California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: April 17, 2014
You will be held accountable for the readings and discussion questions listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition you will find detailed explanations and examples on our grading policies in the first week's reading.
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Week 12: Week of April 20, 2014
To stay on track, you should attend your second meeting, and you should be finishing your self-assessment.
You are falling behind if 1) you have NOT resolved your first meeting "no grade" (missing discussion questions/sets). 2) you have not finished your visual component. 3) you missed your second meeting with me.
Topic: Chaos Theory and Asian Americans
- Arrigo, Bruce. Social Justice/Criminal Justice. Chapter 10.
- Houston, Jeanne & James. Farewell to Manzanar. foreword, Chapters 1-11.
- Documentary: "Toyo Miyatake" (to be shown in class)
- Rodriguez, Luis. Always Running. entirety..
- Tygiel, Jules. Baseball's Great Experiment. entirety.
- Crow Dog, Mary. Lakota Woman. entirety
Lecture related links:
- Japanese American National Museum
- Metaphor and Theory links to "The Blind Men and the Elephant" which applies to several concepts discussed in both classes. Eric K. mentioned this metaphor during one of our class discussions in "Law and Society."
- "My Role in Social Change" Poem by LaTricia White (Spring 2004)
- "They Ain't Us: Identity as an Anti-Norm"
- Curran and Takata. Sociology of Law Handbook:
-- Chapter 1, part 1
-- Chapter 1, part 2
-- Chapter 2
- W.I. Thomas "Definition of the Situation
- "Who's Habermas? Why Habermas?"
- Those Infamous Grades and Letters of Recommendation
- "The Case Against Gold Stars" by Alfie Kohn.
- Cooperative Learning
Concepts to be covered:
- order and disorder
- Chinese Exclusion Act
- Issei, Nisei, Sansei, Yonsei
- Executive Order 9066
- internment camps
- immigrants and refugees
Note: In order to answer these discussion questions, you will need to incorporate the documentary, "Toyo Miyatake" as well as tthe readings into your answers. Due: Friday, April 25th.
- What are the essential principles of chaos theory as presented in this chapter? (Arrigo, p. 199, Q.3). How does chaos theory relate to the Asian American experience, and more specifically to Farewell to Manzanar and the documentary shown in class?
- How can police practice, judicial procedures, and probation work advance the tenets of chaos theory? (Arrigo, p. 199, Q.6). Provide examples from this week's course materials.
- What movies and television shows can you think of that portray Asian Americans in nonstereotypical ways?
Final Self-Assessment Questions for the Visual Projects (due at the beginning of class on Friday, May 2nd )
- Division of Labor: List the names of the individuals in your group. Since midterm, what have your accomplished, (i.e., visual project itself, giveaway item). (If in a group, explain the division of labor -- who did what as well as your individual contribution to the project, so far).
- Connect Visual Project to Course Materials: Since midterm, explain in depth, how your visual project relates to the course (i.e., the readings, the documentaries, class discussions, major concepts, theories). Discuss how your visual project relates to "theory, policy, practice".
- Self-Assessment: Since midterm, what have you learned? Assess how the 6Cs apply to your final visual project, with special attention on competence and creativity. What is your final visual project self-assessment (provide a letter grade): ___ Explain why this particular grade.
- Examine the political and cultural context of the internment of Japanese Americans during World War II.
- Explore Asian American ethnic enclaves (i.e., Chinatown, Little Saigon, Koreatown, Little Tokyo).
- Research one of the following topics: 1) Asian gangs, 2) Southeast Asian refugees, 3) the Suzy Wong stereotype, 4) the Fu Manchu stereotype.
- Beyond examples discussed in class, examine how the mass media portrays Asian Americans.
- Read one of the recommended books listed below on Asian Americans. Email me a brief book review.
- Trace the origins and persistence of the "model minority" stereotype of Asian Americans. Is this a positive or negative stereotype? Why.
- Trace either prime time television or movie images of Asian Americans from past to present.
- Research one of the following Asian Americans: Senator Daniel K. Inouye, S.I. Hayakawa, Maya Lin or other prominent figures.
- Trace the historical and contemporary origins of the Japanese American Citizens League.
- Explore some of the political and economic strategies used by Asian Americans.
- Michi Weglyn. Years of Infamy.
- Roger Daniel. Politics of Prejudice.
- Ronald Takaki. Iron Cages..
- Amy Tan. The Joy Luck Club.
- Lawson Fusao Inada. Only What We Could Carry: The Japanese American Internment Experience.
- Greg Robinson. By Order of the President: FDR and the Internment of Japanese Americans.
- Victor Nee. Longtime Californ'.
- H. Kim. A Legal History of Asian Americans, 1790-1990 .
- Tetsuden Kashima. Judgment without Trial: Japanese American Imprisonment during World War II.
--- Jurgen Habermas. Between Facts and Norms.
--- Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.
- Richard Goldsby. Race and Races.
- Paul Ehrlich. The Race Bomb.
- Cornel West. Race Matters.
- Robert Blauner. Still the Big News: Racial Oppression in America.
- William Julius Wilson. The Declining Significance of Race.