the sequence of historical events. The evaluation of essays is
largely based on peer performance within the group dynamic of each particular course.
Hence, no “absolute” or “abstract” key will be applied to the essays. Despite this approach,
those essays incorporating the most specific evidence and articulating the most coherent
reasoning will receive the highest marks, and those with comparatively less substance and
clarity will be graded accordingly. Errors in spelling and grammar (within reason) will not
undermine your performance, however, a lack of specific content and well-reasoned
arguments will.
Short Answer Section (15 possible points):
You will define four terms selected from a list of eight. These definitions must include two
elements: a description of specific factual information and an explanation of broader
significance. The specific description should address the who, what, where, when, and why
information. To ensure you have illustrated the broader significance of the term ask
yourself the following questions. How does this term reflect or symbolize a larger theme,
trend, or model? How is this term an important precedent or change from the past? How
does this term establish a new pattern? How does this term fit into a larger cause-and-effect
relationship? How is this term influential? Terms may encompass individuals,
organizations, ideas, events, laws, court cases, publications, and places. Successful
responses to short-answer questions typically comprise two substantive paragraphs, the
first addressing the specific description and second clarifying the broader significance.
Total Possible Points for Entire Course = 190 points
Final Course Grade Breakdown
Points: 177 and above = A Points: 152 – 156 = B- Points: 127 – 132 = D+
171 – 176 = A- 146 – 151 = C+ 119 – 126 = D
165 – 170 = B+ 139 – 145 = C 114 – 118 = D-
157 – 164 = B 133 – 138 = C- 113 and below = F
IV Blackboard
Course Materials: The instructor will post the syllabus, lecture outlines, printer-friendly
PowerPoint slides shows, film synopses, and other class handouts on Blackboard.
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Scores: Assignment scores will be posted on the Blackboard Grade Book throughout the term.
You can monitor your progress and see the class average, high and low for each assignment.
Discussion Forums: A discussion forum for each moderating group will provide a place for
posting questions.
University Academic Honesty Policy
All work submitted in this course must be your own and produced exclusively for this
course. You must acknowledge and document the ideas and words of others. Violations are
taken seriously and are noted on student disciplinary records.
VI Policy on Missed Deadlines, Absences & Incompletes
I. Exceptional Emergency Situations:
The following are unforeseen/incontrollable exceptional emergency situations that are
acceptable excuses for missed deadlines or absences without penalty, and issuance of
incomplete (I) final grades at the end of the course:
ACCEPTABLE:
Documented serious illness/injury;
Documented death in the immediate family;
× UNACCEPTABLE:
Personal Reasons:
weddings; family visits or special occasions (e.g. birthdays, anniversaries etc.);
work and school conflicts; “I was unable to get off work/I have to work”, “I have a huge
research paper due in my other class…”;
childcare issues (e.g. babysitter did not show up; unable to arrange for babysitting etc.);
job interview; leaving early to start a job;
vehicle broke down; missed the bus;
regular dental/medical appointments;
being generally “busy” or “I have a lot going on right now…”;
“I got the due date/exam time mixed up/wrong/confused”.
Technological Reasons:
no access to computer or printer;
assignment completed on computer is “missing”/was accidentally erased;
inability to access saved and/or completed assignment;
printer ran out of ink or paper; printer cannot print file.
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To ensure equitability in the evaluation of all students, the following policies will be
strictly adhered to:
1. All written assignments will be submitted, and examinations will be taken on the dates
and times listed in this syllabus. Any changes in due dates and examination times can
only be initiated by the instructor.
Early examinations will NOT be given under any circumstances; please plan your term
accordingly.
2. All assignments must be submitted in hardcopy format. They are due in class, or in the
instructor’s office by the deadlines as specified in “IV Schedule and Written
Assignments”.
Any assignments submitted via email will be deleted and receive a grade of 0.
3. Should a student be unable to meet a deadline for an assignment, participate in the
Group-Led Oral presentation, or take an examination as scheduled due to an
exceptional, unanticipated and incontrollable emergency (see above):
a. contact the instructor as soon as possible,
b. arrangements to complete and/or submit an assignment, presentation or
examination in an alternative format can be permitted dependent on the
situation,
c. submit hard copy documentation of the emergency as soon as possible, or
before the last day of class.
It is the student’s responsibility to initiate contact with the instructor. In all other
cases—unexplained/undocumented absences, missing assignments or late submissions
of work—the final grade reported to the registrar will be based upon the work the
student has completed by the end of the term, which may well result in a failing grade.
II. Issuance of an Incomplete Grade:
In accordance with the policy of the University of Oregon, a mark of I (incomplete) may be
reported only when the quality of work is satisfactory but a minor yet essential requirement of
the course has not been completed.
An “incomplete” will be granted in-lieu of letter grades only in exceptional emergency situations
as stipulated above, to students who have completed at least 85% of all course requirements
with a grade of C+ and above, as well as 100% attendance (exceptions will be granted for
acceptable absences due to documented excuses [see above]). Students must inform the
instructor and also submit documented proof before the end of the term to obtain an
incomplete for the course. The instructor will then negotiate with the student to draft a
contract on the requirements and deadline for completion that will be necessary to clear the
incomplete grade.
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VII Policy on Accommodating Disabilities
If you are having difficulty and are in need of academic support because of a documented
disability, whether it be psychiatric, learning, physical, hard of hearing, or sensory, you may be
eligible for academic accommodations through Disability Services. Contact the Disability
Services at 541-346-1155 or disabsrv@darkwing.uoregon.edu.
VIII Succeeding In The Course
At any time during the term, please consult the instructor if you have any questions or concerns
about the requirements, policies or material covered in this class. Successful students have
regular attendance, complete readings before attending classes, participate actively in
discussions and make use of office hours. Your overall effort and any improvements
demonstrated throughout the course will be considered when deciding your final course grade.
“I look forward to an engaging four weeks, and to learning
about the different perspectives and ideas you have regarding the topics
we will cover in this course.”
~ Kevin
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IX Schedule and Assignments
*Note: It is imperative that students complete the weekly assigned reading before our in-class discussions.
Assignment
Due
WK 1 M 06/25 Lec: The Myths, Visions & Realities of the American West: An Imagined Place?
Dis : Introductions & Group Assignments
Lec: Pre-Contact Indigenous Culture & The Columbian Exchange
T 06/26 Lec: Spanish Borderlands: The Pueblo “Revolt” & Race Relations
W 06/27 Lec: The Missionary Experience, Waiilatpu and the Whitman “Massacre”
*Dis: Group A
Rea: Miles, Ties That Bind : Preface, Introduction, Chapters 1-5 (pp. xiii-99)
Th 06/28
*Dis: Group B
Rea: Miles, Ties That Bind: Chapter 6 thru Appendix 3 (pp. 100-218)
WK 2 M 07/02
Case Study: Oregon Indian Treaty Act & Klamath Allotment
*Dis: Primary Source Exericse 1
Rea: Course Packet: Lucile Weeks Case File
*DUE: Ties That Bind Response Paper
~ Due in class, Monday July 2nd.
T 07/03 Lec: Expansionism, Slavery & Freedom in the Antebellum West [Part II]:
Case Study: Texas Revolution
Film: The Alamo! ( 1960)
* Dis: Group C
Rea: Zesch, The Captured : Prologue thru Chapter 5 (pp. xv-115)
W 07/04 NO CLASS
Th 07/05
Case Study: Indian Removal & Territory Resettlement
*Dis: Group D
Rea: Zesch, The Captured : Chapters 6 thru 9 (pp. 119-201)
WK 3 M 07/09 Dis: Group E
Rea: Zesch, The Captured : Chapter 10 thru 13 (pp. 202-300)
Film: The Searchers (1956), First Half
T 07/10
Film: The Searchers (1956), Second Half (Prior to midterm)
W 07/11
*Dis: PRIMARY SOURCE EXERCISE 2
Rea: Course Packet: Chan Chow Mow. Chinese Exclusion Act Case File. 30-4353.
Rea: Course Packet: Wong Goon. Chinese Exclusion Act Case File. RS85.
Th 07/12
*Dis: Group F
Rea: Mohr, Plague and Fire : Prologue thru Chapter 7 (pp. 1-97)
WK 4 M 07/16
Community Case Study: Oregon Basques
*Dis: Group G
Rea: Mohr, Plague and Fire : Chapters 8 thru 14 (pp. 98-203)
T 07/17
Oregon
*Dis: PRIMARY SOURCE EXERCISE 3
Rea: Course Packet: KKK Sources, UO Special Collections
*DUE: Plague and Fire Response Paper
~ Due in class, Tuesday July 17th.
W 07/18
Rea: Course Packet: KKK Sources, UO Special Collections
Th 07/19 FINAL EXAMINATION: Noon in 204 Chapman
(Bring two blue/green books purchased from the Bookstore)
Date
Lec: Transnational European Immigration & Acculturation:
Agenda
Lec: Expansionism, Slavery & Freedom in the Antebellum West [Part I]:
Lec: The “Great Father”: Federal Indian Policy, 1850-1890:
Fourth of July Holiday
Case Study: Oregon Free Soilers
Lec: The Invisible Empire in Oregon: Resurgence of the Ku Klux Klan in Oregon
Dis: PRIMARY SOURCE EXERCISE 3: (Continued)
Lec: Expansionism, Slavery & Freedom in the Antebellum West [Part III]:
MIDTERM: Real v. Reel History: The Captured and The Searchers
Lec: Asians in the American West: Trans-Pacific Immigration & Exclusion
Lec: The Reconstruction West: Freedmen, Exodusters, and Re-enslavement
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