Fully Online, Bichronous
Mondays 11am-12:15pm and Wednesdays* asynchronously on iLearn
https://sfsu.zoom.us/j/84929759644?pwd=b2ZObGF3ZkpKV2ovNkFJNTY1M1NEdz09
Meeting ID: 849 2975 9644 | Passcode: 983478
This course is an interdisciplinary introduction to the history of Korean in the United States. In addition, we will also examine sociological, political, economic, and cultural implications of being a minority and a Korean immigrant in the US. This course will also discuss the different waves of Korean immigration and understand the experiences of different generations of Korean Americans. Additionally, we will explore how Korean historical events have influenced American and Korean American culture, identity, and ideology. Further, we will explore the transnational and global channels of communication between the United States and the Korean Peninsula to understand how Korean culture informs and is informed by American culture.
In order to more fully accomodate students’ and instructors’ schedules, the majority of the class will be held asynchronously. You will have a designated amount of time to work through the week’s materials on your own time. We will plan on holding ~7 sessions synchronously via Zoom throughout the semester (during the designated Monday 11am-12:15pm time slot). Monday's synchronous sessions will be scheduled in advance and will be recorded. Recordings will subsequently be posted on iLearn.
**While asynchronous course content is earmarked for Wednesdays on the schedule, this is solely to give some time management suggestions for those who benefit from a structured timeline. Asynchronous class content can be worked on at any time during the week as long as all course materials for the week are completed by the weekly deadline of the next Monday by 11 am.
Tuesdays and Wednesdays 1 pm-3 pm
*To attend office hours, please sign up for an appointment slot at https://kiradonnell.youcanbook.me/
If you cannot attend my scheduled office hours, please email me and we will find an alternative time to meet
If you have questions about the class, first post them in the course's Question Café forum on iLearn. Chances are that if you have a question, others in the class have the same question and/or have the answer to your question. If you still need help, feel free to reach out to me through email (donnell@sfsu.edu). Please include the class ID (AAS 360) in your email so I know which course your question is in regards to. I will respond to you within a day. As many of you are, I am juggling working from home with family and personal responsibilities. So while I may not be able to respond immediately, I promise I'll reply within a day's span of time.
In our journey through this course, we will:
1. Apply theories related to immigration and ethnicity to understanding the Korean American experience;
2. Utilize social science research methods to understand the political, cultural, economic, global and social justice aspects of the Korean American experience;
3. Analyze economic, political, and cultural issues related to research and Korean American communities;
4. Analyze and be involved in historical, global, contemporary and social justice Korean American community issues.
5. Build communication and research skills through presentations and academic paper writing projects.
In an effort to make this course more accessible and less cost prohibitive, this semester’s readings will all be available either on iLearn or through SFSU library’s digital access (instructions on how to access these texts will be provided). No additional textbook is required.
Badges
Track your progress through the course by unlocking weekly badges on iLearn! When you have engaged with all the course content for the week and submitted your weekly assignment, a badge will be displayed on that week's section on your iLearn page. You’ll also receive an additional badge when you complete the Community Event course requirement. The badges you've unlocked are great to display on your ePortfolio to demonstrate the skills and concepts you've gained over the semester by learning about Koreans' experiences in the United States.
Participation 10 points
Weekly Assignments 36 points
Community Event 9 points
Midterm (online/take home) 20 points
Final Annotated Bibliography 25 points
Total possible points 100 points
| Course Requirement | Description |
|---|---|
Participation (10 points) |
This course is a collaborative project. You are expected to attend/complete all class materials and participate in class discussions and activities. You are expected to treat each other with respect and ensure that each participant’s opinions and ideas are heard. Your participation includes contributing to our daily heart-check questions, participation in class discussion and activities, and engaged question-asking with our guest speakers. You should come to class having completed the readings for the week and be prepared to ask questions and participate in discussion about the texts. If you miss class, it is your responsibility to get the lecture notes from one of your classmates and/or follow-up with me in a timely manner during office hours if needed. Attendance will be taken from Zoom synchronous class sessions and your engagement with the heart check questions on asynchronous days. While attendance isn't grade or mandatory per se, your participation in the class will be partially based on your engagement in discussions both in Zoom and in the heart checks. Engagement with these will be tracked using iLearn's attendance feature. |
Weekly Assignments (36 points) |
|
Community Event (9 points) |
Over the course of the semester, you will attend (virtually or in-person) an event related to Korean America or the Asian American community and write a 2-3-page (double-spaced) report on the event. Eligible event opportunities will be posted throughout the semester on iLearn. You will turn in proof of your attendance (a photo, flyer, ticket, screenshot, etc.) as well as your 2-3 page paper which will describe the event, your thoughts, feelings, and reactions to the event, and your analysis of how the event relates to content we have covered in class. Campus policy dictates that students who wish to attend off-campus events for class must sign a liability waiver/permission form. If you plan on attending in-person events off campus, please turn in a signed waiver (available on iLearn) to me before you attend the event. Community Events can be turned in anytime during the semester up to the last week of class by Monday December 6, 2021 at 11 am. |
Midterm (20 points) Due Wednesday October 13 by 11:59 pm |
The midterm will be conducted online through iLearn and will cover both the assigned texts and topics and concepts covered in lecture. It will be open-book, open-note, open-lecture recordings, etc. The midterm will consist of 5 short answer questions (~2 paragraphs or 1/2 page) and 1 long essay question. The midterm questions will be available to you from the beginning of the semester and must be turned in on Wednesday October 13 by 11:59 pm. The exam questions are available in a PDF document on iLearn. You will respond to the questions in a separate word processing document, which you will then upload to iLearn upon completion. |
Final Project (25 points: 3 points for proposal, 22 points for final bibliography) Proposal Due Monday November 8, 11 am Final Bibliography due Monday December 13 by 11:59 pm |
The final products of this course will be an annotated bibliography, which will consist of a selection of academic works that address a topic of your choice about the Korean American community. Your bibliography will include a one-page (double spaced) introduction that discusses your topic and addresses how your sources address the topic and how they are in conversation with one another and at least four academic/peer reviewed/scholarly bibliography entries (each entry 1 page). The entry should include a summary of the theories/arguments/findings that the text presents as well as your own critique/analysis of the text and how it’s helpful to you and your research area. A topic proposal and identification of at least 2 sources will be due November 8. A grading rubric for the annotated bibliography and proposal will be available on iLearn. The annotated bibliography should follow proper MLA formatting. |
Extra credit can be turned in anytime during the semester up to the last week of class by Monday December 6, 2021 at 11 am.
Classroom Conduct
Civility in the classroom and respect of the opinions of others is critical in this course. You may not agree with everything said or discussed in the class, yet courteous behavior and responses are expected in order to create a safe learning environment. To optimize teaching and learning, we all share the responsibility of creating a civil, non-disruptive, and safe atmosphere.
This syllabus is tentative and may be changed at a later date.
Prepare for class activities, lecture, and discussions by completing the readings before assigned date. Please have access to the readings during class for reference during discussion and activities.
| Week | Topics & Activities | Readings/Due Dates |
|---|---|---|
Week 1 Introductions Monday August 23 |
*Synchronous*
|
|
Wednesday August 25 |
*Asynchronous*
|
Reading: History of Korean Immigration to America, from 1903 to Present by Boston Korean Diaspora Project Reading: Korean Immigrants in the United States by Migration Policy Institute |
Week 2 Early Korean History Monday August 30 |
*Asynchronous*
|
Reading ”The Rival Kingdoms Period” by Korean Overseas Information Service DUE Week 1 Assignment: Community Profile |
Wednesday September 1 |
*Asynchronous*
|
Reading “Opening the Hermit Kingdom” by Wilson Strand |
Week 3 Colonization and Imperialism Monday September 6 |
Labor Day |
|
Wednesday September 8 |
*Asynchronous*
|
Reading “Korean’s Colonial Experience Under Japanese Rule and their Pursuit of Modernization” by Chung Youn-tae DUE Week 2 iLearn Quiz |
Week 4 First Wave of Korean Immigration Monday September 13 |
*SYNCHRONOUS*
|
Reading Excerpt from Century of the Tiger DUE Week 3 Assignment: Erasure Poetry |
Wednesday September 15 |
*Asynchronous*
|
Reading "The Korean Experience in America, 1903-1925” by Lee Houchins and Chang-su Houchins |
Week 5 Independence Movement and the Korean War Monday September 20 |
*Asynchronous*
|
Reading "Struggling Against Colonialism: Koreans in America" from Strangers from a Different Shore by Ronald Takaki DUE Week 4 Assignment: Library Tutorial |
Wednseday September 22 |
*Asynchronous*
|
Reading "Silenced No More: Korean Americans Remember the 'Forgotten War'" by Ramsay Liem |
Week 6 The Korean War Monday September 27 |
*Asynchronous*
|
Reading "The Korean War: A Still Present Past" by Ji-Yeon Yuh DUE Week 5 Quiz |
Wednesday September 29 |
*Asynchronous*
|
Reading “North Korea’s Response to US Army Propaganda Leaflets during the Korean War” by Eun-Jeong Kim |
Week 7 Legacies of the Korean War Monday October 4 |
*SYNCHRONOUS*
|
Reading "Out of the Shadows: Camptown Women, Military Brides and Korean (American) Communities" by Ji-Yeon Yuh DUE Week 6 Propaganda Perusall analysis |
Wednesday October 6 |
*Asynchronous*
|
Reading "Moved by War: Migration, Diaspora, and the Korean War" by Ji-Yeon Yuh Reading Immigration through Education by Jane Jangeun Cho (Introduction only) |
Week 8 Transnational Korean Adoption Monday October 11 |
*SYNCHRONOUS*
|
Reading "Passings and Transgressions: The Korean Adoptee Experience" by Kira Donnell in Koreans in America: History, Identity, and Community DUE Week 7 Quiz |
Wednesday October 13 |
Midterm |
DUE on iLearn by 11:59 pm |
Week 9 Third Wave Immigration Monday October 18 |
*Asynchronous*
|
Reading "Uncovering the Hidden and Untold: Transnational Korean Adoptees Telling Their Own Stories" by Kira Donnell from Orphan, Adoptee, Nation: Tracing the Korean Orphan and Adoptee through South Korean and American National Narratives (pp. 128-135) |
Wednesday October 20 |
*Asynchronous*
|
Reading “After the Watershed: Korean Migration Since 1965” by Shelley Sang-Hee Lee in A Companion to Korean American Studies (chapter 2) |
Week 10 Family Monday October 25 |
*Asynchronous*
|
Reading "Confucianism and Family Values: Their Impact on Educational Achievement in Korea" by Uichol Kim and Young-Shin Park Reading "Remembering Sacrifices: Attitude and Beliefs Among Second-generation Korean Americans Regarding Family Support" by Grace Yoo and Barbara Kim DUE Week 9 Quiz |
Wednesday October 27 |
*Asynchronous*
|
Reading "Determine if a Source is Scholarly" by University of Illinois Undergraduate Library |
Week 11 Food for Thought Monday November 1 |
*SYNCHRONOUS*
|
DUE Week 10 Forum |
Wednesday November 3 |
*Asynchronous*
|
Reading "Tasting the Forgotten War: Korean/American Memory and Military Base Stew" by Nicolyn Woodcock |
Week 12 Sa-I-Gu Monday November 8 |
*Asynchronous*
|
Reading "Legacy of Sa-ee-gu: Goodbye Hahn, Good Morning Community Conscience" by K.W. Lee DUE Week 11 Forum DUE Annotated Bibliography Proposal |
Wednesday November 10 |
*Asynchronous*
|
Reading Chapter 1 of Bitter Fruit: The Politics of Black-Korean Conflicts in New York City by Claire Jean Kim |
Week 13 Peace on the Korean Peninsula Monday November 15 |
*Asynchronous*
|
Reading "The Need for a New US Foreign Policy Toward North Korea" by Martin Hart-Landsberg from US Policy and Korea: A Korean Policy Institute Reader DUE Week 12 Quiz |
Wednesday November 17 |
*Asynchronous*
|
Reading: Sanctions of Empire: A Nodutdol Zine Reading "'No Nukes, No THAAD': South Korean Town Calls for Missile Defense Withdrawal" by Jeongmin Kim |
Week 14 FALL RECESS |
||
Week 15 K-Pop! Monday November 29 |
*Asynchronous*
|
Reading "K-Pop Idol Boy Bands and Manufactured Versatile Masculinity" from Korean Masculinities and Transcultural Consumption by Sun Jung Reading "For Asian-American Artists, K-Pop is a Homecoming" by T.K. Park and Youngdae Kim DUE Week 13 Quiz |
Wednesday December 1 |
*Asynchronous*
|
Reading "Idol Republic: The Global Emergence of Girl Industries and the Commercialization of Girls Bodies" by Yeran Kim |
Week 16 Final Projects Monday December 6 |
*SYNCHRONOUS* (optional)
|
DUE Week 15 Kpop Analysis Worksheet DUE Community Event DUE Extra Credit |
Wednesday December 8 |
*Asynchronous*
|
|
Week 17 Closings and Conclusions Monday December 13 by 11:59 pm |
DUE Final Annotated Bibliography |
Although we are meeting virtually and many of us may not be presently on Ohlone land, we welcome you first with an acknowledgement that our institution occupies the land of the Ramaytush (rah-my-toosh) Ohlone, who live in and actively cultivate and manage the coastal areas in what are now known as San Francisco and San Mateo Counties. Land Acknowledgements are a tradition of native peoples and function as recognition of those into whose home we have entered––either as guests or occupiers. Most of today’s Ohlone peoples are not federally recognized, making it even more important that we, as members of an institution on Ohlone land, do everything we can to acknowledge and celebrate not only their 15,000 years of history, but also their continued presence in this land. Please take this land acknowledgement as an encouragement to learn and teach more about American Indian people and Ohlone people, in particular, because we cannot achieve justice, equity, diversity, and inclusion through education without an understanding of our context.
Please take a moment to think about how you might acknowledge the people of the land you currently inhabit.
(Adapted from CEETL’s JEDI PIE Land Acknowledgement)
https://ceetl.sfsu.edu/content/ceetl-solidarity-statement
This course, its participants, and its content is in solidarity with those harmed by state violence, particularly Black men, women, and gender-non-binary people. George Floyd, Tony McDade, Yassin Mohamed, Sean Reed, Breonna Taylor, Steven Taylor, Ahmaud Arbery, Nina Pop, and so many others have been murdered by the police, by vigilantes, and those emboldened by them. Let us learn from their lives as well as from their murders. We are also in unity with those who fight against this continued state-sanctioned violence against and murder of Black people. We are in unity with those who protest, those who shelter, those who raise their voices and their hearts to educate us all in the art of liberation. Unity is not just a feeling; like love, unity is a commitment to daily action. AAS 360 commits to justice, equity, diversity, and inclusion as the excellence in teaching and learning. AAS 360 is grounded in anti-racist pedagogy framed in equity and inclusion for excellence because education is liberation. This does not mean that the purpose of education is liberation––it means that freedom only comes from knowledge and wisdom. Our community of education is a community dedicated to liberation, while also being, as is every institution, a tool of subjugation. We struggle with this dichotomy daily, within ourselves and within every corner of our university. In both the ways that we educate, as well as in what we teach, we seek to be responsible to this core idea: education is liberation; liberation is education. (Adapted from SFSU’s CEETL Solidarity Statement)
https://studentlife.oregonstate.edu/childcare/family-friendly-syllabi-examples
Most semesters, I make a point of letting students know that if childcare scheduling issues arise, they are welcome to attend class with the children in their care (see above link for Dr. Melissa Cheyney's perspective on children in the classroom—a policy and practice on which I concur). Although we are not meeting in person this semester, I recognize that perhaps especially now, our living, work, school, and family arrangements are not necessarily able to be clearly defined. Thus, I extend welcome and understanding to those of us who may sign in to our synchronous sessions with “life” going on in the background. To that extent, while I currently have childcare for my 3-year-old daughter, the uncertainty of the times may force unexpected closures as it did in March 2020. That is, if other arrangements cannot be made, Paisley may make a guest appearance to our meetings.
Additionally, please reach out if personal responsibilities including caring for family members are making it difficult for you to complete the coursework and meet deadlines. We will devise a plan for you to continue to succeed in the course that takes into account your other responsibilities and obligations.
The goal of ASPIRE is to improve and expand SF State’s capacity to serve high-need Asian American and Native American Pacific Islanders (AANAPI) and low-income degree-seeking undergraduate students, improve the learning environment, and strengthen academic outcomes.
https://ueap.sfsu.edu/tutoring
The Tutoring and Academic Support Center (TASC) is a new university-wide center that supports the academic success of all San Francisco State students.
The librarians at SF State can help you develop research questions, identify research strategies, search for relevant and reliable information and data, select the best sources for your paper or project, and cite that information. A librarian can meet with you on Zoom (one-on-one or in groups) or provide assistance via email or chat. Please check our Library Liaisons page for librarian contact information
Counseling and Psychological Services (CAPS) provides psychological counseling to students and consultation services to the University community.
We work with students and employees with disabilities to ensure all aspects of life on campus including academics, events and employment are accessible.
https://ethnicstudies.sfsu.edu/studentcenter
The Ethnic Studies Student Resource & Empowerment Center provides information, referral and assistance for all Ethnic Studies under-graduate and graduate students as well as the larger campus community.
https://parking.sfsu.edu/care-escort-program
To arrange for a safety escort on campus, call (415) 338-7200 and tell the dispatcher where you would prefer to be met. For more information, visit the UPD webpage for the Safety Escort program.
Your health and safety is our paramount concern at SF State. During the COVD-19 pandemic, every member of our Gator community is expected to do their part in keeping fellow students, faculty, and staff safe and well. Feeling well and safe will support you in focusing on your academic success.
For the limited number of classes meeting face-to-face, In-person class attendance is an option, but not a requirement. Students who do not wish to or are unable to comply with these requirements will be allowed to take the class virtually or provided with other remote options for course completion.
Please consult the campus plan website (https://news.sfsu.edu/campus-plan) for up-to-date information and explanation of requirements. For all students attending in-person, the following are required: 1. Wear a face covering when around other people outside of those in your household. 2. Stay at least 6 feet physically distant from people outside the members of your household. 3. Stay home if you have one or more symptoms of COVID-19 (Please check in with the SF DPH website for the most up-to-date symptoms & testing: https://www.sfcdcp.org/wp-content/uploads/2020/04/GetTestedSF-Eng-052920.pdf) 4. If you would like to discuss reasonable accommodations based on disability related to COVID- 19, please contact the Disability Programs & Resource Center: dprc@sfsu.edu
Information is changing rapidly, as our health professionals, scholars, and researchers are learning more about COVID-19, and as such, we encourage you to frequently check your San Francisco State University email account and https://news.sfsu.edu/campus-plan/students-families for the most current information.
https://news.sfsu.edu/campus-plan/covid-19-resources
An aggregation of all resources and information on COVID-19.
https://senate.sfsu.edu/policy/observance-religious-and-cultural-holidays-policy-current
The faculty of San Francisco State University shall accommodate students wishing to observe religious and cultural holidays when such observances require students to be absent from class activities. It is the responsibility of the studetn to inform the instructor, in writing, about such holidays during the first two weeks of the class each semester. If such hoidays occur doing the first two weeks of the semester, the student must notify the instructor, in writing, at least three days before the date that they will be absent. It is the responsibility of the instructor to make every reasonable effort to honor the student request without penalty, and of the student to make up the work missed.
https://dos.sfsu.edu/content/sf-state-student-withdrawal-services
During the first three weeks of instruction, withdrawing from courses is permitted without restriction or academic penalty. This action is commonly referred to as “dropping a class.” No symbol is recorded on the student’s permanent record, future class lists, or grade report. The drop period (the withdrawalwithout-penalty period) is the three-week period beginning when all classes meeting more than once a week begin. Instructors may also initiate withdrawals if students have not participated in course activities during this period. The procedure for dropping a course during this period is described in detail by the Registrar’s Office.
During the fourth through the twelfth week of instruction, students may initiate withdrawals for serious and compelling reasons, as specified by the student. Students should be informed of potential consequences of withdrawal and referred to advising resources. The instructor and department chair or director of school review and approve or deny, except in cases that violate limits on total units for withdrawal or number of times a student may withdraw from the same course, which will not be approved.
From the thirteenth week through the last week of instruction, students may initiate withdrawals in cases, such as accident or serious illness, where the cause of withdrawal is due to circumstances clearly beyond the student's control and the assignment of an Incomplete is not practicable. Such withdrawals will not count against the maximum number of withdrawal units.
Contact Academic Technology Support for iLearn questions or technical support via email to at@sfsu.edu, phone call to (415)405-5555, or chat within any iLearn course.
https://its.sfsu.edu/getstarted/students
Need help connecting to campus WiFi? Locked out of your account? Need to download software to your computer? Need help with Outlook email?
The Safe Zone is a voluntary program of trained faculty, staff and administrators. A person displaying the program symbol has completed a training to develop a greater awareness of issues affecting students of all genders and sexual identities and anyone negatively impacted by heterosexism and homophobia.
https://ueap.sfsu.edu/tutoring
The Tutoring and Academic Support Center (TASC) is a new university-wide center that supports the academic success of all San Francisco State students.
Health & Safety Commitments
Your health and safety are our paramount concern at SF State. We ask every member of our campus community to join a pledge to make and follow plans to keep fellow students, faculty, and staff safe and well. Feeling confident, safe and well will help you focus on your academic success. To participate in this class, all students are expected to:
For more information about SF State’s response to COVID-19 and how you can keep yourself and others safe and well, visit the Campus Comeback Website.To plan for how you will maintain your academic success when unexpected events disrupt regular teaching and learning activities, follow the information on the course syllabus and consult the Keep Learning guide.
Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC is located in the Student Service Building and can be reached by telephone (voice/415-338-2472, video phone/415-335-7210) or by email (dprc@sfsu.edu).
SF State fosters a campus free of sexual violence including sexual harassment, domestic violence, dating violence, stalking, and/or any form of sex or gender discrimination. If you disclose a personal experience as an SF State student, the course instructor is required to notify the Title IX Coordinator by completing the report form available at https://titleix.sfsu.edu, emailing vpsaem@sfsu.edu, or calling (415) 338-2032. To disclose any such violence confidentially, contact:
For more information on your rights and available resources, visit http://titleix.sfsu.edu.
Academic integrity, the ethical presentation of one's own work in accordance with the rules established for this class, is required. Instances of academic misconduct will be reported to the College in which the course is housed, the Division of Graduate Studies (if a graduate student), and the Office of Student Conduct with the report being kept in those offices until a student earns his/her degree. Any instances of cheating, deceit, fabrication, forgery, plagiarism, unauthorized altering of records or submitting false documents, unauthorized collaboration, unauthorized submission of work previously given credit, or other forms of academic misconduct will be assigned a grade penalty, likely an F or a grade of zero. Failing one or more assignments or examinations for reasons of academic integrity violations may result in a final class grade of F. Students may not withdraw from classes in which they have committed academic misconduct. Consequences for violations of academic integrity may exceed an F on the assignment, examination, or class as determined by the Academic Integrity Review Committee.
Members of our academic community have a responsibility to develop an awareness of academic integrity, to cultivate skills to realize honesty in academic and community work, and to sustain actively academic honor as a core value of our community. Students are expected to engage in behaviors that reflect well upon the university. In addition to attending to one's own actions, the Standards for Student Conduct require that students who witness academic dishonesty notify their faculty/instructor, department chair, or the Office of Student Conduct. Supporting academic integrity enhances the reputation of the University and the value attributed to degrees awarded by the University.
After completion of an upper division general education course in social sciences, students will be able to:
After successfully completing the Human Diversity topic courses, students will be able to:
After successfully completing the Social Justice and Civic Knowledge/Engagement courses, students will be able to:
After successfully completing the World Perspectives topic courses, students will be able to:
After successfully completing a course designated as fulfilling the American Ethnic and Racial Minorities requirement, students will be capable of applying scholarship in the study of American Ethnic and Racial Minorities and will be able to do at least two of the following:
After completion of a course designated as fulfilling the Global Perspective requirement, students will be able to do at least two of the following:
After completion of a course designated as fulfilling the Social Justice requirement, students will be able to:
After completion of a course designated as fulfilling the Lifelong Learning and Self-Development requirement, students will be able to: