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Course Syllabus ETH/125 Cultural Diversity Course Start Date: 2/28/2011 Course End Date: 5/1/2011 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the

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Page 1: Course Syllabus ETH-125 New

Course SyllabusETH/125Cultural Diversity

Course Start Date: 2/28/2011Course End Date: 5/1/2011

 

 

 

 

 

 

 

 

 

Please print a copy of this syllabus for handy reference.

Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document.

Copyright

Copyright ©2009 by University of Phoenix. All rights reserved.

University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.

Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Edited in accordance with University of Phoenix© editorial standards and practices.

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Facilitator   Information                                                                                                                                                                                                            

Malcolm [email protected] (University of Phoenix)[email protected] (Personal)719-235-7809 (MST)

Facilitator Availability

I am usually available throughout the day (around my lunchtime at work and again in the evenings). I check my email frequently and will respond to you within 24 hours, but typically much sooner.

I am on-line from 6-9 P.M. MST during most weekdays and from 11 A.M. to 4 P.M. on Saturday; however I attempt to reserve Sunday for my family. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, when possible. I am providing you with these times to make it easier to communicate with me not to limit our contact. I want you to know that should you need to contact me outside these time frames, you should not hesitate to do so.

I am available to schedule appointments via phone, if necessary. I am here to help you succeed in any way I can. For emergencies, when you are not able to gain access to your class, please send a message to both of my email addresses. Please see my contact information below.

For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.

Where to Go to Class                                                                                                                                                                                                              

Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.

Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios.

Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials.

Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. You can also ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.

Assignment section of eCampus: This is where you will post your individual assignments, and where I will post your feedback. The only formats in which you can submit work in the Assignment section of eCampus are in Microsoft® Word .doc formats. If you submit work in any other format, it will not be accepted and you will receive a late penalty until properly posted up to four days late then it will not be accepted.

Policies                                                                                                                                                                                                                                                          

For class policies, please see the Policies link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read

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them at the beginning of each class as it may have changed since your last class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities it is important you read the policies governing your current class modality.

Technical Support                                                                                                                                                                                                                      

Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form.Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.

Feedback                                                                                                                                                                                                                                                    

Each week, I will provide grades or scores and comments on your assignments. I will send feedback to your Individual forum.

Grading Formula

Points Grade

95+ A

90-94 A-

87-89 B+

84-86 B

80-83 B-

77-79 C+

74-76 C

70-73 C-

67-69 D+

64-66 D

60-63 D-

<59 F

Course Description

This course is designed to educate students about issues of race and ethnicity by presenting historical and modern perspectives on diversity in the United States, and by providing tools necessary to promote a respectful and inclusive society. Students will complete several activities that allow them to examine their own values in relation to the values of various other racial and ethnic communities.

Course Topics & Objectives                                                                                                                                                                                      

Week One: Race and Ethnicity: Key Concepts

Recognize key terms and sociological concepts related to race and ethnicity.

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Describe subordinate group creation and consequences.

Week Two: Recognizing and Overcoming Prejudice

Recognize how people are impacted by stereotypes. Prescribe methods for strengthening modern efforts to reduce prejudice. Recognize difficulties in analyzing prejudice.

Week Three: Countering Discrimination and Immigration in the United States

Recognize sources of discrimination in your environment. Describe your personal cultural background. Associate being an immigrant to the United States with its inherent challenges.

Week Four: African American Group Progress and Modern African American Dynamics

Describe the effects of slavery on modern America. Associate African American leaders and groups with their successes of the Civil Rights and Black

Power movements. Weigh persisting social inequities endured by African Americans.

Week Five: Muslim and Arab Americans

Describe the impact of Orientalism on Muslim and Arab Americans. Identify causes of prejudice and discrimination against Muslim and Arab Americans. Compare and contrast United States-centric views of Muslim and Arab Americans with United

States-centric views of Christian Americans.

Week Six: Native American Cultures

Evaluate the overall effectiveness of Native American organizations in the advancement of their people’s needs.

Recognize how key policies shape the relationship between tribal Native Americans and the federal government.

Differentiate among causes of tribal poverty and prosperity. Describe levels of Native American assimilation within mainstream society.

Week Seven: Hispanic American Diversity

Describe cultural interests important to modern Hispanic Americans. Give examples of diversity among Hispanic American groups.

Week Eight: Asian American Relations

Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups present in United States society.

Compare and contrast the cultural experiences of Chinese and Japanese Americans.

Week Nine: Core Concept Application

Describe the effects of the expansion of race and ethnicity on United States society.

Course Materials

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Schaefer, R. T. (2006). Racial and ethnic groups (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Axia College’s Writing Style Handbook, available online at https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf

Adobe® Flash® software

All electronic materials are available on your student website.

Point Values for Course Assignments                                                                                                                                                      

Assignments PointsWeek One

CheckPoint: Defining Race and Ethnicity 30

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CheckPoint: The Sociology of Race and Ethnicity 30Assignment: Journal Entry of a Subordinate Group Member 50

Week TwoCheckPoint: Implicit Association Test 30Discussion Questions 20Participation 40

Week ThreeCheckPoint: Modern Challenges in Immigration 30Assignment: Ethnic Groups and Discrimination 70

Week FourCheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements 30Discussion Questions 20Participation 40

Week FiveCheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination 30Assignment: United States-Centric Views Comparison 70

Week SixCheckPoint: Legislation Legacy 30Discussion Questions 20Participation 40

Week SevenCheckPoint: The Official Language Movement 30Assignment: Hispanic American Diversity 70

Week EightCheckPoint: Asian American According to the U.S. Census Bureau 30Discussion Questions 20Participation 40

Week NineCapstone CheckPoint 30Final Project: Race and Your Community 200

Point Total 1,000

Week One

Race and Ethnicity: Key Concepts

Recognize key terms and sociological concepts related to race and ethnicity. Describe subordinate group creation and consequences.

Course Assignments

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1. Course Preparation

Read the course description and objectives. Read the instructor’s biography and post your own.

2. Readings

Read Appendix A. Read Ch. 1 in Racial and Ethnic Groups.

3. CheckPoint: Defining Race and Ethnicity

Write a 200- to 300-word summary answering the following questions:

o What do the terms race and ethnicity mean to you?o Why are these concepts important to United States society?

Post your summary as a Microsoft® Word .doc attachment in the Assignment section of eCampus.

4. CheckPoint: The Sociology Race and Ethnicity

Resources: Ch. 1 in Racial and Ethnic Groups and Appendix B Utilize Appendix B to match key terms with their correct descriptions. Post the completed Appendix B as a Microsoft ® Word .doc attachment in the Assignment

section of eCampus.

5. Assignment: Journal Entry of a Subordinate Group Member

Resources: Ch. 1 in Racial and Ethnic Groups and the U.S. Census Bureau American Fact Finder website at http://factfinder.census.gov

Select one of the following subordinate groups from Ch. 1 of the text. Because the chapter does not list all subordinate groups, you may select any other group with a documented history in the United States.

o Subordinate groups: Native Americans, African Americans, Chinese Americans, Japanese Americans, Arab Americans, Filipino Americans, Korean Americans, Vietnamese Americans, Asian Indians, Hawaiians, Irish Americans, Polish Americans, Norwegian Americans, Jewish Americans, Cuban Americans, Mexican Americans, and Puerto Ricans.

Identify and describe which, if any, of the following creation and consequence situations the group has faced:

o Creation: migration, annexation, or colonizationo Consequences: extermination, expulsion, secession, segregation, fusion, or assimilation

Write a fictional, first-person account of the creation and consequence situations of a subordinate group in the United States in the form of a 500- to 700-word journal entry.

Describe, as if you are a member of the subordinate group, where the group originated, how it came to the United States, and one or two locations in the United States where members of

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your group live. Be creative in your fictional descriptions, and accurate with your facts. Research your text, the Internet, or the University Library for information about your chosen group. Of particular usefulness is the People section of the U.S. Census Bureau American Fact Finder website at http://factfinder.census.gov

Cite your sources according to APA requirements.

Post your journal entry as a Microsoft ® Word .doc attachment in the Assignment section of eCampus.

Weekly Reminders

Assignment Location Due

Read the instructor’s biography and post your own

Chat Room Forum Day 1 (Monday)

CheckPoint: Defining Race and Ethnicity

Assignment section of eCampus Day 2 (Tuesday)

CheckPoint: The Sociology Race and Ethnicity

Assignment section of eCampus Day 4 (Thursday)

Assignment: Journal Entry of a Subordinate Group Member

Assignment section of eCampus Day 7 (Sunday)

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Week Two

Recognizing and Overcoming Prejudice

Recognize how people are impacted by stereotypes. Prescribe methods for strengthening modern efforts to reduce prejudice. Recognize difficulties in analyzing prejudice.

Course Assignments

1. Readings

Read Ch. 2–4 of Racial and Ethnic Groups.

2. CheckPoint: Implicit Association Test

Resource: the Harvard-Hosted Implicit Association Test (IAT) Complete the Harvard-Hosted IAT using the following instructions. The test should take

about 10 minutes to complete.

o Navigate to the Project Implicit® homepage at https://implicit.harvard.edu/implicit/ and click Demonstration.

o At the IAT home page, click on the Go to the Demonstration Tests link. o At the Measure Your Attitudes page, find and click on the I wish to proceed link. o You are prompted to select a test. Take one of the following IAT tests:

Race IAT Arab-Muslim IAT Native IAT Asian IAT Skin-tone IAT

Post a 200- to 300-word summary in Microsoft ® Word .doc attachment in the Assignment section of eCampus answering all of the following questions:

o What is the result of your IAT? Do you think the test produced valid results in your case? o In your opinion, is it difficult to accurately measure prejudice? Why? o Describe other measurements sociologists utilize to calculate prejudice.

3. Discussion Questions

The topics of cultural diversity, racism, ethnic relations, prejudice, oppression, and so forth are naturally sensitive topics of discussion. You read, view, and discuss content that you might find emotionally charged. As students of diversity education, these discussions are necessary for critical thinking and creating an open dialogue for a deeper understanding of the issues. In Weeks Two, Four, Six, and Eight use real world events to connect to and support the content from the textbook. In addition, the text may evoke strong emotional responses. You are encouraged to include your insight into the topics as it supports the objectives of the course and answers the discussion questions.

Review the readings for the week; using the information in the text, and your own life experiences, answer each of the discussion questions.

Discussion Question 1:

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Post your 150 to 200 word response to this question: What affect do stereotypes have on people and society?

Discussion Question 2:

Post your 150 to 200 word response to this question: What may you do to eliminate racial prejudice and stereotypes and reduce their damage?

Weekly Reminders

Assignment Location Due

Participation Main Forum

Ongoing (2 Substantive Posts per Day, 4 of the 7 days per week,)

Week Two DQ 1 Main Forum Day 2 (Tuesday)

Week Two DQ 2 Main Forum Day 4 (Thursday)

CheckPoint: Implicit Association Test

Assignment section of eCampus Day 5 (Friday)

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Week Three

Countering Discrimination and Immigration in the United States

Recognize sources of discrimination in your environment. Describe your personal cultural background. Associate being an immigrant to the United States with its inherent challenges.

Course Assignments

1. CheckPoint: Modern Challenges in Immigration

Resources: Ch. 4 in Racial and Ethnic Groups and the U.S. Citizenship and Immigration Services (USCIS) website at www.uscis.gov

Browse through the USCIS website, paying special attention to immigration forms, fees, fingerprinting, services, and benefits.

Select an immigrant group from Ch. 4 of the text.

Imagine yourself as a current member of your selected group, and consider the following question: Would I want to immigrate to the United States, and why? Think about what opinion you would have of the immigration process, including naturalization, the costs, and fingerprinting.

Consider whether the process seems easy or difficult for you as an immigrant. After you have thought about your answers, proceed to the next step of the CheckPoint.

Post a 200- to 300-word summary in Microsoft ® Word .doc attachment in the Assignment section of eCampus answering all of the following questions:

o Should United States government policy favor certain kinds of immigrants? o Should citizenship preference be given to the neediest applicants? The most talented?

The most oppressed? The richest? o Should applications from certain countries be given priority? (Feltey, 2006, p. 11)

2. Assignment: Ethnic Groups and Discrimination

Resources: Racial and Ethnic Groups, the Internet, and the University Library

Select an ethnic group to which you belong. If you identify with more than one group, choose the group with which you most identify or about which you want to learn more.

Write a 700- to 1,050-word essay in which you answer the following questions:

o Conduct research to determine if the group colonized or if it immigrated to the United States. Did the group face prejudice, segregation, racism, or any combination of the three? If so, how and why? Include your research findings in your essay. You may search through chapters of the text as part of your research.

o Was the group affected by any of the following forms of discrimination, or did it participate in any of the following forms of discrimination? If so, describe:

Dual labor market

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Environmental justice issues Affirmative action Redlining Double jeopardy Institutional discrimination Reverse discrimination Glass ceiling, glass walls, or glass escalator

o Do you culturally identify more with the ethnic group you examined, with United States mainstream culture, or with both equally?

Format your essay according to APA standards.

Post your paper as a Microsoft ® Word .doc attachment in the Assignment section of eCampus.

Weekly Reminders

Assignment Location Due

CheckPoint: Modern Challenges in Immigration

Assignment section of eCampusDay 4 (Thursday)

Assignment: Ethnic Groups and Discrimination

Assignment section of eCampusDay 7 (Sunday)

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Week Four

African American Group Progress and Modern African American Dynamics

Describe the effects of slavery on modern America. Associate African American leaders and groups with their successes of the Civil Rights and Black

Power movements. Weigh persisting social inequities endured by African Americans.

Course Assignments

1. Readings

Read Appendix C. Read Ch. 7, 8, & 11 of Racial and Ethnic Groups.

2. CheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements

Resource: Ch. 7 in Racial and Ethnic Groups and Appendix C

Research Ch. 7 of the text and Appendix C to identify events and leaders of the Civil Rights and Black Power movements and their contributions to their respective causes.

Complete both Parts I and II of Appendix C.

Post the completed Appendix C as a Microsoft ® Word .doc attachment in the Assignment section of eCampus.

3. Discussion Questions

Review the readings for the week; using the information in the text, and your own life experiences, answer each of the discussion questions.

Discussion Question 1:

Post your 150 to 200 word response to this question: The United States was founded by immigrants, so why is immigration such a controversial issue now?

Discussion Question 2:

Post your 150 to 200 word response to this question: How has the American history of African slavery influenced our contemporary society? Provide three examples you believe to be most significant.

Weekly Reminders

Assignment Location Due

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Participation Main Forum

Ongoing (2 Substantive Posts per Day, 4 of the 7 days per week,)

Week Four DQ 1 Main Forum Day 2 (Tuesday)

Week Four DQ 2 Main ForumDay 4 (Thursday)

CheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements

Assignment section of eCampus Day 5 (Friday)

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Week Five

Muslim and Arab Americans

Describe the impact of Orientalism on Muslim and Arab Americans. Identify causes of prejudice and discrimination against Muslim and Arab Americans. Compare and contrast United States-centric views of Muslim and Arab Americans with United

States-centric views of Christian Americans.

Course Assignments

1. Readings

Read Appendix D.

2. CheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination

Post a 200- to 300-word response in Microsoft ® Word .doc attachment in the Assignment section of eCampus in which you complete the following:

o Explain the difference between Muslims and Arabs.

o According to research and news reports within the past 2 years, what are some of the changes the United States has made to policies concerning the treatment of Muslim and Arabic members of society?

o List two to three characteristics of Orientalism. How may Orientalism and prejudice contribute to hate crimes against these groups?

o What may individuals do to promote tolerance and reduce prejudice in their towns and cities? For ideas, visit the Teaching Tolerance website at http://www.tolerance.org , and the Southern Poverty Law Center website at http://www.splcenter.org.

3. Assignment: United States-Centric Views Comparison

Resource: Appendix D.

Provide a copy of Appendix D to a friend or family member and ask the person to complete the table contained therein. In doing so, your chosen participant considers what he or she thinks are the common United States-centric viewpoints on Muslim and Arab American and Christian American groups. Ask your participant to return their completed appendix at least 1 day before the assignment is due.

Complete a duplicate copy of Appendix D, following the same directions as your participant.

Write a 350- to 500-word summary in which you compare and contrast your participant’s answers with your own answers, and address the following questions:

o How are your table answers similar? How are they different?

o Do either tables list descriptors in the Both Groups category? Describe.

o From either or both tables, name one or two descriptors you think represent true facts about each group and one or two descriptors you think are false.

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o How do you think an average American’s perceptions of each group are created?

Post your summary along with both completed copies of Appendix D as a consolidated Microsoft ® Word .doc attachment in the Assignment section of eCampus.

Weekly Reminders

Assignment Location Due

CheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination

Assignment section of eCampusDay 4 (Thursday)

Assignment: United States-Centric Views Comparison

Assignment section of eCampusDay 7 (Sunday)

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Week Six

Native American Cultures

Evaluate the overall effectiveness of Native American organizations in the advancement of their people’s needs.

Recognize how key policies shape the relationship between tribal Native Americans and the federal government.

Differentiate among causes of tribal poverty and prosperity. Describe levels of Native American assimilation within mainstream society.

Course Assignments

1. Readings

Read Ch. 6, 9, & 10 of Racial and Ethnic Groups.

2. CheckPoint: Legislation Legacy

Resource: National Congress of American Indians website at http://www.ncai.org and the Indian Country Today website at http://www.indiancountry.com

Post a 200- to 300-word summary in a Microsoft ® Word .doc attachment in the Assignment section of eCampus of a current issue between Native Americans and the federal government. Identify the legislation you think is linked to the issue, and explain why you think there is a connection. Consult the National Congress of American Indians website, the Indian Country Today website, or another online source for examples of pertinent issues.

3. Discussion Questions

Review the readings for the week; using the information in the text, and your own life experiences, answer each of the discussion questions.

Discussion Question 1:

Post your 150 to 200 word response to this question: Religious discrimination against Muslims and Arab-appearance people rose steeply in the United States after 9/11. Consider the differences between Arabs, Muslims, and Arab Muslim extremists and fundamentalists. What may be done to maintain the American guarantees of religious freedom and increase knowledge about Muslims and Arabs?

Discussion Question 2:

Post your 150 to 200 word response to this question: National organizations such as the Bureau of Indian Affairs, the National Congress of American Indians, and the National Indian Gaming Association are dedicated to Native American affairs. What effect have these organizations had on reducing tribal poverty encouraging prosperity?

Weekly Reminders

Assignment Location Due

Participation Main ForumOngoing (2 Substantive Posts per Day, 4 of the 7 days per week,)

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Week Six DQ 1 Main Forum Day 2 (Tuesday)

Week Six DQ 2 Main Forum Day 4 (Thursday)

CheckPoint: Legislation Legacy

Assignment section of eCampus Day 5 (Friday)

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Week Seven

Hispanic American Diversity

Describe cultural interests important to modern Hispanic Americans. Give examples of diversity among Hispanic American groups.

Course Assignments

1. CheckPoint: The Official Language Movement

Resources: Racial and Ethnic Groups, the Internet, and the University Library

Investigate the official language movement, which is an important Hispanic American cultural interest, described on pp. 243–244 of the text by researching bilingualism in education and politics in the United States. Find four to six credible websites or articles supporting, opposing, or presenting information about bilingualism in education or politics. Most sources focus exclusively on either topic of education or politics; therefore, try to find at least two sources per topic.

Write one paragraph about each source, summarizing the main points presented.

Provide APA-formatted reference citations.

Submit all of your summaries within a Microsoft ® Word .doc attachment in the Assignment section of eCampus. This CheckPoint should be 200 to 300 words total.

2. Assignment: Hispanic American Diversity

Resources: Racial and Ethnic Groups, the University Library, and the Internet

Write a 1,050- to 1,400-word research paper in which you identify the linguistic, political, social, economic, religious, and familial conventions or statuses of four Hispanic groups living in the United States. Your paper must address Mexican Americans, Puerto Ricans, and two groups of your choice from Ch. 9 of the text.

Dedicate an equal portion of your paper to each Hispanic group.

Conclude your essay by summarizing major differences and commonalties apparent among the groups.

Format your paper according to APA standards.

Post your paper as a Microsoft ® Word .doc attachment in the Assignment section of eCampus.

Weekly Reminders

Assignment Location Due

CheckPoint: The Official Language Assignment section of eCampus Day 4 (Thursday)

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Movement

Assignment: Hispanic American Diversity Assignment section of eCampus Day 7 (Sunday)

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Week Eight

Asian American Relations

Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups present in United States society.

Compare and contrast the cultural experiences of Chinese and Japanese Americans.

Course Assignments

1. Readings

Read Appendix E. Read Ch. 12 & 13 of Racial and Ethnic Groups.

2. CheckPoint: Asian Americans According to the U.S. Census Bureau

Resource: Appendix E and the U.S. Census Bureau’s Asian Pacific American Heritage Month press release at http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb10-ff07.html

Complete the matrix in Appendix E using information from the Asian Pacific American Heritage Month press release on the U.S. Census Bureau website.

Post the completed Appendix E as a Microsoft ® Word .doc attachment in the Assignment section of eCampus.

3. Discussion Questions

Review the readings for the week; using the information in the text, and your own life experiences, answer each of the discussion questions. Respond to each question in 75-to-100 words.

Discussion Question 1:

Post your 150 to 200 word response to this question: The terms Hispanic and Latino are umbrella terms for people from many different Spanish-speaking cultures in the Western Hemisphere. Although the grouping includes a wide range of cultures there is evidence of the formation of a panethnic identity. What do you predict the effect of Hispanic and Latino panethnicity to be in the future?

Discussion Question 2:

Post your 150 to 200 word response to these questions: If someone told you (a) Asian Americans and Pacific Islanders are a model minority, and (b) Asian Americans and Pacific Islanders belong to a single Asian American culture, what do you say to them to convince them both statements are misconceptions?

Make a prediction about opportunities and challenges that an increase in diversity may present in the United States in the next 50 years. Explain the reasons for your speculations.

Weekly Reminders

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Assignment Location Due

Participation Main Forum

Ongoing (2 Substantive Posts per Day, 4 of the 7 days per week,)

Week Eight DQ 1 Main Forum Day 2 (Tuesday)

Week Eight DQ 2 Main Forum Day 4 (Thursday)

CheckPoint: Asian Americans According to the U.S. Census Bureau

Assignment section of eCampus

Day 5 (Friday)

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Week Nine

Core Concept Application

Describe the effects of the expansion of race and ethnicity on United States society.

Course Assignments

1. Capstone CheckPoint

Write a 200- to 300-word summary as a Microsoft ® Word .doc attachment in the Assignment section of eCampus answering all of the following questions:

o What information about race and ethnicity in the United States has helped you better understand or relate to specific minority groups?

o Have you learned something new about your own cultural history? o Trends in immigration continue to shape the face of the United States. What will the face

look like in the year 2050? o How might the country best prepare for the changing race and ethnicity of its current and

future citizens?

2. Final Project: Race and Your Community

Resource: Appendix A.

Write a 1,400- to 1,750-word autobiographical research paper analyzing the influences of race as it relates to your community. In your paper, write your first-person account of how human interactions in your community have been racialized. For the community, you may consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part.

Answer the following questions and provide examples:

o Do members of your community look like you? In what ways do they look the same or different?

o How do leaders within your community treat people who are like you? How do they treat people who are different?

o How do other members of your community treat people who are like you? How do they treat people who are different?

o Do your texts or work manuals contain information by or about people like you?

o Do the local media represent people like you? If so, in what ways?

o What are some similarities and differences between you and the people who are in leadership positions in your community? Do you think minority group interests are represented within your community?

o If you could resolve any inequities within your community, what do you change? How and why?

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o Which main concepts from the text relate to race? Apply some of these concepts to your project.

Include the following elements in your paper:

o The thesis addresses racial issues in your local community. o The content is comprehensive and accurate. o The paper itself draws on your personal experiences with and opinions about cultural

diversity in your community. o Three sources are used, and one source is a community member, leader, or

representative from a local community organization. o The paper is written in first-person point of view, with an autobiographical approach. o Text concepts are applied to your observations. o Assignment questions are answered. o The paper includes perspectives from supporting sources. o The conclusion is logical, flows from the body of the paper, and reviews the major points. o Paragraph transitions are present. o The tone is appropriate. o Sentences are well-constructed. o The paper, title page, and references follow APA standards. o Rules of grammar, usage, and punctuation are followed. o Spelling is correct.

Post your completed research as a Microsoft ® Word .doc attachment in the Assignment section of eCampus.

Weekly Reminders

Assignment Location Due

Capstone CheckPoint Assignment section of eCampus Day 4 (Thursday)

Final Project: Race and Your Community

Assignment section of eCampus Day 7 (Sunday)