Race
and Migration Short/Long Papers
(class 10)
Notes:
1)
This assignment, like ALL assignments in this class, must be typed.
See handout on class expectations
2)
You MUST use blackboard's digital dropbox (details here)
to submit this homework; if you do not use microsoft word,
be sure to follow these directions
3) BE
SURE TO FOLLOW THE FILE-NAMING CONVENTIONS FOR THIS COURSE.
All files should be saved on your computer
as: your last name, followed by an underscore ("_"),
followed by the first two letters of your first name, followed
by an underscore ("_"), followed by the
assignment number. So if a student named Saddam Hussein were to submit
assignment number 10, the file name would be:
hussein_sa_10.doc
THIS
IS ASSIGNMENT 10
4)
Remember, you must do one "long paper option"
from the four papers assigned between 3/02
and 4/06. For any essay that you do not
choose the "long paper option," you must
do the "short
essay option." So, you must write one "long
paper option"
and three "short essay options." Although
"long
paper option" essays may be turned in
late (with the usual penalties), "short
essay option" MAY NOT BE TURNED IN LATE.
Long
Paper Option: (worth 8% of semester grade
or 800 Fritz Points),
may be turned in late but with a penalty;
can be revised
if it was turned in on-time, but with
conditions)
or
Short paper option (worth
3% of semester grade or 300 Fritz Points) Can NOT
be revised, can not be turned in late
Chart
that will be VERY helpful in organizing your thoughts for the paper
| "Wait,
this assignment makes it sound as if there aren't actually different
races?"
Doesn't the fact that no one has trouble distinguishing a Czech
from a Chinese mean that races are real? See
"Ten Things Everyone Should Know
about race" |
Remember,
you must do one "long paper option" from the four short/long
papers assigned For any essay that you do not chose the "long
paper option," you must do the "short
essay option." So, you must write one "long paper option"
and two "short essay options." Although "long
paper option" essays may be turned in
late (with the usual penalties), "short
essay option" MAY NOT BE TURNED IN LATE.
"Long
Paper Option"
In
this essay of 370 – 525 words, describe how differing
patterns of migration helped create the conditions
that gave rise to dramatically differing visions of race
in North and Latin America.
Evidence for the differing patterns of migrations will be
found in the excerpt below from Traditions and Encounters by
J. Bentley and H. Ziggler; evidence for the differing visions
of race is provided by the Mexican scholar Geoffrey Fox in an excerpt
from his book Hispanic Nation (also below).
To be clear, your goal here is to explain how historical events can
help us understand why people in Latin America (and many other parts
of the world) view race differently than North Americans view race.
How can a knowledge of history explain why many people in Latin America
understand race as an individual marker (like having
a green eyes), whereas in the United States, many think of race as
a group marker (that is, one somehow "belongs"
to one of several large groupings of people called "races,"
e.g. one is somhow a "member" of a "Black race,"
"Asian race," "White race" etc...).
Your
focus, accordingly, should be on the differing IDEAS
of race in the regions more so than on (perceived) particular racial
groupings. If the concept of race as an idea created
by society (in the same way society creates the ideas of "responsibility"
or "fashion") rather than a reality determined by biology
(such as blood cells) is new to you, see
"Ten Things Everyone Should Know about
race".
One
good form for your thesis for this paper might be, "Patterns
of migration that differed in way X produced visions of "race"
that differed in way Y for reason Z."
Finally,
do not write a book report of either excerpt! If you find
yourself summarizing either excerpt, you are writing the wrong paper.
Connect the two readings analytically
rather than summarizing the two readings sequentially.
(se·quen·tial ly, adv, happening
in a particular order or forming a particular sequence)
Some Writing Hints:
1)
Remember to use and identify Cl/Ev/Wa structures
in those paragraphs that present evidence, but NOT in those paragraphs
that do not present evidence. If you are having trouble organizing
your ideas to write the paper, you might look at this very
helpful
chart.
2) Be very careful not to be ethnocentric in your discussion; that
is, don't assume that the way race is conceived of in North America
is the NATURAL and ONLY way of viewing the world. Do not project your
vision of race onto another culture when doing this assignment. KEEP
IN MIND THE THEMES OF THE NEW YORK TIMES
ARTICLE YOU READ.
3) Be sure to provide evidence in the form of direct quotations from
the excerpts below for each of your claims. Remember, however, that
your quotations
from the excerpts should be no more than 10 words and preferably MUCH
shorter -- if you are unsure how to omit unnecessary information
from a quotation, see here. (very
usefu)
Edited excerpt from Hispanic Nation: Culture, Politics, and the
Construction of Identity by Geoffrey Fox (University of Arizona
Press, 1996), pp. 23 - 24
"We
are unique in this country in the way we describe and define race
and ascribe to it characteristics that other cultures view very differently,"
says Congressperson Thomas C. Sawyer (Democrat-Ohio), who chaired
the House Subcommittee on Census, Statistics, and Postal Personnel,
which has to decide on which racial categories are used in the census.
Here people are considered black if they have even the faintest African
traits --"one drop of blood" -- evident in skin color or
hair or facial structure, for example, or even if they do not have
such traits but claim to be, or are regarded by others as, black.The
label white is reserved exclusively for supposedly pure Euro-Americans.
| "I've
never heard of this, where can I read more?" |
see article from the New York Times recently reporting
on the same cultural difference (here)
VERY Useful if you are having trouble grasping the
differences in the ways race is understood in Latin and North
America |
In
contrast, in most of Latin America and most other parts of the
world, there are intermediate categories, and "skin color
is an individual variable -- not a group marker -- so
that within the same family one sibling might be considered
white and another black." More likely, each sibling
would be called by some more nuanced term. People in Puerto Rico
or South America or Mexico can be more or less white, black, or
Amerindian. For example, a trigueño, or "wheat-colored"
person, is generally lighter-skinned than a moreno (from
the word for Moor); a zambo
in several Latin American countries is a mix of Amerindian and
African and may be quite dark, with straight hair; an aindiado,
or "Indianized" person, is perceived as mainly white
but with some Indian features, such as straight black hair or
high cheekbones; an achinado, or "Chinese-looking"
person, has slanted eyes, regardless of whether derived from African
or Indian rather than Asian ancestors. Each of these and dozens
of other racial descriptions (café con leche or
"café au lait," for example) have status implications,
the most African looking generally (but not always) being the
most stigmatized. But the opposite is also true: Status differences
have color implications, or to be more precise, affect perceptions
of color.
In
Anglo America, people sometimes speak of "soul," meaning
a special cultural authenticity or depth of feeling, as a black
trait, as though race determined culture. In most of Latin
America people speak as though culture determined race.
Thus, a person who is called negro or prieto when
he is poor and uneducated will almost always be described by some
more flattering term, such as trigueño, if he rises
in status. And all these classifications are subject to interpretation
and negotiation.
These same and other mixes of skin-color, hair-texture, and bone-structure
traits occur in the native population of the United States. Here,
however, those who possess them have all learned to think of themselves
as blacks. Frequently, they become annoyed with Latin Americans
for insisting on subtler distinctions, thinking they are denying
their African heritage. To the Latin American, it is the mixed-heritage
persons who insist on calling themselves black who are denying the
real complexity of their ancestries.
Edited
excerpt from Traditions and Encounters: A Global Perspective on
the Past by J. Bentley and H. Ziggler, pp. 679 - 680
Although their influence reached the American interior only gradually,
European migrants radically transformed the social order in the
regions where they established imperial states or settler colonies.
All European territories became multicultural societies where peoples
of varied ancestry lived together under European or EuroAmerican
dominance. Spanish and Portuguese territories soon became not only
multicultural but ethnically mixed as well, largely because of migration
patterns. Migrants to the Iberian
colonies were overwhelmingly men: about 85 percent of the Spanish
migrants were men, and the Portuguese migration was even more male-dominated
than the Spanish. Because of the small numbers of European women,
Spanish and Portuguese migrants entered into relationships with
native women, which soon gave rise to an increasingly mestizo (or
mixed) society.
Most Spanish migrants went to Mexico, where there was soon a growing
population of mestizos – individuals of Spanish and native
parentage… Women were more prominent among the migrants to
Peru than to Mexico, and Spanish colonists there lived mostly in
cities, where they maintained a more distinct community than did
their counterparts in Mexico. In the colonial cities Spanish migrants
married among themselves and re-created a European-style society
In less settled regions, however, Spanish men associated with native
women and gave rise to mestizo society.
With few European women available in Brazil, Portuguese men readily
entered into relations both with native women and with African slave
women. Brazil soon had large populations not only of mestizos, but
also of mulattoes born of Portuguese and African parents, zambos
born of indigenous and African parents, and other combinations arising
from these groups themselves. Indeed, marriages between members
of different ...communities became very, common in colonial Brazil
and generated a society even more thoroughly mixed than that of
mestizo Mexico.
In both the Spanish and the Portuguese colonies, migrants born in
Europe known as peninsulares (those who came from the Iberian
peninsula) stood at the top of the social hierarchy, followed by,
criollos or creoles, individuals born in the Americas
of Iberian parents. In the early
days of the colonies, mestizos lived on the fringes of society.
As time went on, however, the numbers of mestizos grew, and then,
became essential contributors to their societies, especially in
Mexico and Brazil...
The social structure of the French and English colonies in North
America differed markedly from that of the Iberian
colonies. Women were more numerous among the French and especially
the English migrants than in Spanish and Portuguese communities,
and settlers mostly married within their own groups. [In contrast,]
French fur traders often associated with native women and generated
metis (the French equivalent of mestizos) in regions around forts
and trading posts. In French colonial cities like Port Royal and
Quebec, however, liaisons between French and native peoples were
less common.
Mingling between peoples of different ancestry was least common
in the English colonies of North America.…English settlers
attempted to maintain sharp boundaries between themselves and peoples
of American and African ancestory.
"Short Paper Option"
In
this paragraph, describe how the historical patterns of
migration to what is now Latin America gave rise to an understanding
in that region of race as an individual marker (like having green
eyes) rather than a group marker (that is, that skin color somehow
reveals membership in a biologically distinct group).
Remember to organize your paragraph around a topic sentence, and
to provide evidence in the form of direct quotations from
both Ziggler's Traditions and Encounters and Geoffrey Fox's
Hispanic Nation. (see excerpts above)
1) Remember to provide warrants for your evidence.
2) Be sure label your claim/evidence/warrant
units with some clear system. For example, you might write (cl)
or (ev) in the margins, or include the word (claim) before your
claim.
One good form for your claim for this paper might be, "Aspect
X of migration to Latin America produced a vision of "race"
characterized by Y for reason Z."
3) Remember,
however, that your
quotations from the excerpts should be no more than 10 words and
preferable MUCH shorter -- if you are unsure how to omit unnecessary
information from a quotation, see here.
(very usefu)
4) How
specific you are will significantly influence your grade.
5
)Do not write a book report of either excerpt!
6)
Be
very careful not to be ethnocentric in your discussion; that is,
don't assume that the way race is conceived of in North America
is the NATURAL and ONLY way for viewing the world. Do not project
your vision of race onto another culture when doing this assignment.
KEEP IN MIND THE THEMES OF THE NEW YORK
TIMES ARTICLE YOU READ.
| PAPERS
THAT DO NOT IDENTIFY THE CLAIM/EVIDENCE/WARRANT UNITS WILL RECEIVE
NO CREDIT. (I am serious) |
|