This course aims to teach students effective research, critical thinking, writing, and oral communication skills through a history of immigration and ethnicity in America. Students will learn how to gather, interpret, analyze sources and place them in historical context, while considering multiple perspectives. They will complete weekly readings, writing responses, discussions, and a research paper/presentation. Students are expected to attend class on time, participate actively, treat each other respectfully, and not use cell phones. Academic honesty is strictly enforced.

1. 1
Upward Bound
Senior Capstone Course Spring 2017
A History of Immigration and Ethnicity in America
Learning Goals
This course is designed to provide students with an understanding of effective research skills
which can be successfully applied to any academic major or non-academic setting. Effective
research, critical thinking, writing, and oral communication are the four keys to student success
that will be addressed in this course. By then end of the semester, students will be able to:
 Demonstrate the ability to gather, interpret, and analyze source material
 Demonstrate an understanding of research skills through usage of available sources
 Develop research capabilities that enable students to place sources in historical context
 Demonstrate the ability to consider and differentiate between multiple perspectives
 Demonstrate the ability to effectively communicate with others
Classroom Conduct and Expectations
Attendance: Students are expected to arrive to class on time, and be ready to participate. In
addition to coming to class with a notebook and pen or pencil, being “ready to participate”
means you have completed the assigned readings for discussion, as well as ensuring that any
homework assigned is ready to be turned in.
Academic honesty: Any suspected attempts at plagiarism or cheating will result in an immediate
referral to Upward Bound Counselor, Program Coordinator.
Cell phone policy: Do not use cell phones during the class period.
Assignments for this class will include weekly readings, writing responses, classroom discussion,
in-class writing assignments, research paper, and presentation.
***Students are expected to treat one other with respect during class discussions ***

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1/28: Introduction:
Review syllabus; Introduction to sources; Handout: Edwards, “How to Read a Book.”
2/4: Research Paper/ Presentation:
Discuss research paper; Reading: Barone, “Race, Ethnicity, and Politics in
American History.” One Minute Paper.
2/11: Accessing Sources:
Guest: Professor Brennan; introduction to databases, locating sources for research paper.
Topic and five potential sources due by end of class period.
2/18: Bibliography Due:
Successful Essays; Reading: Fogelman, “From Slaves, Convicts, and Servants to Free
Passengers,” OMP.
2/25: NO CLASS
3/04: NO CLASS
3/11: Writing and Review:
Outline Due; Peer Review intro; Reading: Gorn, “Goodbye Boys, I Die a True
American” Primary Sources, OMP.
3/18: Draft Due; Peer Review:
Drafts of research paper will be peer reviewed, bring two copies of draft. Reading: “100
Percent Americanism: Race and Ethnicity Between the Wars.” OMP.
3/25: NO CLASS
4/1: Revision Day:
Students will meet with instructor to discuss the strength/weakness of research and
potential revisions. (In-Class) Reading: TBD: Current Climate. OMP.
4/8: Last Day:
Final papers and presentations. Please include draft and peer reviews with final paper.
Reading Responses
Students shall type a one page response to the weekly readings, which will be collected at the
beginning of class. Points to be included in the response:
 What was the author’s argument/main point?
 Did the author support his argument? Provide specific examples.
 Personal reaction to article. Did you agree or disagree? Why/not?
 Questions about the content of the article. Students must include at least one question
about the content of the article.