JOHN JAY COLLEGE OF CRIMINAL JUSTICE

524 West 59th Street; 8th floor New York, NY 10019

DEPARTMENT OF LATIN AMERICAN AND LATINA/O STUDIES

Latino/a Struggles for Civil Rights and Social Justice

LLS 322-02
T/TH 5:55 p.m. 7:10 p.m.
NB 1.69

Professor Suzanne Oboler

Office: New Building, 8th fl. Suite 63 Room 06
Telephone 212 237 8751
email: soboler@jjay.cuny.edu
Department Office Telephone: 212 237 8749

OFFICE HOURS: THURS 3:00 pm 4:00 pm and BY APPOINTMENT

I.

COURSEDESCRIPTION:

This course provides an interdisciplinary overview of the experiences of Mexican

Americans, Puerto Ricans and other Latino/as during the Civil Rights period. It focuses
on the Latino/a social movements during the 1960s and their consequences today for the
struggles for civil rights and social justice of Latino/as and other racial minorities in the
US. Topics include access to education and employment; immigrant rights; detention and
deportation; race and crime; Latino and African American alliance building; Latino/a
citizenship and the military and gender values and sexuality.
Note: This course satisfies the John Jay College Option: Struggle for Justice and Equality
in the U.S. (300-level) area of the Gen Ed Program.
The questions guiding our class discussions this semester are:
How does change occur over time in a society? What role do individuals,
groups, movements and/or state institutions play in the struggle for equality,
civil rights and social justice?

 What were the aims of the Latino/a Civil Rights movements? To what extent were they
achieved? How did they affect Latina/os lives in during the Civil Rights era? To what
extent does their legacy affect Latina/os and U.S. society today?
To what extent have the participants in Latina/o Civil Rights movements interacted
with those of other racial minority groups? What are the possibilities of forging
alliances among racial and ethnic groups today?
How have the events of the Civil Rights period shaped contemporary debates on
equality justice and civil rights and liberties among racial minorities?
LEARNING OUTCOMES
In this course, students will:
1. Develop an understanding of the social, political, economic, and cultural contexts
of the Latino/a struggles for equality, social justice and rights in the U.S., through a
chronological and comparative examination of key events in the Latino/as struggles
for civil rights and social justice from the 1950s to the present.
2. Analyze how the changing nature of the social, political and cultural dynamics
from the 1950s to the present, have contributed to continuously reshape Latino/as
approaches to the struggles for equality, civil rights and justice. Students will also
assess the consequent impact of Latino/as changing socio-political location and
economic significance for US society and culture
3. Comparatively examine and debate different perspectives in US society on the
nature and meaning of social change and social justice in the Latina/o community,
including women, youth, citizens, etc., from the 1950s to the present.
4. Assess the commonalities and differences in the experiences of various groups,
particularly, but not limited to Latino/as and African Americans, in terms of both
alliance building and outcomes of various civil rights struggles over the past 50
years, to ensure access to education, and employment, equal opportunity, legal and
racial justice, etc.
PREREQUISITES: ENG 201; Junior standing

GENERAL COURSE INFORMATION AND POLICIES:

I reserve the right to modify the contents of this syllabus at any point during the semester I
will of course advise students if and when I need to do so, and I will post any changes on our
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blackboard page. It is your responsibility to check your John Jay email and the course
Blackboard website for updates, information, and access to selected course readings. I will not
send emails to non-John Jay email accounts. It is your responsibility to make sure that your
John Jay email is correct, that you clean out your John Jay email inbox and that you can receive
email.
If I feel that students are not doing the reading, I reserve the right to give pop quizzes that will
be factored into the final course grade.
OFFICE HOURS: In addition to my regular office hours, the best way to communicate with
me is via e-mail (soboler@jjay.cuny.edu). If you send me an e-mail, please make sure
you include your full name somewhere in your message.
IMPORTANT: Please take advantage of my office hours; come and talk with me
about the class, your overall college experience, etc.
*Let me know if you have any concerns about the course or any assignment, so that you
dont fall behind in the class.*
ATTENDANCE: I take attendance and participation very seriously. You are required to
attend every class. Only a medical emergency should keep you from coming to class; Any
medical absence needs to be appropriately documented in writing.
Attendance is taken at the beginning of class. Every student is expected to arrive on time.
*** 3 lates will be counted as an absence
*** 2 non-medical absences will bring your grade down 1 letter. (from A to B); 3 nonmedical absences will bring your grade down 1 point (e.g. from C to D.
NOTE: Four (4) or more non-medical absences: your grade for this class will be an F
CLASSROOM POLICIES

No texting or use of cell phones. Points will be deducted from your participation grade
each time you are caught texting or using your cell phone in class.

Walking in and out during class or any other form of disruption, will also significantly
lower your final grade.

READINGS: Readings with * are posted on Blackboard.

It is difficult to discuss a text without having the text in front of you. Therefore please make
sure you always bring the assigned article(s) and/or book to class.
ASSIGNMENTS: We will discuss all assignments in class. Please note that I do NOT accept
late assignments. If you do not hand in the assignment on time, please do not ask for an
extension: Its not fair to the other students in our class.
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All final papers must incorporate and cite relevant reading materials from the assigned
readings in this course in addition to any outside readings. All papers must be typewritten,
using an accepted research paper style (e.g. APA; MLA; Chicago Manual of Style, etc.) on a
topic approved by the professor. (For information on APA and MLA research paper styles
see: http://guides.lib.jjay.cuny.edu/c.php?g=288322&p=1922429
Students are encouraged to seek additional information and assistance from the colleges
Writing Center in the New Building, Level 1.

REQUIRED BOOKS
NOTE: All texts are available at the JJC bookstore:
1.

Steven Lawson and Charles Payne. Debating the Civil Rights Movement,
1945-1968. Lanham, Md : Rowman & Littlefield, 1999 (NOTE: parts of this book are
also available on our blackboard site)

2.

Ian Haney Lopez. Racism on Trial: The Chicano Fight for Justice.
Boston: Harvard University Press, 2004 (library call # E184 .A1 R4485) or online at
the JJC library: http://site.ebrary.com/lib/johnjay/docDetail.action?docID=10328858

3.

All other required readings and videos are available on our Blackboard course website.

GRADING is as follows:
15% of your grade: class attendance and participation
20% of your grade: Reading and Intellectual Journal (IJ)
25% of your grade: mid term exam: Due: TUES OCT 25, 2016 in class.
10% of your grade: Participation in organizing and leading one class debate
30% of your grade: 1 final term paper, (12 pages + bibliography; + 1 page selfevaluation of your groups presentation, and your role in preparing and
presenting your groups topic): Due: December 8, 2016
GRADING REQUIREMENTS
1. 15% Attendance and participation in all classes.
You are expected to do ALL the reading for each class. Expect pop quizzes at any time
during this semester. PLEASE NOTE: You must bring the assigned articles and/or books
to every class.
2. 20% Reading, Participation in the Discussion and Intellectual Journals:
Reading before class is essential to class participation and discussion. You are expected to
submit each week a response to the main points of the assigned readings for that week.
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The IJ is due every TUESDAYunless noted otherwise on the Blackboard assignment

page. In addition, you are expected to provide one question that the readings raised for
you at the end of your summary. Your question will be used as a guide in class
discussions. Formulating this question will help you think critically about the issues in
the weeks readings.
PLEASE NOTE:
Intellectual journals are NOT merely a summary of the article, book or videos
contents. Instead, an Intellectual Journal consists of:
a) a paragraph-long statement of the main ideas and arguments of the assignments
for the week.
b) a discussion of your thoughts on the main ideas and arguments
c) a question that the weeks readings and videos raise for you
Grading of your weekly Intellectual Journal will be based on insightfulness of
comments, development of ideas related to readings and thoroughness (showing that
you have a) read ALL the assigned readings for the week and b) thought about the issues
raised in the texts.
Your response should be 1 to 2 pages long and must be submitted through the
Assignments section of Blackboard no later than 5:40 p.m. on the assignment due
date listed on blackboard. If the assignment is not submitted on time, Blackboard will not
allow you to submit the assignment for that day.
PLEASE NOTE:
1. You will be asked to draw on these IJ accounts and questions as part of your
participation in class discussion.
2. You must do ALL the reading of the week and include the ideas they present in
order to get full credit for your journal each week.
3. Bad writing, to me, reflects poor thinking. Bad spelling reflects pure
carelessness. I do take many points off your Intellectual Journal grade for
these.
4. I will not accept late one-page intellectual journal papers or journal papers sent
to me via email or hand delivered etc. NO EXCEPTIONS.
3. (25%) Midterm take-home exam
The midterm questions will be handed out IN CLASS, on THURS OCT 20, 2016
The exam is due electronically on blackboard, by 5:40 p.m. and a hard copy must be
brought to class on TUES OCT 25, 2016
PLEASE NOTE:
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I CANNOT ACCEPT any late exams. (Its not fair to the other students in
the class). If you do not post your exam and bring a hard copy to class by the
due date and time, your grade for the midterm will be F. I will not accept any
exam papers via email.
4. 10%

Group Presentation: Participation in organizing and leading one class debate

focusing specifically on one Civil Rights issue impacting Latino/as today.
Together with your group, you will create a group presentation that:
a) debates ALL SIDES of an issue as it relates to the Latino/a community; and
b) addresses either OR both of the following questions:
Change from above vs change from below?
Citizenship rights? Or Human Rights?

Group topics for FALL 2016:

1. The Right To Education And The Politics Of Diversity: Has It Been Affirmative
Action For Latino/As?
2. Immigrant Rights
3. African Americans and Latino/as (The possibility of coalition building and
commonalities and differences in their Civil Rights struggles)
4. Gender and LGBT Rights
5. Latino/as and Criminal Justice
Each student will be part of one group, responsible for organizing and leading a 1-period class
debate/discussion on one of the above Civil Rights issues. For this debate, you are required to
use the readings assigned in this course, and the information you are learning in this course. You
may also use other readings and your own experience.
During this class period, your group will present the topic, guide the class discussion, and help
the class organize their thoughts and discuss the issues you present. Each group is responsible for
a) researching and presenting ALL points of view of your assigned topic, and b) debating it in all
its complexity with the class.
For your group presentations: Be creative, work together n--and dazzle your classmates with
your originality!! Role playing, a short skits, audio-visuals, talk-show format, street
interviews, Jeopardy-style Q & A games, etc. are examples of some of the ways that groups in
previous classes have introduced and/or presented their topic and the issues for debate.
The only requirement is that your group must, in some way, include the information from the
course readings assigned on the issues of the presentationBut please: Do NOT simply
lecture on the readingsinstead, use the information in the readings to convey your key points
and ideas, and generate a robust class discussion.
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Your group can also use outside readings. For example, you can ask the class to do extra reading
(but you must inform the class at least 1 week in advance).
AGAIN: Make sure that your presentation clearly shows that you have incorporated the
information in the readings and from our class, on your topic
In addition to my evaluation of your group presentation, your group will also be evaluated by
your audience (ie by the other students in the class) according to the following criteria:
1) To what extent does the presentation show intellectual depth (is the presentation
engaging, and well informed?
2) CreativityDid the presentation keep the audience interested in the subject?
3) To what extent did the group address the problem realistically?
4) How effectively did the group use the information from the assigned course readings
to convey your key points and ideas (examples?)
5) To what extent did the project incorporate one or both of the course themes Change
from above vs change from below? and Citizenship rights? or Human
Rights?
6) To what extent did the group collaborate well on this project?
Each group will receive all the audience comments for their respective presentations at the end of
the course.
5 (30%) Final Paper (10-12 pages + COVER PAGE + BIBLIOGRAPHY + 1 page self
assessment of your group presentation;)
YOUR FINAL PAPER IS DUE ON: Thurs December 8, 2016: please submit it Online.
NOTES ON THE FINAL PAPER TOPIC:
1. Your paper must in some way reflect at least one of the 4 learning outcomes for this course,
(see LEARNING OUTCOMES, listed above).
2. Regardless of which topic you choose for your final paper, and what other groups you might
also include in your discussion, PLEASE NOTE THAT all research papers must centrally focus
on issues pertaining to Latinos and Latinas in the US, and particularly address an issue of social
change and justice for Latino/as:
You can base your final research paper on an in-depth examination of one of the aspects of your
group presentations topic; OR you can choose from another topic listed below. These are some
suggested topics.
Please see me if you are interested in researching a different issue. (NOTE: All topics not on the
following list must be approved by me)
SB 1070 and Arizonas Papers Please policies
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The Chicano Movements

The Puerto Rican Movements
The Immigration Debates
Latina feminisms and gender equality
Latino/a LGBQT Rights
Latino/as and the Criminal Justice System
Immigrant Rights
Latino/as in the military
Latino/a Art and Music and the Politics of Justice and Rights
Detention and Deportation of Latino/as
Latino/as and Stop-and-Frisk
Race and class in the Latino/a community
Hate Crimes Against Latino/as
African Americans/Latinos and the politics of coalition
Economic Struggles of Latino/as
Environmental Rights and Latino/as
SB 2281 and the Future of Ethnic Studies in Arizona
Latino/a Language Rights: 1. The English Only Movement
Language Rights: 2. Latino/as and the Bilingual Education debates
The Dream Act; and/or DACA and DAPA
Latino/as Struggle for Education: the Politics of Diversity and Affirmative
Action
2. Your paper must be based on scholarly books, articles and documentaries, that includebut
are not limited to--the books and articles and documentaries used in this course.
You should definitely check the bibliography at the end of this syllabus for books and articles
that may be helpful to you as you research your topic.
You can also refer to the bibliographies at the end of the articles and books used in this class.
3. In particular, please note that your paper absolutely MUST NOT include any information
drawn from Wikipedia or any other sites that are not grounded in solid academic research and
data. Please go to the John Jay library or the John Jay library website and use the scholarly
databases (e.g. EBSCO, J-Stor, etc.) to find information for your presentation and for your final
paper.
4. Feel free to make an appointment and/or see me after class, if you have any questions or
want to discuss any issues you may be having as you work on your final 10-12-page paper.
ACADEMIC INTEGRITY: Please make sure you read the following John Jay College
statement on Plagiarism:
Plagiarism is the presentation of someone's ideas, words or artistic, scientific, or technical
work as one's own creation. Using the ideas or work of another is permissible only when the
original author is identified. Paraphrasing and summarizing, as well as direct quotations require
8

citations to the original source. Plagiarism may be intentional or unintentional. Lack of

dishonest intent does not necessarily absolve a student of responsibility for plagiarism. It is the
student's responsibility to recognize the difference between statements that are common
knowledge (which do not require documentation) and restatements of the ideas of others.
Paraphrasing, summarizing, and direct quotation are acceptable forms of restatement, as long as
the source is cited. Students unsure of how and/or when to provide documentation are advised
to consult with their instructors. The Library has free guides to help students with problems of
documentation. (Source: John Jay College of Criminal Justice Undergraduate Bulletin)
By registering for courses offered by the College, students consent that all assignments are
subject to submission for textual similarity review (i.e. turn-it-in). (See
http://www.jjay.cuny.edu/ cunypolicies/ JohnJayCollegePolicyof AcademicIntegrity.pdf for
more information).
This means that, as a John Jay student, you agree to have your essays submitted to Turn-it-in to
help determine if you have plagiarized from other sources. In some cases, especially when using
the internet for research, it may be difficult to determine who wrote what. When in doubt, cite!
(whether its an article, book or website authors, title of article or book, publisher or website,
etc.). Feel free to come to see or email me if you have any questions about properly citing your
sources, if you are unsure about how and/or whether to cite an author---be safe rather than sorry!
Possible penalties for plagiarizing include automatic failure of the course, a failing grade for the
assignment, or other severe consequences that will depend on the circumstances of each
incident.
Students enrolled in this class are hereby placed on notice that in this class the professor reserves
the right to use SAFE ASSIGN plagiarism detection software on any assignment in this course.
***Again, please note that there are severe consequences for plagiarism, --do not plagiarize!***
Check this JJC site for how to avoid plagiarism: http://guides.lib.jjay.cuny.edu/c.php?
g=288322&p=1922405

Accommodations for Students with Disabilities

The College is committed to making reasonable accommodations for students with properly
documented disabilities. If you are eligible to receive accommodations on papers and/or exams
and would like to request it for this course, please discuss it with me (within the first two
weeks of the semester. Students must also register with the Office of Accessibility Services,
located in NB L. 66.00, (212) 237-8031, so that their office may validate the students request
and appropriately instruct the professor. You will need to provide their office the appropriate
documentation of your disability.

Latino/a Struggles for Civil Rights and Social Justice

LLS 322.02
Professor Suzanne Oboler
Office: New Building, 8th fl. Suite 63 Room 06
Telephone 212 237 8751
email: soboler@jjay.cuny.edu

OFFICE HOURS: THURS 3:00 pm 4:00 pm and BY APPOINTMENT

Intellectual journal (IJ) responses are due every Tuesday by 5:40 p.m. on
blackboard --unless otherwise noted on this syllabus. Instructions for the IJs are on
blackboard.
PLEASE NOTE: You need to do ALL THE ASSIGNED READINGS TO GET
THE FULL POINTS EACH WEEK
Watch means watch the video for homework
In-class video means we will watch the video in class

COURSE CALENDAR
PART I: DEFINING THE QUESTION
WEEK 1
THURS 8/25: Course Introduction, requirements, etc.
WEEK 2
TUES 8/30 -THURS 9-1: THE ROLE OF CULTURE IN SOCIAL CHANGE

DUE TUES 8/30:

1. Please READ and Submit IJ #1 on the following:
Write a one-page intellectual journal essay response to the following two readings for this
week. POST IT UNDER INTELLECTUAL JOURNALS ON BLACKBOARD
* Lalo Delgado. Stupid America
* Lawrence Goodwyn. Introduction: The Populist Movement
RECOMMENDED:
Kenya Downes. Why arent more people talking about Latinos killed by police?
PBS. July 14, 2016 at 1:21 PM EDT
http://www.pbs.org/newshour/rundown/black-men-werent-unarmed-people-killed-police-lastweek/
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2.

DUE THURS 9/1: Assignment # 1 Post under Assignment 1 in

Blackboard
Please write a 2-page essay on the following question:
What do you know about the Sixties and how did you come to know it?
Your essay should discuss what you know about the sixties. Please note that I do
not want a research paper or a bibliography. Instead, your essay should be a
personal reflection on what you know or have heard about the 1960s, and how
you learned about it (school, the media, readings, someone in your family,
hearsay, etc.), and any impressions you might have about the ways that the sixties
are perceived and/or presented today in U.S. societye.g. in the media, through
popular culture, etc. )

PART II
DO YOU SEE WHAT I SEE? THE CIVIL RIGHTS MOVEMENTS AND
"AMERICA'S SELECTIVE MEMORY
WEEK 3:
TUES 9/6- THURS 9/8
READ and Submit IJ #2 on 9/6 on the following:
* Steven Lawson and Charles Payne. Debating the Civil Rights Movement, 1945-1968;
pp. 1-46; AND pp. 115-155

WEEK 4
TUES 9/13- THURS 9/15:
READ and Submit IJ #3 on the following:
* Judith Blau and Alberto Moncada. The Idea of Rights (pp. 1-20)
* Iris Morales and Denise Oliver-Velez. Foreword: Why Read the Young Lords
Today?
* Hinda Seif and Shoon Lio. Youth Politics.
FOR OUR CLASS DEBATE: CHANGE FROM ABOVE? OR CHANGE FROM BELOW..
REVIEW: Steven Lawson and Charles Payne. Debating the Civil Rights Movement,
1945-1968; pp.1-46; AND pp. 115-155
IN-CLASS Video on the freedom riders (excerpts)

GROUP PRESENTATION DISCUSSIONS

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PART III
EL PUEBLO UNIDO JAMS SER VENCIDO!
(The people united, will never be defeated!)
WEEK 5: RACE AND THE STRUGGLE FOR CIVIL RIGHTS AND
EDUCATION: MENDEZ V WESTMINSTER (1946)
TUES 9/20 THURS 9/22
READ and Submit IJ #4 on the following:
Ian Haney Lopez. The Chicano Struggle for Justice. Prologue, Introduction
and Chapters 1, 2; 3
*Antonia I. Castaeda. Cultural Politics and the Rites of Children as Translators of
Culture. Pp. 1-8

WEEK 6: GIVING VOICE TO THE VOICELESS: THE STUDENTS AND THE

CHICANO/CHICANA MOVEMENTS
TUES 9/27 -THURS 9/29
READ and Submit IJ #5 on the following:
Ian Haney Lopez. The Chicano Struggle for Justice. Chapters 4, 5, 6
* Rodolfo Corky Gonzlez. I am Joaqun.
WATCH: Still an Activist at 82, Dolores Huerta Calls Herself 'a Born-Again
Feminist' http://www.pbs.org/newshour//social_issues/jan-june12/doloreshuerta_0530.html

WEEK 7: LAWS VS. CUSTOMS: RACISM AND THE COURTS

TUES 10/4 THURS 10/6 NO CLASS
READ And Submit IJ #6 on the following:
Ian Haney Lopez. The Chicano Struggle for Justice. Chapters 7, 8, 9 epilogue
RECOMMENDED: WATCH: Children of the Harvest

WEEK 8: CHICANO MOVEMENT)/ THE PUERTO RICAN

CIVIL RIGHTS MOVEMENT
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TUES 10/11: NO CLASS -- NOTE: CUNY-DEFINED MAKE UP CLASS IS ON

FRIDAY 10/14 (ALL FRIDAY CLASSES FOLLOW TUESDAY SCHEDULE THIS
WEEK)

THURS 10/13: Discussion: Ian Haney Lopez book. (continued)

FRIDAY 10/14: THE PUERTO RICAN CIVIL RIGHTS
MOVEMENTS
READ and submit IJ 7 on the following:
* Pedro Pietri. Puerto Rican Obituary. Monthly Review Press, 2004;
http://monthlyreview.org/2004/06/01/puerto-rican-obituary#top
*Johanna Fernandez. The Young Lords: Its Origins and Convergences with the Black
Panther Party http://www.ibiblio.org/shscbch/ribb/lords.html
* Erica Gonzlez. The Mujeres of the Young Lords.
http://www.colorlines.com/articles/mujeres-young-lords
* Felipe Luciano. America should never have taught us how to read, she should
never have given us eyes to see. Pp. 28-32

WEEK 9: National Identity, The Meaning of Citizenship and the Question of

Status: The Case of Puerto Ricans Today

TUES 10/18 THURS 10/20

READ AND Submit IJ #8 on the following:
* Arienna Grody. Puerto Rican Nationalism and the Drift Towards Statehood
* Judge Sonia Sotomayor. A Latina Judges Voice
Suzanne Oboler. The Ironies of History: Puerto Ricos Status and the Nomination of
Judge Sonia Sotomayo
*Lillian Jimnez. Puerto Ricans and Educational Civil Rights: A History of the 1969
City College Takeover (An Interview with Five Participants) pp159-175

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IN-CLASS VIDEO: PALANTE!

PLEASE NOTE: I WILL HAND OUT THE TAKE-HOME MIDTERM

EXAM IN CLASS ON THURS 10/20

PART IV: DEBATING THE LEGACIES OF THE 1960s

MOVEMENTS in the 21st CENTURY
WEEK 10: NOTE: The Legacies of the 1960s Where are we at

today?
THERE IS NO IJ DUE FOR WEEK 10: FOCUS ON THE EXAM
TUES 10/25 - THURS 10/27
NOTE: THE MIDTERM IS DUE ON TUES 10/25: BRING A HARD COPY
TO CLASS
TUES: 10/25: GUEST LECTURER:
Justice George R. Villegas. Supreme Court- Bronx CountyHall of
Justice

THURS 10/27:
WATCH: One to One: Rivera, Now a NewYorkStateCourtofAppealsJudge (Former Prof. of
Law, CUNY Law School)
http://www.youtube.com/watch?v=mHp0_ECPBxE

GROUP DISCUSSION
WEEK 11:
TUES 11/1-THURS 11/3
READ and Submit IJ #9 on the following:
*Anthony de Jess and Madeline Prez. From Community Control to Consent
Decree: Puerto Ricans Organizing For Education and Language Rights in 1960s and 70s
New York City; pp. 6-32
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* George Curry (ed) The Affirmative Action Debates (excerpts)

* Nicole Ochi. Reinventing Plyler: Undocumented Students, Public School
Reform, and the DREAM Act
*John King. Reps. Gutierrez and Bilbray Debate the DREAM Act, Real Clear Politics.
December 6, 2010
IN CLASS VIDEO on the Dreamers

GROUP PRESENTATION #1: THE RIGHT TO EDUCATION AND THE

POLITICS OF DIVERSITY: HAS IT BEEN AFFIRMATIVE ACTION FOR
LATINO/AS?

WEEK 12: UP FOR DEBATE: RACIAL PROFILING, AND

IMMIGRANT RIGHTS IN THE 21ST CENTURY
TUES 11/8 -THURS 11/10
READ AND Submit IJ #10 on the following:
* Mae Ngai. The Civil Rights Origins of Illegal Immigration
* Kristina M. Campbell. The Road To S.B. 1070: How Arizona Became Ground Zero For
The Immigrants' Rights Movement And The Continuing Struggle For Latino Civil Rights
In America
*

Margaret D. Stock Policy Arguments in Favor of Retaining Americas Birthright

Citizenship Law

Eastman, John C. Born in the U.S.A.? Rethinking Birthright Citizenship in the Wake
of 9/11, testimony before the U.S. House of Representatives, Judiciary Committee,
Subcommittee on Immigration, Border Security, and Claims (September 29, 2005).
* Kevin R. Johnson and Bill Ong Hing. The Immigrant Rights Marches of 2006 and the
Prospects for a New Civil Rights Movement.

RECOMMENDED:
WATCH: * BustingTheBiggestImmigrationMythsInAmerica
https://www.youtube.com/watch?v=FHtsBY146Ds
READ: * Southern Poverty Law Center Montgomery, Alabama, When Mr. Kobach Comes to
Town. Nativist Laws & the Communities They Damage: A Special ReportJanuary 2011.
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*Sam Stein and Amanda Terkle. A Good Chunk Of GOP Field Wants To Repeal The
14th
Amendment. Aug. 18, 2015.
http://www.huffingtonpost.com/entry/a-good-chunk-of-gop-field-wants-to-repeal-the-14thamendment_55d24915e4b055a6dab12015?kvcommref=mostpopular
IN-CLASS VIDEO: Lost in Detention. (Excerpts)

Thurs 11/10: GROUP PRESENTATION #2: IMMIGRANT

RIGHTS DEBATE
WEEK 13: UP FOR DEBATE: THE LEGACY OF THE 1960s: Blacks,
Whites, Latinos, Race, Class and Identity Politics Then and Now: Are Alliances
Possible in the 21st Century?
TUES 11/15-THURS 11/17
READ AND Submit IJ #11 on the following:
* Robert Bauman. The Black Power And Chicano Movements In The Poverty
Wars In Los Angeles.
* Tanya Kater Hernndez. Black-on-Mexican Violence in Staten Island, NY: The
Untold Tale of Turf Defense
* Ana Gonzalez-Barrera and Mark Hugo Lopez. Is being Hispanic a matter of race,
ethnicity or both? Pew Research Center. http://www.pewresearch.org/facttank/2015/06/15/is-being-hispanic-a-matter-of-race-ethnicity-or-both/
* William Garcia. White Latino Racism on the Rise: Its Time for a Serious Conversation
on Euro-Diasporic Whiteness http://www.latinorebels.com/2015/12/21/white-latinoracism-on-the-rise-its-time-for-a-serious-conversation-on-euro-diasporic-whiteness/
* Marta I. Cruz-Janzen Latinegras: Desired Women-Undesirable Mothers, Daughters,
Sisters and Wives. Pp. 161-181
RECOMMENDED:
* Mary Mitchell. 2006. Blacks Know Rosa Parks and You, Arellano, are No Rosa Parks.
editorial: 14.
* Suzanne Oboler, 2006. Its Time to Brush Up and Make History: A Response to Mary
Mitchell. 353-355.
* Piri Thomas. How to Be a Negro without Trying.
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* Gustavo Lpez and Ana Gonzalez-Barrera. Afro-Latino: A deeply rooted identity

among U.S. Hispanics (Pew Research Center - March 2016).

THURS 11/17: GROUP PRESENTATION # 3: LATINO-AFRICAN

AMERICAN RELATIONS
WEEK 14: UP FOR DEBATE: Latinas, Latino/a LGBQTs, and The Struggle for
Rights and Equality Then and Now

TUES 11/22 -THURS 11/24: NO CLASS HAPPY THANKSGIVING!!

Read and Submit IJ #12 on the following:
* Horacio N. Roque Ramrez. "That's My Place!": Negotiating Racial, Sexual, and
Gender Politics in San Francisco's Gay Latino Alliance, 1975-1983.
* Lourdes Torres. Compaeras in the Middle: Toward a History of Latina Lesbian
Organizing in Chicago. pp. 41-74
* Ehn Nothing. Queens Against Society and Silvia Rivera. Queens in Exile: The
Forgotten Ones.
*Angelica S. Reina, Brenda J. Lohman, and Marta Mara Maldonado. He Said Theyd
Deport Me: Factors Influencing Domestic Violence Help-Seeking Practices Among
Latina Immigrants. pp 593615

IN-CLASS VIDEO: Joey Terrill (Excerpts)

RECOMMENDED: Anthony C. Ocampo. Making masculinity: Negotiations of gender
presentation among Latino gay men. Latino Studies (2012) 10, 448472.

WEEK 15: UP FOR DEBATE: THE U.S. CRIMINAL JUSTICE SYSTEM

AND THE QUESTION OF RIGHTS: HUMAN RIGHTS OR CITIZENSHIP
RIGHTS?
TUES 11/29-THURS 12/1
Read and Submit IJ 13 on the following:
* Jos Luis Morn. Latinas/os And US Prisons: Trends And Challenges. pp. 1134
* * Michele Alexander. In Prison Reform Money Trumps Civil Rights
* RubnG.Rumbaut;WalterA.Ewing.TheMythofImmigrantCriminality.May23,
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2007http://borderbattles.ssrc.org/Rumbault_Ewing/printable.html
Aaron G. Fountain, Jr Stop ignoring the police killings of Latinos
Black-white racial binary renders Hispanics invisible in the police brutality debate
February 7, 2016; http://america.aljazeera.com/opinions/2016/2/stop-ignoring-the-policekillings-of-latinos.html
* Kevin Powell. The Stop-and-Frisk Crisis: How to Criminalize an Entire Generation of
Black and Latino Men. (2012)
RECOMMENDED:
* Claudio G. Vera Sanchez, and Ericka B. Adams. Sacrificed on the Altar of Public Safety:
The Policing of Latino and African American Youth, pp 322-341

THURS 12/1: GROUP PRESENTATION 4: LGBT DEBATE

WEEK 16: COURSE CONCLUSION: CHANGE FROM ABOVE? OR

CHANGE FROM BELOW?
TUES 12/6 THURS 12/8
READ and SUBMIT IJ 14 on the following:
*Kurt Andersen. Person of the Year: The Protestor. Time Magazine. Wednesday,
Dec. 14, 2011.
* Marcus Harrison Green. In a Tiny House Village, Portland's Homeless Find Dignity.
YES! Magazine. February 4, 2016 http://www.alternet.org/news-amp-politics/tiny-housevillage-portlands-homeless-find-dignity?
akid=13947.124624.AJfcAE&rd=1&src=newsletter1050177&t=22
* Joseph Stieglitz. The Price of Inequality. http://www.projectsyndicate.org/commentary/the-price-of-inequality

TUES 12/6: GROUP PRESENTATION 5: LATINOS AND THE

CRIMINAL JUSTICE SYSTEM DEBATE
NOTE: ALL FINAL PAPERS ARE DUE IN CLASS on THURS
12/8!

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