ETH+125+Syllabus

Course Syllabus

ETH 125Cultural Diversity

Course Start Date: 9/12/2011Course End Date: 11/7/2011

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.

CopyrightCopyright ©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.

ETH 125 Cultural Diversity

Facilitator Information

Sharon D. White, [email protected] (University of Phoenix)[email protected] (Personal)484-798-7637 (EDT)

Facilitator AvailabilityI am usually available after 4 pm, Arizona time during the week to participate in your classroom and answer questions. I generally will be offline on Saturdays. If these times are not convenient for you, please let me know, and I will be happy to accommodate your schedule if at all possible.

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.

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.

Online Weekly Schedule

The class week begins on Monday. Notice the schedule refers to “Day 1,” etc. For time management and scheduling purposes, keep the following in mind: Day 1–Monday Day 2–Tuesday Day 3–Wednesday Day 4–Thursday Day 5–Friday Day 6–Saturday Day 7–Sunday For example, when an assignment is due on Day 5, it must be posted no later than midnight Arizona time (MST) on Friday of that week.

2

mailto:[email protected]

mailto:[email protected]


Course Topics & Objectives Week One: Race and Ethnicity: Key Concepts

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

3


Course Materials

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

Associate Level Writing Style Handbook, available online at https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook.pdf

Center for Writing Excellence APA Reference and Citation Examples available online athttps://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/IntextcitationandreferenceexamplesV6.pdf

University of Phoenix Student Code of Academic Integrity available online athttps://ecampus.phoenix.edu/secure/aapd/studentdocuments/uophx/academic_integrity.htm

Center for Writing Excellence Plagiarism Guide and accompanying Avoiding Plagiarism Mastery Test available online athttps://ecampus.phoenix.edu/secure/aapd/grammar/plagiarism.asp

Center for Writing Excellence Annotated Bibliography available online athttps://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Annotatedbibliography.pdf

Center for Writing Excellence Guidelines for Writing Academic Papers available online athttps://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/EssayGuide.pdf

MS Word Formatting Tutorial: Center for Writing Excellence (2009) Basic Formatting of a Microsoft® Word® Document for Word 2003 and 2007 available online athttps://ecampus.phoenix.edu/secure/AAPD/CWE/pdfs/BasicFormattingforaMicrosoftWordDocument.pdf

All electronic materials are available on your student Web site.

4

https://ecampus.phoenix.edu/secure/AAPD/CWE/pdfs/BasicFormattingforaMicrosoftWordDocument.pdf

https://ecampus.phoenix.edu/secure/AAPD/CWE/pdfs/BasicFormattingforaMicrosoftWordDocument.pdf

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/EssayGuide.pdf

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/EssayGuide.pdf

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Annotatedbibliography.pdf


https://ecampus.phoenix.edu/secure/aapd/grammar/plagiarism.asp


https://ecampus.phoenix.edu/secure/aapd/studentdocuments/uophx/academic_integrity.htm


https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/IntextcitationandreferenceexamplesV6.pdf

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/APAintextcitationandreferenceexamplesV5.pdf


Point Values for Course Assignments

ASSIGNMENTS Points

Individual (100%)

CheckPoint: Defining Race and Ethnicity (Week 1) 20

CheckPoint: Sociology of Race and Ethnicity (Week 1) 30

Assignment: Journal Entry of A Subordinate Group Member (Week 1) 100

Discussion Question 1 (Week 2) 15


Participation (Week 2) 30

CheckPoint: How Researchers Study Prejudice (Week 2) 30

CheckPoint: United States Immigration Today (Week 3) 30

Assignment: Forms of Discrimination and Deprivation (Week 3) 100




CheckPoint: The Civil Rights Movement, Black Power and the March Toward Equality (Week 4)

35

CheckPoint: Muslim and Arab Americans’ Experiences with Intolerance (Week 5) 30

Assignment: United States-Centric Views Comparison (Week 5) 100




CheckPoint: News & Views from Indian Country (Week 6) 30

CheckPoint: The Politics of Bilingualism (Week 7) 40

Assignment: Ethnic Diversity Among Hispanic Americans (Week 7) 100

5





CheckPoint: Researching Asian American Diversity (Week 8) 35

CheckPoint: Capstone (Week 9) 30

Final Project: Race and Your Community (Week 9) 250

Total 1200

6


Week OneRace and Ethnicity: Key Concepts

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

Weekly Reminders

Work Week Assignments Assignments are spaced during the work week to help you meet attendance requirements. Please be sure to post assignments on the days assigned to ensure attendance is met and that late penalties are not assessed.

Summary of Week 1 Deliverables

Assignment Location Due

Personal Biography Chat Room Day 1

Avoiding Plagiarism Mastery Test Individual Forum Day 2

CheckPoint: Defining Race and Ethnicity Assignments Day 2

CheckPoint: The Sociology of Race and Ethnicity Assignments Day 4

Assignment: Journal Entry of a Subordinate Group Member

Assignments Day 7

Course Assignments

1. Course Preparation

Read the course description and objectives. Read the instructor’s biography and post your own. Read the Final Project Checklist. Complete the Plagiarism Tutorial and the Avoiding Plagiarism Mastery Test. Copy the results of your test into a message and post to your Individual Forum

2. Readings

Read Ch. 1 in Racial and Ethnic Groups. Read the Student Code of Academic Integrity and the Associate Level Writing Style Handbook,

available through the University Library, Center for Writing Excellence, Tutorials & Guides online at: https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook.pdf

Read the Center for Writing Excellence Plagiarism Guide available through the University Library, Center for Writing Excellence, Tutorials & Guides online at:

7





3. CheckPoint: Defining Race and Ethnicity

Based on your course readings for this week, Write a 200- to 300-word summary in your own words that answers the following questions:o How are the terms race and ethnicity defined? How are these concepts different?o What do they mean to you?o Why are these concepts important to your community?o What might be some of the organizations, associations, or educational institutions in

your community that play a leadership role in promoting racial and ethnic understanding?

Proofread your assignment for spelling, grammar, and style. Be sure you have cited and referenced all sources used (quotations or paraphrases).

Complete the Certificate of Originality. Post you answer as a document and the Certificate of Originality to Assignments. Be sure to

put your full name on each document posted to Assignments.

4. CheckPoint: Th e Sociology of Race and Ethnicity

Resources: Ch. 1 in Racial and Ethnic Groups Complete Parts I and II of The Sociology of Race and Ethnicity document.


Complete the Certificate of Originality. Post your completed assignment and the Certificate of Originality as Word documents to

Assignments. Be sure to put your full name on each document posted to Assignments.

5. Assignment: Journal Entry of a Subordinate Group Member

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

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 700- to 1,050-word journal entry. Follow all rules of grammar, spelling and composition. A portion of your grade will be based on the mechanics and style of the essay.

Address all of the following elements in your essay:

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 that has a documented history in the United States.

Native Americans, African Americans, Chinese Americans, Japanese Americans, Arab Americans, Filipino Americans, Korean Americans, Vietnamese

8

http://factfinder.census.gov/



Americans, Asian Indians, Hawaiians, Irish Americans, Polish Americans, Norwegian Americans, Jewish Americans, Cuban Americans, Mexican Americans, Puerto Ricans.

Identify and research which of the following creation and consequence situations the group has faced:

Creation: migration, annexation, or colonizationConsequences: extermination, expulsion, secession, segregation, fusion, or assimilation

At least three creation and consequence situations must be used in your essay.

Describe, as if you were a member of that subordinate group, the following:o where the group originated, o how it came to the United States, and o one or two locations in the United States where members of 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 consistent with APA guidelines as outlined in the Plagiarism Tutorial and the Associate Level Writing Style Handbook. You will be accountable for following all rules outlined in these documents. Essays that do not meet academic integrity standards and APA guidelines will be rejected.

Complete the Certificate of Originality.

Post your completed assignment and the Certificate of Originality as Word documents to Assignments. Be sure to put your full name on each document posted to Assignments.

9

http://factfinder.census.gov/


Week TwoRecognizing and Overcoming Prejudice

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

Weekly Reminders

Discussion Questions Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Discussion Question threads in the Main classroom forum will count towards your class participation score.



Discussion Question 1 Main Day 2


Participation Main n/a

CheckPoint: How Researchers Study Prejudice Assignments Day 5

Course Assignments

1. Readings

Read Ch. 2 of Racial and Ethnic Groups.

2. Discussion Questions

Answer each question in 150-200 words on the Day listed above by replying to the appropriate thread in the Main Forum. Focus your answer specifically on the topics of the discussion question with supporting details from the course readings, outside research or your personal experience.

Participate throughout the week by responding to your classmates by contributing to their topics.

DQ1 What differentiates the act of grouping people from the act of stereotyping? “Are stereotypes held only by dominant groups about subordinate groups?” (Schaefer,

10


2006, p. 45). How can stereotyping affect group relations? Provide an example of a stereotype you find in your everyday life.

DQ2 Consider the examples of stereotyping and prejudice presented in this week’s course readings. How do you feel stereotyping and prejudice evolved? Why do you think it occurred? What effects do these attitudes have on people and on society?

3. CheckPoint: How Researchers Study Prejudice

Complete one of the Harvard-Hosted Implicit Association Test (IAT) listed below using the following instructions. The test should take about 10 minutes to complete.

o Navigate to the Project Implicit® home page 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 will be prompted to select a test. Take one of the following IAT tests:

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

Write a 200- to 300-word summary in your own words that answers all of the following questions:

o What was the result of your IAT? Present your test result statement.o Do you think that the test produced valid results in your case? o In your opinion, is it difficult to accurately measure prejudice? Why or why not? o Describe other measurements sociologists utilize to calculate prejudice.


Complete the Certificate of Originality. Post your answer as a document and the Certificate of Originality to Assignments. Be sure to


11

https://implicit.harvard.edu/implicit/


Week ThreeCountering Discrimination; 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.

Weekly Reminders

You should be actively developing the background research for your Final Project. Information you summarized in the Week One checkpoints should be helpful in brainstorming questions for your research.

Remember to use the Center for Writing Excellence resources to insure that your writing assignment meets all APA requirements.



CheckPoint: United States Immigration Today Assignments Day 4

Assignment: Forms of Discrimination and Deprivation Assignments Day 7

Course Assignments

1. Readings

Read Ch. 3 and 4 of Racial and Ethnic Groups.

2. CheckPoint: Untied States Immigration Today

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

Explore the USCIS Web site. Read the information on Immigration Forms, Fees and Fingerprints, and Immigration Services and Benefits Programs.

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

Imagine yourself as a current member of an immigrant group. Think about what opinion you would have of the immigration process, including naturalization, the costs, fingerprinting, and so forth.

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

12



o Would I want to immigrate to the United States, and why?

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?


Complete the Certificate of Originality. Post your answer as a document and the Certificate of Originality to Assignments. Be sure to


3. Assignment: Forms of Discrimination and Deprivation

Resources: Ch. 3 in Racial and Ethnic GroupsForms of Discrimination supplemental document

Complete both Parts I and II of the Forms of Discrimination Document.


Complete the Certificate of Originality. Post your completed assignment and the Certificate of Originality as Word documents to


13


Week FourAfrican American Group Progress, 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.

Weekly Reminders








CheckPoint: The Civil Rights Movement, Black Power and the March Toward Equality

Assignments Day 5

Course Assignments

1. Readings

Read Ch. 7 and 8 of Racial and Ethnic Groups.




14


DQ1 What social, political and economic changes occurred as a result of the end of slavery in the United States? How have these changes had a notable impact on the current state of U.S. society and culture? Does slavery have a legacy that is relevant to how people in today’s society interact?

DQ2 Consider racial imbalances in education, the economy, family life, housing, criminal justice, health care, and politics. What do the statistics presented in Chapter 8 show about the progress of African Americans in achieving parity in these areas? In what areas has the least progress been made? Suggest some ideas for solutions to such challenges.

3. CheckPoint: The Civil Rights Movement, Black Power and the March Toward Equality

Research Ch. 7 of the text to identify events and leaders of the Civil Rights and Black Power movements of the 1940s through the 1960s and their contributions to their respective causes.

Complete both Parts I and II.


Complete the Certificate of Originality. Post your completed assignment and the Certificate of Originality as documents to


15


Week FiveMuslim 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.

Weekly Reminders

You should be actively developing the background research and outline for your Final Project. If you have not already done so, you should be working to schedule an interview appointment with your community leader and preparing a list of questions that you will ask.



CheckPoint: Muslim and Arab Americans’ Experiences with Intolerance

Assignments Day 4

Assignment: United States-Centric Views Comparison Assignments Day 7

Course Assignments

1. Readings

Read Ch.11 of Racial and Ethnic Groups.

2. CheckPoint: Muslim and Arab Americans’ Experiences with Intolerance

Resource: Ch.11 of Racial and Ethnic Groups. Write a 200- to 300-word response in which you answer the following questions in your

own words:

o Explain the difference between Muslims and Arabs.

o What are some of the changes the United States has made to policies concerning the

immigration and treatment of Muslim and Arabic members of society? o How do the course readings define Orientalism? What are some examples of how

this attitude contributes to stereotypes of these groups? How may Orientalism and prejudice contribute to hate crimes against Muslims and Arabs?

o What may individuals do to promote tolerance and reduce prejudice in their towns

and cities? For ideas, visit the Teaching Tolerance Web site at http://www.tolerance.org, and the Southern Poverty Law Center Web site at http://www.splcenter.org.

16

http://www.splcenter.org/

http://www.tolerance.org/



Complete the Certificate of Originality. Post your answer as a document to Assignments. Be sure to put your full name on each

document posted to Assignments.

3. Assignment: United States-Centric Views Comparison

Resource: United States-Centric Views Comparison. Provide a copy of the United States-Centric Views Comparison to a friend or family member

and ask that person to complete the table contained therein. In doing so, your chosen participant will consider 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 copy at least one day before this assignment is due.

Complete a duplicate copy of the United States-Centric Views Comparison, following the same directions as your participant.

Write a 350- to 500-word summary in your own words 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? Describe.

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

o From either or both tables, name one or two descriptors that you think represent

true facts about each group and one or two descriptors that you think are false.

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


Complete the Certificate of Originality. Post your summary essay, both completed copies of the United States-Centric Views

Comparison and the Certificate of Originality to Assignments. Be sure to put your full name on each document posted to Assignments.

17


Week SixNative 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.

Weekly Reminders








CheckPoint: New & Views from Indian Country Assignments Day 5

Course Assignments

1. Readings

Read Ch. 6 of Racial and Ethnic Groups. National Indian Gaming Association website http://www.indiangaming.org/; National

Congress of American Indians website http://www.ncai.org/; Bureau of Indian Affairs, United States Department of the Interior website http://www.bia.gov/



18

http://www.bia.gov/

http://www.ncai.org/

http://www.indiangaming.org/



DQ1 How well do you think Native American organizations, like the Bureau of Indian Affairs, the National Congress of American Indians, and the National Indian Gaming Association, are helping Native Americans to advance? Explain your answer. If anything, what are organizations like these doing to mitigate tribal poverty and encourage prosperity?

DQ2 Approximately 20% of Native Americans live on reservations in the United States. What things do Native Americans consider when making the choice either to stay on their tribe's native land or reservation or to relocate to a city? How does this choice relate to important Native American issues such as:

treaty rights religious spiritual freedom control over natural resources greater self-rule maintaining tribal identity effective health care improved education

3. CheckPoint: News & Views from Indian Country

Resources: National Congress of American Indians Web site http://www.ncai.org or the Indian Country Today Web site at http://www.indiancountry.com, or one of the following websites:

Native Times at http://www.nativetimes.com/The Circle: Native American News and Arts at http://www.thecirclenews.org/Indianz.com your Internet Resource at http://64.38.12.138/News from Indian Country at http://www.indiancountrynews.com/RezNet at http://www.reznetnews.org/NativeWire, American Indians in the News at http://www.indians.org/NativeWire/nativewire.html

Consult the National Congress of American Indians Web site, the Indian Country Today newspaper, or another online Indian news source for examples of current issues between Native Americans and the federal government.

Select an article about one of these current issues.

Write a 200- to 300-word summary in your own words of a current issue between Native Americans and the federal government. Identify the federal legislation (law, policy or regulation) that you think is linked to the issue and explain why you think there is a connection.

19

http://www.indians.org/NativeWire/nativewire.html

http://www.reznetnews.org/

http://www.indiancountrynews.com/

http://64.38.12.138/

http://www.thecirclenews.org/

http://www.nativetimes.com/

http://www.indiancountry.com/

http://www.ncai.org/


Include the APA formatted reference listing for your article at the end of your summary.


Complete the Certificate of Originality. Post your answer and the Certificate of Originality as documents to Assignments. Be sure to


20


Week SevenHispanic American Diversity

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

Weekly RemindersYou should be actively developing the draft for your Final Project. You should be finalizing your research and considering any follow-up questions you would like to ask the person you interviewed.



CheckPoint: The Politics of Bilngualism Assignments Day 4

Assignment: Ethnic Diversity Among Hispanic Americans Assignments Day 7

Course Assignments

1. Read Ch. 9 and 10 of Racial and Ethnic Groups.

2. CheckPoint: The Politics of Bilingualism

Resources: Racial and Ethnic Groups, the Internet, and the University Library; Center for Writing Excellence (CWE) Annotated Bibliography available online athttps://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Annotatedbibliography.pdf

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 Web sites or articles that support, oppose, or present information about bilingualism in education or politics. Most sources will focus exclusively on either topic of education or politics; therefore, try to find at least two sources per topic.

Write an annotated bibliography, summarizing in your own words the main topic and thesis of each source in one or two sentences. Use the template available at the CWE as a model for the format and content of this document.

Provide APA-formatted reference listings.


21




Complete the Certificate of Originality. Post as a document to Assignments. Be sure to put your full name on each document

posted to Assignments.

3. Open Book Test: Ethnic Diversity Among Hispanic Americans

Resources: Racial and Ethnic Groups

Download the Ethnic Diversity Among Hispanic Americans Open Book Test from the Course Materials Forum.

Follow the instructions in the document to complete the test.

Complete the Certificate of Originality.

Post your research paper and the Certificate of Originality as documents to Assignments. Be sure to put your full name on each document posted to Assignments.

22


Week EightAsian 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.

Weekly Reminders








CheckPoint: Researching Asian American Diversity Assignments Day 5

Course Assignments

1. Readings

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




DQ1 Consider the following statements: (a) Asian Americans and Pacific Islanders are a “model minority”, and (b) “Asian American” refers to a single homogeneous cultural group.

23


If someone said these statements to you, how would you explain that the statements are misconceptions that ignore the diversity of these groups? Include whether you think Asian Americans are finding a panethnic identity or simply being conveniently labeled by those outside the group.

DQ2 What are the most significant similarities between the Chinese American and Japanese American [cultural] experiences in the United States? What are the differences? (Schaefer, 2006, p. 352) How do the experiences of these two ethnic groups compare to the immigration and assimilation experiences of other Asian American ethnic groups?

3. CheckPoint: Researching Asian American Diversity

Complete Parts I and Part II of Researching Asian American Diversity using information from the Asian Pacific American Heritage Month press release, at http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb11-ff06.html on the U.S. Census Bureau Web site. For Part I, organize statistics from the U.S. Census Bureau on Asian American and Pacific Islander diversity. Be sure to match statistics to the specific categories provided in the matrix.


Complete the Certificate of Originality. Post your assignment and the Certificate of Originality as documents to Assignments. Be

sure to put your full name on each document posted to Assignments.

24

http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb11-ff06.html

http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb11-ff06.html


Week NineCore Concept Application

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

Weekly RemindersFinal Projects are due by Midnight Arizona time on Day 7. No late period is available for this last assignment. No assignments submitted after the deadline may be accepted for grading by University policy. Please be sure to verify that you are posting the correct document and that your document has uploaded successfully.



CheckPoint: Capstone Assignments Day 4

Final Project: Race and Your Community Assignments Day 7

Course Assignments

1. Capstone CheckPoint


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 will continue to shape the face of the United States. What

will this 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?


Complete the Certificate of Originality. Post your answer and the Certificate of Originality as documents to Assignments. Be sure

to put your full name on each document posted to Assignments.

2. Final Project: Race and Your Community

Resources: Final Project Checklist.

25


Write a 1,400- to 1,750-word autobiographical research paper that analyzes the influences of race as it relates to your local area. Follow all of the instructions below and be sure to include all required elements.o In your paper, write your first-person account of how human interactions in your

community are affected or influenced by racial issues. o You may consider relations within your neighborhood, local government, service groups,

clubs, schools, workplace, or any environment of which you are a part. o Compare your point of view to one from another member of your community by

interviewing a community leader or representative with knowledge of the community and its history.

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? What races are represented in your community and in what percentages?

o How do leaders within your community treat people who are like you? How do they treat people who are different? What concepts from the readings apply to the situations you describe?

o How do other members of your community treat people who are like you? How do they treat people who are different? What concepts from the readings apply to the situations you describe?

o Do your public information readings or work manuals contain information by or about people like you? What concepts from the readings apply to the situations you describe?

o Do the local media represent people like you? If so, in what ways? What concepts from the readings apply to the situations you describe?

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? What concepts from the readings apply to the situations you describe?

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

Include the following required elements in your paper:

o A thesis statement that 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.

26


o The paper is written in first-person point of view, with an autobiographical approach. o Course readings 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.


Complete the Certificate of Originality. Post your Final Project and the Certificate of Originality to Assignments. Be sure to put your

full name on each document posted to Assignments.

27

ETH+125+Syllabus

Documents

Transcript of ETH+125+Syllabus