| Skill Requirements/Prerequisites |
Willingness to read and share ideas, perform in front of the class, and use the computer to read primary source materials and essays; some projects that stress graphic, fabric or studio art, and an open-minded interest in the dreams of others.
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| Description |
The immigrant experience constitutes a central shaping force of American culture.
Many of the myths which form an inherent part of the idea of America originate in the dreams and experiences of the millions who migrated from elsewhere to this country. While the phenomenon assumed its most massive proportions between 1800 and 1924, when some thirty-five million people arrived here, it continues today to be an important source of the diversity of our culture, adding both richness and tension to our daily lives.
The wealth of literature that relates the struggles of these immigrants is magnificent in scope and vision. While different national groups have been associated with different periods of immigration and specific themes, all of the works reveal the complexity of what it is to be an American and of the struggle to achieve the “American Dream”. Indeed, perhaps the most useful aspect to these narratives is to see just how diverse these dreams are, and to what extent the move to a new country makes the dream possible.
We will read from a great many sources ranging from government reports and census data to novels and autobiographies that present more lyrical and poignant tales of the immigrants’ lives. In reading works from writers of many backgrounds, the intent is to expose students to the commonalities and differences that people experienced; some of the differences rest with the nationalities or ethnicities of the immigrants themselves, but others are largely reflections of the time and places that became their new homes. In all likelihood, most of the class will be able to think about their own ancestors and what may have been their lot when first arriving here from their original countries. Perhaps it is obvious, but another aim of the class is to promote tolerance and curiosity about other ways of thinking and pursuing our own dreams and those of others.
We will look at the countries of origin, paying special attention to those conditions that prompted people to take such a risk for a new life. Therefore, there will be the need to use the internet and other sources to obtain pertinent background material. I would hope that we can see some documentary films as well as read, and to have at least one foreign-born visitor who can reflect upon personal experiences for the class.
There will be some writing and note-taking, but the bulk of the work lies in reading and discussing in class what we have read.
Possible writings may include either in part or in total: “This is an American” (Hector St. John de Crevecouer - 1789), The Interesting Narrative of Olandah Equiano ( Olandah Equiano -1789), The Book of Khalid ( Ameen Rihani – 1911), The Promised Land (Mary Antin - 1912) The Rise of David Levinsky (Abraham Cahan – 1917), My Antonia (Willa Cather – 1918), Syrian Yankee (Salom Rizk – 1943, Brown Girl, Brownstones ( Paule Marshall – 1960),The Fortunate Pilgrim (Mario Puzo – 1964), Eat a Bowl of Tea (Louis Chu – 1961), Barrio Boy (Ernesto Galarza - 1971), Anywhere But Here (Mona Simpson – 1987), Jasmine (Bharati Mukherjee – 1989), Lucy (Jamaica Kincaid – 1990), Dogeaters (Jessica Hagedorn – 1990), Typical American (Gish Jen – 1992), Arabian Jazz (Diana Abu-Jaber – 1993), Bint Arab (Evelyn Shakir – 1997), and The Kite Runner (Khaled Hosseini - 2003). |