History 189E Phelps 3523
Fall 2002 Tuesdays and Thursdays, 9:30-10:45
History of the Pacific
University of California, Santa Barbara
Instructors Office Hours
Paul Spickard, 893-2512 Wednesdays, 9:00-11:00, HSSB 4218
email@example.com and by appointment
Rudy Guevarra Friday 12-1, HSSB 5046
Matt Kester Tuesday 12-3, Film Studies TA room
Jeff Moniz Tuesdays and Thursdays, 11:00-12:00
firstname.lastname@example.org Coral Tree Cafe
Isaiah Walker Wednesday 9, HSSB
1. Introduce the student to the histories and cultures of the Pacific from the distinct viewpoints of Pacific Island peoples, at home in the Pacific and in the diaspora.
2. Help the student to think comparatively and analytically about the patterns of social structure and culture that have framed the experiences of Pacific Islander Americans.
3. Help the student understand colonialism and its legacy, emphasizing the often-ignored perspectives of Pacific Island peoples.
4. Add to the student’s capacity to read, listen, and view analytically, and to think, write, and speak critically, about matters of substantial personal, social, and political importance.
This course is offered for upper-division History Department credit. It fulfills the General Education E-2 Non-Western Requirement and the Writing Requirement. By petition, it may be counted for credit in Asian American Studies. Not open to students who have received credit for Asian American Studies 150.
Donald Denoon, The Cambridge History of the Pacific Islanders
Carl N. McDaniel and John M. Gowdy, Paradise for Sale
Malama Meleisea, Lagaga: A Short History of Western Samoa
Jonathan Kamakawiwo`ole Osorio, Dismembering Lahui: A History of the Hawaiian Nation to 1887
Linda Tuhiwai Smith, Decolonizing Methodologies: Research and Indigenous Peoples
Paul Spickard, Joanne Rondilla, and Debbie Hippolite Wright, Pacific Diaspora: Island Peoples in the United States and Across the Pacific
All books should be available for purchase in the UCen Bookstore. They should also be on reserve in the library. Other assigned articles are included in a course reader that is available for purchase at Grafikart, on Pardall in Isla Vista.
Schedule of Topics and Reading Assignments
Note: Some days have a lot more reading than other days. Read ahead! Articles are in the course reader.
Sept. 26 Introduction to the course
Oct. 1 Representing Pacific Islanders (Isaiah)
Read Epeli Hau`ofa, “Our Sea of Islands”
Denoon, chap 1
Haunani-Kay Trask, “Lovely Hula Hands”
3 Peopling the Pacific (Jeff)
Read Denoon, chap 2
Meleisea, chap 1
8 Precontact Social and Cultural Systems
Read Denoon, chap 3
Meleisea, chap 2
10 Discovering Outsiders
Read Denoon, chap 4
Meleisea, chap 3
15 Growing Foreign Influence
Read Denoon, chap 5-7
Meleisea, chap 4-6
17 Paniolos (Rudy)
22 Formal Colonialism
Read Denoon, chap 8
Meleisea, chap 7-9
24 National Development and Colonialism in Hawai`i (Isaiah)
Read Osorio, entire
Evening Movie: Once Were Warriors (7:00 p.m.)
29 Midterm Exam. Please bring a bluebook.
31 Indigenous Research
Read Smith, entire
Nov. 5 Filipinos as Pacific Islanders (Jeff and Rudy)
Read Spickard, chapter by Rondilla
7 Outmigration (Matt)
Read Spickard, introduction and parts 1-2
Jim Hess, Karen Nero, and Michael Burton, “Creating Options:
Forming a Marshallese Community in Orange County, California”
12 Life in Diaspora
Read Spickard, parts 3-5
Evening Movie: Tatau: What One Must Do (7:00 p.m.)
14 Islander Masculinities (Isaiah)
Read Kent, “A Tourism Society”
Helu-Thaman, “Beyond Hula, Hotels, and Handicrafts”
21 Nuclear Pacific (Matt)
Read Denoon, chap 9-10
Research Papers Due
26 Environmental Pacific
Read McDaniel and Gowdy, entire
Denoon, chap 11
28 Thanksgiving Holiday
Dec. 3 Nationalism
Read Spickard, part 6
Haunani-Kay Trask, “Settlers of Color and ‘Immigrant’ Hegemony:
‘Locals’ in Hawai`i”
Denoon, chap 12-13
5 Review and evaluation
Evening Movie: Sacred Vessels: Navigating Tradition and Identity in Micronesia
12 Final Exam, 8:00-11:00 a.m. Please bring a bluebook.
Note: You must complete all the course requirements to earn a passing grade for the course.
1. You are expected to spend at least four hours outside of class each week preparing for class sessions. Note that some days have considerably more reading assigned than others. It is the student’s responsibility to plan ahead and be prepared.
2. Class attendance and participation.
3. Readings completed before the class period for which they are assigned. We reserve the right to give an unannounced quiz on any day’s reading assignment.
4. Map Quiz, October 8.
5. Midterm exam, October 29. Please bring a bluebook
6. Final take-home exam, December 12, 8:00-11:00 a.m. Please bring a blue book.
7. Research paper (10-12 pp.) due November 21 at the beginning of class. You may write on any subject within the purview of this course, but you must secure the permission of the instructors before beginning to write. Papers must be typed and fastened with a single staple. Non-sexist language will be used.
8. Course evaluation, completed in class near the end of the term.
9. Self evaluation, due on a separate sheet of paper at the same time as your final exam. On one side of one sheet of paper, write or type your name; assign yourself an advisory grade; and tell us, in terms of the course objectives, course requirements, grade definitions, or other issues you believe pertinent, why you should have that grade. We do not promise to give you that grade, but we do promise to read your self evaluation and take it seriously.
Broadly speaking, this is how we view each of the following grades:
A You did everything we could possibly ask of you, and you did it extremely well. You worked very hard, learned a great deal, and showed conspicuous intelligence. The quality of your work was outstanding.
B You did all the work, and you did it well. You worked hard and learned a good deal. The quality of your work was good.
C You did all the work. It is clear that you learned a number of things, though those things may not hang together in a systematic and critical understanding of the course material. The quality of your work was adequate.
D You did most of the work, including all the major course requirements. You may have learned some things, but it is not clear that you learned anything important. The quality of your work was less than adequate.
F You have demonstrated an obstinate ignorance. You did not complete the course requirements. You have proved unwilling or unable to do college level work in this subject area.
Considerations in Grading
The following are some aspects of learning that strike us as important. They will go into the grade we give you. These factors are listed in roughly descending order of importance. If you think any criteria should be added or deleted in your case, please speak to us.
1. How much we believe you learned in this class.
2. Objective quality of your written work. We are interested less in how many facts you can recall than in how well you think, how you put together concepts, how you express them on paper.
3. Your oral contributions in class.
4. How hard you worked.
5. Your involvement in the class as a community—how much you helped other class members.
While the above paragraph describes how we will arrive at your grade, we find students frequently want to know how we view the relative weights of the various course requirements. Very roughly, we see them about like this:
We reserve the right to adjust the percentages in individual cases so that each student’s final grade will best reflect our judgment of how much she or he has learned in this course.
Policy on Late Papers and Exams
No late assignments or makeup exams will be allowed, unless an emergency arises that is beyond the student’s control. A plane ticket or a ride home is not an emergency beyond the student’s control.
Rule of Courtesy and Engagement in Scholarly Discourse
In this course, we will be discussing complex issues about which many people have passionate feelings. We must be intellectually open to perspectives that may conflict with our presuppositions. It is essential that we treat each other’s opinions and comments with courtesy and respect, even when they diverge from our own. We must avoid personalizing our disagreements and turning them into attacks on the character of our colleagues. Rather, we must develop a culture of civil argument, where every person has the right to be heard and taken seriously, where all positions have the right to be defended or challenged in intellectually reasoned ways.
Coming in late, leaving early, and talking privately with neighbors during lectures and discussions are signs of disrespect for one’s fellow students, the instructors, and the course materials. As part of the rule of courtesy and engagement in scholarly discourse, students will be required to remain respectful toward all members of the class. Everyone must accept this standard of courtesy in discourse in order to remain in this course.
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