This essay is midterm essay.
Each question should be 2 pages. I have two questions, so total should be 4 pages ( double-spaced). You must support and illustrate your answer with examples from the articles, readings(textbooks), films and lectures (I uploaded already about lecture and article parts). Bring AS MUCH EVIDENCE to bear for your position as possible. When appropriate use terms learned in class, but be sure to explain what a term means the first time you use it. Also, be sure to properly cite all arguments that are not your own.


Topic (Each of them should be 2 pages):
1. Define the ?labor question? in the American labor movement. Explain its origins, components, and whether or not it still has continued relevance. Give some illustrative evidence (drawing from lecture, course readings, films, and section discussions) of if/how this question has been resolved historically.

2. What role have racism, sexism, and xenophobia played in the history of the labor movement? How can unions overcome racism, sexism, and xenophophia among their members?

IMPORTANT: Please make on time (Feb/8th/2012 8:00 A.M. EST)

Textbook:
1. Hard Work: Remaking the Amearican Labor Movement by Rick Fantasia and Kim Voss
2. The Big Squeeze by Steven Greenhouse (Only Chapter 1,2,5, and 7)

Please write a one page essay qustion for each of the 4 questions. If possible use the reference listed below if possible. Also, list the full reference at the end of each page/question (using at least one reference per page) at the end of each page instead of all at the end. Thank you

1. Union membership has been on the decline. Do you believe this is a positive or negative trend? Why? Please explain your answer
2. What factors in the 1800s do you believe contributed to the growth of the American Labor Movement? Please explain your answer.
3. What do you believe to be the pros and cons of union membership? Which do you believe to be more beneficial? Why?
4. Many non-professional jobs in healthcare are often hard to fill, pay low wages, and experience a lot of turnover. Would a union help or hinder the retention of employees in a situation as described above? Explain.

Reference:
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.). Upper Saddle River, NJ: Prentice Hall.

Citations:
First time used.
(Carrell & Heavrin, 2007)
If a direct quote.
(Carrell & Heavrin, 2007, p. x)

1. Write a monograph of 300 words (1-page) on any historic or legal issue related to the Labor Movement. Choose a personality trait that lent particular importance to an era or legislative effort.

2. Write an essay of 300 words (1-page) answering the following two questions (Is there a need for Labor Law reform? What specifically needs to change so that playing field is more equal?)

assignment : U.S. History From 1776 to the Present. Write about Labor movement today and figure out 2 ways that could become more powerful and more successful. include 2 tactics AND strategies we discussed in class or come up with one of your own. You must describe why and how it could be a good strategy and what the possible result might be.

Here is some possible strategies and tactics that you can include:
occupying the work space (sit downs strikes of the 1930)
building solidarity (knights of labor & IWW)
self education knight of labor ,AFL, and IWW

This is a discussion/reaction paper!!!

Consider the growth of labor unions from their early years to the 1920s. What are some positive and negative outcomes of the labor movement? Have labor unions outstayed their welcome by the twenty first century? Explain.

You are to use two outside sources, but they are to be limited to two quotes in this paper and may not be more than two lines of quote each; this is due to the brief nature of the papers. Quotations must be properly cited, using the Chicago Manual of Style (standard for history papers). Your papers should include a brief explanation of the time period, and the rest should reflect your position on the topic!!

Course: Collective Bargaining - Labor relations
Topic: Status of the labor movement

Essay Question:
What is the current status of the labor movement? Make sure to include your viewpoint.

Essay needs to only be 250 words in length in APA format.

2 sources, textbook is one.

Book Reference
Sloane, A. A. & Witney, F. (2010). Labor relations (13th ed.). Upper Saddle River, NJ: Prentice Hall.

Chapter 1

Topic is Labor Relations
I need help with the following essay question:

What is the current status of the labor movement? Make sure to include your viewpoint.

Reference used in the class is:
Sloane, A. A. & Witney, F. (2010). Labor relations (13th ed.). Upper Saddle River, NJ: Prentice
Hall. Chapter 1

The birth of the union movement was tied to issues that today to an extent have been corrected by better corporate management and federal regulations of many core employment issues.

Some believe that the labor movement as it stands today faces distinction and is becoming irrelevant. Unions have experienced a steady membership decline, including diminished national political influence, as well division within the labor movement itself. Some parts of the AFL-CIO broke with the group to start their own national union. In addition to these factors generational issues with Xers and Yers may impact the movement.

However, new labor leadership has taken a nothing to lose attitude, investing millions of dollars to prove that unions are still viable in todays marketplace.

I need a paper on the relevance of the union movement in the 21st century. The paper should discuss how new union leaders are organizing the workforce compared to what the methods and strategies that the AFL-CIO leaders are using today and previously. It should also compare and contrast he efforts of new union leaders to garner support both political and social with the approached of the AFL-CIO today and previously.

I have to do a research about Labor Movement in United States based on the novel "The Grapes of Wrath" by John Steinbeck. It has to have 5 sources. The main source should be from the novel. The other two should be from the book that is related to the topic. The rest of the sources are from internet. You must find an issue that is addressed in the novel and related to the topic. You may use the book in a very limited way in the paper. Do not forget to give all the information about the book and the websites that you use as the sources.

When posting your response, please restate my original question in its entirety at the beginning of your response.

3. Even labor scholars in the early 20th century recognized that the overshadowing problem of the American labor movement has always been the problem of staying organized. Why is staying organized a problem? What should unions do to increase their success in organizing new employees and in staying organized?

Which side are you on? Trying to be for labor when it''s flat on its back

Author: Thomas Geoghegan
Subject: Six pages on whether I agree or disagree with Geoghegam''s question and title of his book. Information must be supported with references from current sources regarding the current state of the labor movement.

Since the economy is globalizing, wouldnt it make sense for labor movements to become global as well? For information on one international labor movement, go to the following website: http://www.union-network.org/ What are the advantages and disadvantages of a global labor movement? Go to the following website to check out a group called United For a Fair Economy and read about their ongoing projects to counteract economic inequalities: www.faireconomy.org/activist/index.html

How beneficial are these projects? Will they help workers in the low-wage service sector? Write a 2-3 page paper reflecting on these questions and the situation low wage workers, like the ones Ehrenreich encountered, experience.

It has been said that the history of the U.S. Labor movement is one of extreme violence in behalf of conservative goals. What do you think? Does this statement help to explain why socialism failed to gain a foothold in the U.S.?

Prepare a 8 page essay on the following topic:
Analyse the extent to which workers made gains, and the ways in which the working class and the labour movement changed, between 1940 and 1975. Your essay should discuss the origins of the post-war collective bargaining system, the steel strike of 1946, the labour movement in Quebec, ethnically split labour markets, immigrant working women, civil service organizing, the postal strike of 1965, and the generational conflict in the labor movement of the 1960s.

your essays must integrate the info from the 5 articles supplied.

Prepare a 9 page research essay on the following topic. Analyse the decline and subsequent rebuilding of the Canadian Labour movement between 1920 and 1940. Your essay should discuss Cape Breton coal miners, the origins of the Cooperative Commonwealth in Oshawa, Ontario. You may also want to discuss the extent to discuss the extent to which the CCF served the interests of the working people and the labour movement during this period.

Your Essay must integrate the info from the one article.

Final Paper Instructions
Due December 17

Your task is to analyze a key debate, conflict, or struggle in the contemporary US labor movement, taking into account multiple competing perspectives. The bulk of your research should be drawn from primary source materials (eg. newspaper articles, websites, flyers, pamphlets, press releases). You may also choose to consult secondary sources relevant to your topic (eg. scholarly articles, books), however this is not required. In addition, your research must include an element of fieldwork. This can take a number of forms -- were defining fieldwork very broadly here. A partial list of acceptable fieldwork activities would include attending a meeting, participating in a demonstration, conducting an interview, walking a picket line, or visiting a worksite.

When conducting your research you should pay particular attention to the following questions. These are only guidelines; you are not expected to answer every one.

Who are the major players on each side?
What organization(s) do they represent?
How powerful is each side?
What position has each side taken?
How has each side attempted to counter its opponents position?
Are the rival organizations sticking together or splintering?
Are the rival organizations heading towards compromise or confrontation?
Which side appears to be winning?
Why has the winning side been more effective?
What are the prospects for the future?

Your paper should be analytical, not merely descriptive. In other words, dont just summarize recent events -- explain why they happened. If you think of yourself as a radio announcer at a basketball game, for this assignment youll be handling the color, not the play-by-play. Although you may probably find it useful to refer to recent events, your focus should be on the issues and ideas surrounding these events. Papers should be at least 5 pages, double spaced, 12 point font, 1 inch margins, not counting pictures. Whenever possible, try to use sources from each of the categories listed below. Again, these are only guidelines; there are dozens of other acceptable publications depending on your topic.

Labor Press
AFLCIO ??" the countrys largest labor federation (www.afl-cio.org)
Change to Win ??" newly created rival labor federation (www.changetowin.org)
Labor Notes ??" labor news from a rank and file perspective (www.labornotes.org)
Individual Union Websites (www.afl-cio.org/aboutus/unions/)

Mainstream Media
Google News Search -- a searchable archive of news articles (news.google.com)
Labour Start ??" searchable archive of news articles on labor unions (www.labourstart.org)

Business Press
Fortune Magazine (www.fortune.com)
Business Week (www.businessweek.com)


Before beginning work on this project, you must submit a proposal briefly describing your topic along with a preliminary list of sources. This should be submitted via email([email protected]) no later than November 17. Well respond to your proposal either by giving you a go-ahead, by asking you to re-tweak your proposal. In very rare cases, proposals are rejected entirely, but if you follow this guideline sheet closely you can avoid that unfortunate outcome. Paper proposals will not be graded but they are required



*********

P.S i have already done the proposal and have found this topic which you should do the paper on the links are as followed...if you can please find more sources and additional secondary sources also
1) http://www.iww.org/en/node/5278
2) http://www.nydailynews.com/ny_local/brooklyn/2010/11/26/2010-11-26_his_blood_sweat__tears_kosher_biz_refuses_to_pay_260g_in_back_wages_to_fired_wor.html

Completion of a 10 page research paper: Students will research a recent Latin American popular/social movement and write a final analysis. This paper will be built on research, and assignments conducted throughout the course.

This paper is based on research that has to do with the current labor and human rights movement in Panama dealing with a new initiative that is underway of passing in the country of Panama called law 30 or Chorizo law dealing with many different organizations concerning various issues that this law now affects. you can focus on either A) or B).

A)1) you could write about the current labor movement in Panama and its most recent organization against Law 30. Here you would focus on the national/international context for the development of the labor movement in Panama, the type of issues surrounding labor in Panama and their recent focus and organization around certain parts of this particular law.

B)Write about the organization of the movement against this law, which appears to be a coalition of various movements including human rights groups, environmental groups as well as labor. In this case, you would need to provide contextual information about the issues this "Chorizo" law deals with (which are many)and then discuss how the groups organized a movement on this particular issue - the repealing of the different sections of the law.
There are faxes for this order.

This paper is to be given to the writer JSF. The writer's
email is [email protected]. I have talked specifically with the writer and he wants to take this paper on because he is the only one in your company that can finish it, since he has already written an abstract and proposal for me.

The writer wants to be notified via email, which number the paper gets so that he can pull it off the board and work on this paper.

The instructions are below with my abstract:

This paper is for a 2nd year Law school program in Canada.

I would like a 20 page research paper, that follows the abstract and proposal that I have written will give you some guidance

I just wanted to suggest some changes to the abstract that should be implemented into the 20 page paper.

Using the legal issues that have arisen surrounding organizing attempts at Wal-Mart stores. However, a full evaluative report of Canadian labour standards may be too broad a topic for this paper.

I suggest that you use Wal-Mart as a case study. Look at Labor Relations Board cases dealing with Wal-Mart organizing attempts in Canada and the outcomes of these cases. Basically, they show that employer misconduct can defeat the union and circumvent the purposes of labour legislation. From this you can move onto an evaluation of the shortcomings of certification, unfair labor practice and remedy provisions in Canadian labour legislation.

This would make for a shorter, tighter, paper than the abstract is contemplating. However, I think it will be just as interesting, and just as compelling.

The abstract I am providing contains these elements already, so some revision and a bit of reorganization is all that is in order.

Also the citation style should be in a footnote style. Also I need the citation to be done following the style and form set out by the Canadian Guide to Uniform Legal Citation. This book is prepared by the McGill law journal. It should be available in any legal library. This is imperative as in the previous two orders, it was not done. If this can not be done then I will accept normal footnoting which I will alter. Thank you.

This abstract can be altered to suit your abilities as long as the main points are kept. I am flexible as to how the paper can be written and I will provide all the assistance that I can. There is somewhat of a time restriction on it but that can be discussed later. I am hoping the work on this abstract and the references will make it a little easier on your qualified writers. Thank you.

Here is the abstract:

Union Labor Disputes Canada
Wal-Mart Canada

This abstract presents a foreshadow for what would be the foundation for a full evaluative report on the retail giant Wal-Mart and the effects recent labour disputes have had on the likes of Canadian labour legislation, local labour dispute resolutions and the intervention on the part of unions to recruit Wal-Mart employees. There is no better presentation than one that presents the varying opinions in philosophy between unions and employers. In the United States, the retail giant Wal-Mart has been trying to fend off multiple attacks by organized labour, as the retail conglomerate has had to consistently contend with what could be considered an increasingly turbulent work force. In June of 2004 for example, unions in the United States were making a concerted effort to plan and implement a multi-million dollar campaign to organize Wal-Mart?s existing and potential employees. ?Union leaders say their chances for organizing Wal-Mart workers shot up this week when a federal judge in San Francisco said 1.6 million current and former employees could sue the retailer for sex discrimination in a class-action lawsuit.? (Ramstack, 2004)

The Wal-Mart situation covers a full spectrum of legal concerns such as the acquisition and termination of collective representation of employees, unfair labour practices and the associated regulations, collective bargaining schemes, the scope of individual?s rights for collective bargaining and basic constitutional rights in a labour context. A detailed evaluation of the existing turbulence at Wal-Mart will present an excellent opportunity for identifying and assessing whether existing Canadian labor statutes will be sufficient in meeting the objectives of both Wal-Mart and labour factions or if those regulations will need to be reconsidered. In addition, this case holds legal intrigue, which includes acts of inclusive destruction, fabrication, and suppression of evidence. As both sides are spending small fortunes on legal representation and lobbying efforts, the labor disputes will affect legal precedence for years to come. These proceedings also offer an opportunity to review how the legal situation migrated to this point.

In 2003, Wal-Mart was credited with adding nearly ten billion Canadian dollars back into the economy either directly or indirectly. At a time when globalization and technological advances have helped Wal-Mart to expand and turn consistent profits, the retailer has been outwardly criticized for offering wages and working conditions that are far too low. The treatment of female employees, turnover policies and other Human Resource concerns such as low value job creation have all become nightmarish concerns for the retailer. Wal-Mart?s position has been quite the opposite. ?Wal-Mart Canada employs more than 65,000 Canadians and has been ranked Canada's best retail employer twice during the past three years by international human-resources firm Hewitt Associates and Report on Business Magazine. The company is committed to community involvement and has contributed more than $35 million to Canadian charities. Wal-Mart Canada was established in 1994, is headquartered in Mississauga, Ontario, and operates 234 Wal-Mart discount stores and six SAM'S CLUBS in Canada.? (Wal-Mart Canada, 2004)

Even with this optimistic view, Wal-Mart Canada has been experiencing ongoing attempts by labor to organize the company?s employees. ?It has been several weeks since the Jonquiere store was automatically certified with the United Food and Commercial Workers union (UFCW), but no communication from the union has been received with regard to beginning talks with the company. The Jonquiere store is not meeting its business plan, and the company is concerned about the economic viability of the store. Wal-Mart Canada believes the unresolved labor situation at the Jonquiere store is proving detrimental to improving the performance of the store. (Wal-Mart Canada, 2004)

Canadian legal statutes have come under some fire as well because the process of measuring how well a legal system is protecting employee rights is a difficult task. ?The study of industrial relations systems permits at the same time, an examination of the role of the state in reproducing antagonistic production relations.? (Shorter, 1987) In some cases, quantitative measures are easily utilized like the number of months notice required before the collective redundancies process initiates. ?But other aspects are more difficult to measure precisely, such as the willingness of labour courts to entertain law suits filed by fired workers or judicial interpretation of the notion of 'just cause" for termination.? (Bertola, Boeri, & Cazes, 2000)

The process of hiring and firing an employee has always been a concern in a retail operation such as Wal-Mart. Unions have used the high turnover rates and retention polices as major factions of their recruitment process. ?In the United States and Canada, for example, labor turnover is about twice as high as in most European countries. Similarly, average job tenure is significantly longer in countries with more stringent Employment protection legislation (EPL), such as Italy and France. In other respects, however, the evidence does not readily conform to theoretical predictions. For example, if gross job turnover is taken as a rough proxy for labor market flexibility -- and since stringent EPL reduces both hiring and firing -- it is quite surprising to find that job turnover rates are very loosely related to EPL rankings. Most remarkably, not only are the estimates for Italy and France, at 21 and 24 per cent respectively, very high in absolute terms (one in every five jobs is either created or destroyed each year), but they are also extremely close to the estimates for the United States and Canada despite the much heavier regulation of dismissals in the European labor markets.? (Bertola, Boeri, & Cazes, 2000) The policies associated with hiring an employee is as crucial to the labor movement as the right to unionize for this reason.


In conclusion, this abstract presented a foreshadow of the foundation for a full evaluative report on the retail giant Wal-Mart and the effects of past and present labor disputes have on the likes of Canadian labor legislation, future local labor disputes resolution and intervention for the Canadian based Wal-Mart employees. There is no better presentation than one that presents the vast differences in philosophy between unions and employers. In the United States and Canada, Wal-Mart will continue to have to fend off attempts by the parties to usurp what could be considered an increasingly turbulent Wal-Mart labor force as can be demonstrated by the June 2004 multi-million dollar campaign to organize Wal-Mart?s existing and potential employees.



References
Bertola, Giuseppe, Boeri, Tito, & Cazes, Sandrine (2000). Employment Protection in Industrialized Countries: The Case for New Indicators. International Labour Review, Vol. 139, .
Ostry, Sylvia, & Woods, H. D. (1962). Labour Policy and Labour Economics in Canada. Toronto: Macmillan of Canada.
Ramstack, Tom (June 26, 2004). Unions see chance at Wal-Mart. The Washington Times. Retrieved November 12, 2004 from http://washingtontimes.com/business/20040625-095856-2852r.htm
Shorter, Tilly (1987). State Constructed Industrial Relations and the Social Reproduction of Production: the Case of the Canadian Idia . Canadian Review of Sociology and Anthropology, Vol. 24, .
Wal-Mart Canada. (2004, November 15). News Release. Retrieved November 16, 2004, from http://www.walmartcanada.ca/

This is a scholarship application essay. It needs to be not more than 500 words. It is to describe my career goals and aspirations. It is also to highlight my relationship with the union and the labor movement and to explain why I am deserving of a union scholarship. My Dad has been a U.S. letter carrier for 31 yrs. He has been a member of the National Association of Letters Carriers Union for all of that time. It has been a good experience for my Dad. The Union has come to his defense on a few occasions when he has needed them for support. I have seen firsthand the success of a union. I plan to attend The University of Findlay ( a 4 year university). I plan to major in psychology and become a counselor.

This should be an in-depth analysis of the importance of this person to the US labor movement. The paper should not merely report on the person's life or actions but engage in an analysis of how the person's actions affected the labor movement and the motivations for their actions. What I'm asking is to research for information about the person, concentrating on analytical and critical scholarly articles and books. Do not use popular biographies. Demonstrate a basic understanding of the person, his movements, and contributions to the labor movement. Don't evaluate the person's belief and actions by 21st century standards, but evaluate them in their 19th or 20th century context. This mus also have atleast 10 sources.

Use the readings in the Readings in the Sociology of Canada.doc as the primary source of the answers to the following exam questions:

1. Describe the historical development of social class structures in Canada, how the concept of social class is meaningful for a sociological understanding of the family, education, health, wealth and poverty, the state, and the labour movement. Also consider the relationships between social class, gender, and race.

2. Provide a detailed outline the `Class' (Political Economy) and `Cultural' (Socio-psychological) explanations of racism. Apply these two models to explain racism in a historical context and describe the experiences of three ethnic groups: First Nations people, Indo-Canadians, and Chinese-Canadians.

3. Taking gender as a basic category of analysis, describe the connections between the internal life of families and the organization of paid work, state-organized welfare, schools, day-care centres, and other institutions. Discuss how the ideology of patriarchy and family have reinforced the economic exploitation of all women.

4. Using the readings in Sociology-Macionis.pdf on social change and the Readings in the Sociology of Canada.doc, compare and contrast sociological theories of social change and to provide your opinion on which of the theories gives the most appropriate explanation of change. Develop your answer by providing Global as well as Canadian examples.

5.From 'Canadian Labour Movement' and Craig Heron's 'Rebuilding the House of Labour' from Readings in the Sociology of Canada.doc discuss labour organizations in Canada. For example, how has the fragmentation of unions described in the first article (The Canadian labour movement) been expressed in the recent history of labour organizations? Prepare to trace these divisions in the historical development of unions in Canada. Also, how does this fragmentation reflect the contemporary divisions and conflict within Canada in terms of class, ethnicity, region and gender and what will be the future role of unions in Canada?


There are faxes for this order.

This assignment is for the writer hophead

From 1865-1900 the United States finally came into its own as the leading industrial power in the world. This did not happen by accident nor did it happen overnight. Now write a 3 page essay discussing the influences that caused this growth. Hophead, make sure to include the following in your answer: Industrial Revolution, Robber Barons, Rise of the Railroads, Opening of the West, Laissez Faire, Urbanization, and the Labor Movement.

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.

This module is assessed on the basis of a single piece of coursework. For this assessment you are required to write a 3000 word policy paper to a stakeholder of your choice (e.g. European Commissioner, Head of Member State) which provides a critical discussion of one of the following key issues:

Should succession countries join the European Monetary Union?
Should the CAP be reformed, and if so why and how?
What are the economic arguments for further enlargement of the EU?
Is the further emergence of global competitors (e.g. India or China) going to threaten the economic competitiveness of the EU?
Should any country leave the EU or the euro zone

The assessment should be written in report style, and make appropriate use of relevant material, data, charts and diagrams.

Your policy paper will be assessed on the basis of the extent to which the policy paper:

Provides a clear outline of the aim and focus of the policy paper;
Provides an in-depth consideration of the relevant themes and ideas that are pertinent to the issue under consideration;
Makes good use of relevant data, charts and diagrams to support the central narrative contained with the policy paper;
Provides a critical and analytical discussion of the relevant issues;
Appropriately references the arguments contained within the policy paper using a wide range of sources;
Provides a clear, structured and coherent review and analysis of the relevant issues.

Submission Deadline: Your policy paper should be submitted by 5 pm on 10th May 2012.

In order to pass this module, students are required to achieve an overall mark of 40%.

Guidance for assessment

How to approach the assignment:

The best way to approach this assignment is to imagine that you are a policy advisor who has expertise in the area of economics and the European Union. You have been commissioned by a stakeholder organisation to write a policy paper on their behalf that explores one of the policy questions outlined above. Your policy paper will form the briefing that representatives of that organisation will use to inform their discussions the next time they are participating in a key European Union summit or meeting.

A policy paper is designed to provide the policy stakeholder organisation with some advice about what view they should take on a specific policy issue. A policy paper primarily concerns the development of a policy argument which is based upon three components:

A policy position (i.e. what you think the policy stance of the organisation should be in relation to the policy issue under consideration);
Reasons for this position (i.e. what are the arguments for and against the organisation adopting this viewpoint?);
Next steps (i.e. what should the organisation recommend should happen next in relation to this issue?).

Let us assume that the policy issue under consideration is as follows:

Should there be restrictions on the movement of labour within the EU on economic grounds?

Let us now suppose that you have been asked by the finance minister of France to prepare a policy paper on this issue for the forthcoming Council of Ministers meeting. You need to obviously start off preparing for this task by undertaking some research. Firstly you need to find out the official legal position in relation to the EU Constitution and legislation regarding the freedom of movement of labour. Secondly you need to find out whether any Member State can impose restrictions on either the volume of labour movement, the skills profile of the migrant labour, or where the migrant labour is coming from. Finally you need to read the relevant economic literature on labour movement in relation to economic productivity and the operation of economic markets ??" and discover if there are any economic barriers to the free movement of labour.

Having examined all of these issues, you can now construct your policy argument and write your policy paper. You decide that the finance minister of France should oppose the restriction of movement of labour within the EU on economic grounds (policy position) because it will increase economic productivity, reduce costs, and solve the imbalances in employment within certain regions or sectors of the economy (reasons for policy position) ??" and that France should take direct steps to (a) prevent Member States from restricting the flow of migrant labour from Eastern Europe; and (b) provide specialist programmes of support to help migrant workers settle in France (next steps)

You now have your policy argument in a concise format. Now you need to simply develop each component of your policy argument. The reasons for policy position element of the policy argument is going to form the largest component of your policy paper. Although you are trying to set out reasons and arguments for adopting the chosen policy position, you must remember that you will also need to consider and set out the arguments against your adopted policy position and why you have rejected these arguments.

It really doesnt matter which stakeholder organisation you write your policy paper for ??" but obviously they should be an organisation which has an interest in the policy issue under consideration (i.e. it would look a bit odd if you wrote a policy paper on reforming the CAP which was addressed to the Defence Minister of a Member State!).

What should my policy paper look like?

The policy paper should be written in a report format, and make appropriate use of sections, headings and sub-headings to set out different components of the policy argument. Your policy paper should be addressed to your chosen policy stakeholder organisation and should start off be setting out the purpose of the policy paper e.g.

This policy paper is for the attention of the Finance Minister of France, and is designed to explore whether France should support the restriction of the movement of labour within the EU.

You should make appropriate use of relevant sources and data, and you should use tables, charts, diagrams when these are the most effective way of communicating this information.

How do I know whether my policy paper has achieved its objectives?

Although it is very hard to remove yourself from a piece of assessed work that you have spent a lot of time researching and writing, the best way of testing whether your policy paper has achieved its objectives is to forget that you have written the paper and pretend you are the stakeholder organisation that the paper is written for. If you were the finance minister for France, would you have a clear understanding of (a) what was being recommended; (b) why was it being recommended; and (c) what should be done next on the basis of reading your policy paper? If the answer is yes, then your policy paper has met its objectives. If the answer is no, then you need to go back and look at the clarity of what you have written and see whether any of the sections need revising.

Finally check the assessment criteria set out for this assignment in your module handout to make sure that you have not missed anything out!

Important: All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted ??" ignorance of the deadline date will not be accepted as a reason for late or non-submission.

All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you get for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you.
If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky andnot advised.

Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.

General EU Economics textbooks (the first five are particularly good):
Pelkmans, J. (2006) European Integration: Methods and Economic Analysis, 3rd ed. Pearson. (At the time of writing, the exact publication date of this 3rd edition had not been confirmed).
Baldwin, R. and C. Wyplosz (2004) The Economics of European Integration. McGraw Hill.
El-Agraa, A. (2004) The European Union: Economics and Policies, 7th edition. Prentice Hall.
Hitiris, T. (2003) European Union Economics, 5th edition. FT Prentice Hall.
McDonald, F. and S. Dearden (2005) European Economic Integration, 4th edition. FT Prentice Hall. (This is especially useful for part of the EMU lectures).
Barnes, I. and P. Barnes (1995) The Enlarged European Union. Longman. (This is a good lower level text).
Artis, M. and F. Nixson (2001) The Economics of the European Union, 3rd ed. Oxford.
Neal, L. and D. Barbezat ( 1998) The Economics of the European Union and the Economies of Europe. Oxford.
Hansen, J. D. (ed) (2001) European Integration: An Economic Perspective. Oxford. (This is an excellent book but is more advanced and technical than the others and only covers some topics).

EU Trade policies:
Aggarwal, V. K. and E. A. Fogarty (2004) EU Trade Strategies: Between Regionalism and Globalism. Palgrave.
Petersmann, E-U. and M. Pollack (2003) Transatlantic Trade Disputes: The EU, the US, and the WTO. Oxford University Press.
Sdersten, B. and G. Reed (1994) International Economics, 3rd edition. Macmillan.
EMU:
de Grauwe, P. (2005) Economics of Monetary Union, 6th edition. Oxford.
Gros, D. and N. Thygesen (1998) European Monetary Integration, 2nd ed. Longman.
Eijffinger, S. C. W. and J. de Haan (2000) European Monetary and Fiscal Policy. Oxford.
Eichengreen, B. and J. A. Frieden (2001) The Political Economy of European Monetary Unification, 2nd ed. Westview.
8.3 Recommended Internet Resources

Journals

There are a wide range of economics journals that carry articles relating to aspects of EU trade, monetary union, competition policy, regional policy, etc. which you can find hardcopy and online versions of within the University library. A couple of journals that relate directly to specific aspects of the material covered in the module are:

EC Competition Policy Newsletter (http://ec.europa.eu/comm/competition/publications/cpn/)

Official Journal of the European Union (http://europa.eu.int/eur-lex/lex/JOIndex.do?ihmlang=en)


Web Sites

This list can never be comprehensive ??" these are some of the main sites you may find useful. Be warned that there is so much information out there, you could spend your entire year surfing for material and never have the time to read any of it ??" so be selective. If you need guidance, just ask.

Institution: Link:
EU Homepage
http://europa.eu.int/index_en.htm (also, the Whats New? link, tucked away at the bottom of the page, is worth checking regularly)
EU Commission activities are grouped by theme in Directorates-General. http://europa.eu.int/comm/dgs_en.htm

Eurostat is the Official EU statistics Agency http://epp.eurostat.cec.eu.int

European Central Bank
http://www.ecb.int


Institution: Link:
EU Trade Policy Review (by the WTO) http://www.wto.org/english/tratop_e/tpr_e/tp_rep_e.htm#eu2002

UN Economic Commission for Europe http://www.unece.org

UNCTAD World Investment Reports http://www.unctad.org/Templates/Startpage.asp?intItemID=2068&lang=1


Centre for European Reform http://www.cer.org.uk/

Centre for European Policy Studies http://www.ceps.be/index.php

European Integration Online Portal http://eiop.or.at/

EU Business http://www.eubusiness.com/

European Institute (London South Bank University) http://www.sbu.ac.uk/euroinst/

European University Institute, Robert Schuman Centre for Advanced Studies http://www.iue.it/RSCAS/




THANK YOU A LOT FOR YOUR HELP

There are faxes for this order.

In 2000 words (approximately 7 pages) or more, write an analytical essay on one of the following topics.

1. Compare and contrast the relationship between the cultures of West Africa and African American culture as it was constructed and reconstructed both before and after Emancipation.

2. Gender relations and the experience of African American women vis-a-vis men under slavery.

3. Discuss the nature of Reconstruction and its importance to subsequent African American history. What were its successes and what were its failures?

4. Compare and contrast the forms, strategies, and campaigns of the African American freedom movement and its leading figures during the period of Jim Crow (1880s to 1950s).

5. Discuss continuity and change in the African American musical (or literary, or artistic) tradition, from slavery to hip hop. To what extent is the African American artistic tradition a mirror of mainstream arts and to what extent has African American arts influenced mainstream American artistic endeavors?

6. Compare and contrast the relationship of African American workers to the various forms and organizations of the labor movement from Reconstruction to the present.

7. Review continuity and change in the black freedom movement from the 1930s through the 1960s. Discuss reasons for and effectiveness of the changes.

8. Compare the experiences of Fannie Lou Hamer with those of other women in the freedom movement of the 1950s to 1970s).

These essays require at least five significant outside sources (that is, apart from assigned texts such as scholarly articles, books, very developed scholarly web sites). You should properly cite all your sources, including any of the assigned class texts