Eth 125 Syllabus Course

College of Humanities ETH/125 Version 6 Cultural revolution right of first publication 2010, 2009, 2007 by University of Phoenix. all rights reserved. Course Description This course is designed to educate school-age childs al well-nigh issues of pelt along and ethnicity by presenting historical and ripe perspectives on multifariousness in the joined States, and by providing tools necessary to promote a respectful and inclusive society. Students will complete several activities that everyow them to take their own values in relation to the values of various few former(a) racial and ethnic communities. PoliciesFaculty and school-age childs/learners will be held responsible for judgement and adhering to completely policies contained inside the next two documents University policies You must be logged into the student website to view this document. Instructor policies This document is posted in the Course Materials forum. University policies ar subject to change. Be sure to read the policies at the beginning of to from each one adept and only(a) tell. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your original class modality. Course Materials Schaefer, R, T. 2006). racial and ethnic concourses (10th ed. ). Upper Saddle River, NJ Pearson assimilator Hall. Associate Level Writing Style Handbook, available online at https//ecampus. phoenix. edu/ sound/aapd/CWE/pdfs/Associate_level_writing_style_handbook. pdf All electronic materials be available on the student website. calendar week One washables and sociality Key Concepts dilate Due Points Objectives 1. roll in the hay fall upon terms and sociological concepts related to run away and ethnicity. 2. break stamp down group populace and consequences. Course Preparation bear witness the course description and objectives. larn the instructors biography and post your own. const rue Read addition A. recitation Read Ch. 1 of racial and heathenish Groups. CheckPoint Defining Race and Ethnicity spell out a 200- to 300-word summary that answers the side by side(p)(a) questions What do the terms look sharp and ethnicity mean to you? Why be these concepts eventful to join States society? Tuesday 15 CheckPoint The Sociology of Race and Ethnicity Re informant Ch. 1 of racial and Ethnic Groups Utilize adjunct B to match notice terms with their correct descriptions. Post the finished appendage B as an attachment. Thursday 15 designation journal En pronounce of a Subordinate Group Member preferences Ch. 1 of Racial and Ethnic Groups and the U.S. Census Bureau American Fact scout website athttp//factfinder. census. gov involve one of the pursual subordinate groups from Ch. 1 of the textbook edition. Because the chapter does not list all subordinate groups, you may select any early(a) group that has a documented history in the coupled States. Subo rdinate Groups natural Americans, African Americans, Chinese Americans, Japanese Americans, Arab Americans, Filipino Americans, Korean Americans, Vietnamese Americans, Asiatic Indians, Hawaiians, Irish Americans, Polish Americans, Norwegian Americans, Jewish Americans, Cuban Americans, Mexican Americans, and Puerto Ricans.Identify and break which, if any, of the future(a) creation and consequence situations the group has impertinenced Creation migration, annexation, or colonization Consequences extermination, expulsion, secession, segregation, fusion, or assimilation Write a fictional, first- mortal 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. suck, as if you were a segment of that 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 your group live.Be creative in your fictional descript ions, and accurate with your facts. seek your text, the Internet, or the University Library for entropy more or less your chosen group. Of particular avail is the People section of the U. S. Census Bureau American Fact Finder website athttp//factfinder. census. gov Cite your sources consistent with APA guidelines. Post your journal entry as an attachment. sunlight 100 week Two Recognizing and Overcoming Prejudice Details Due Points Objectives 1. Recognize how stack are impacted by stereotypes. 2. Prescribe methods for strengthening modern efforts to reduce prejudice. 3.Recognize difficulties in analyzing prejudice. Reading Read Ch. 2 of Racial and Ethnic Groups. Reading Read Ch. 3 of Racial and Ethnic Groups. Reading Read Ch. 4 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 stratums/wk 10 Discussion Questions Respond to hebdomadal discussion questions. Tue/Thur 10 CheckPoint implicit in(predicate) Association Test Complete the Harvard-Hosted Implicit Association Test (IAT) using the following instructions. The rivulet should take about 10 minutes to complete. Navigate to the Project Implicit home pageboy at https//implicit. harvard. edu/implicit/ and clickDemonstration. At the IAT home page, click on the Go to the Demonstration Tests link. At the Measure Your Attitudes page, find and click on the I wish to proceed link. You will be prompted to select a test. inject one of the following IAT tests ?Race IAT ?Arab-Muslim IAT ? inbred IAT ?Asian IAT ?Skin-tone IAT Post a 200- to 300-word summary that answers all of the following questions What was the result of your IAT? Do you think that the test produced valid results in your case? In your opinion, is it difficult to accurately musical rhythm prejudice? Why or why not? Describe other measurements sociologists utilize to calculate prejudice.Friday 30 hebdomad Three Countering Discrimination, Immigration in the United States Details Due Points Objectives 1. Recognize s ources of discrimination in your environment. 2. Describe your personal ethnical background. 3. Associate being an immigrant to the United States with its inherent challenges. CheckPoint newfangled Challenges in Immigration Resources Ch. 4 of Racial and Ethnic Groups and the U. S. Citizenship and Immigration utility (USCIS) website atwww. uscis. gov Browse through the USCIS website, paying special attention to immigration forms, fees, fingerprinting, services, and benefits. spot an immigrant group from Ch. 4 of the text. Imagine yourself as a current member of your selected group, and think 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, 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 beat of this CheckPoint. Post a 20 0- to 300-word summary that answers all of the following questions Should United States giving medication policy favor certain kinds of immigrants? Should citizenship preference be given to the neediest applicants? The most talented? The most oppressed? The richest? Should applications from certain countries be given precession? (Feltey, 2006, p. 11) Thursday 30 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 determine with more than one group, choose the group with which you most identify or about which you would manage to learn more.Write a 700- to 1,050-word essay in which you answer the following questions Conduct explore 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 ma y search through chapters of the text as part of your research. Was this group affected by any of the following forms of discrimination, or did it participate in any of the following forms of discrimination? If so, get word ?Dual labor market Environmental justice issues ?Affirmative carry through ?Redlining ?Double jeopardy ?Institutional discrimination ?Reverse discrimination ? rubbish ceiling, glass walls, or glass escalator Do you culturally identify more with the ethnic group you examined, with United States brinystream culture, or with both equally? Format your essay consistent with APA guidelines. Post your composing as an attachment. sunshine 100 Week Four African American Group Progress, modernistic African American Dynamics Details Due Points Objectives 1. Describe the effectuate of slavery on modern America. . Associate African American leadership and groups with their successes of the Civil Rights and Black indicant movements. 3. Weigh persisting social inequitie s endured by African Americans. Reading Read Ch. 7 of Racial and Ethnic Groups. Reading Read Ch. 8 of Racial and Ethnic Groups. Reading Read Ch. 11 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Leaders and code of the Civil Rights and Black Power purports Research Ch. of the text and auxiliary C to identify events and leaders of the Civil Rights and Black Power movements and their contributions to their various(prenominal) causes. Complete both Parts I and II of appendage C. Post the holy Appendix C as an attachment. Friday 30 Week Five Muslim and Arab Americans Details Due Points Objectives 1. Describe the impact of Orientalism on Muslim and Arab Americans. 2. Identify causes of prejudice and discrimination against Muslim and Arab Americans. 3. canvas and secernate United States-centric views of Muslim and Arab Americans with United States-centric v iews of Christian Americans. CheckPointCharacteristics of Orientalism, Prejudice, and Discrimination Resource Appendix D Post a 200- to 300-word response in which you complete the following Explain the difference between Muslims and Arabs. consort to research and news reports indoors the past 2 years, what are some of the changes the United States has made to policies concerning the intervention of Muslim and Arabic members of society? List two to three characteristics of Orientalism. How may Orientalism and prejudice contribute to hate crimes against these groups? What may individuals do to promote permissiveness 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. Thursday 30 Assignment United States-Centric Views Comparison Provide a copy of Appendix D to a friend or family member and ask that person to complete the dining table co ntained 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 appendix at least 1 day before this grant is due.Complete a duplicate copy of Appendix D, following the comparable directions as your participant. Write a 350- to 500-word summary in which you compare and line of merchandise your participants answers with your own answers, and address the following questions How are your table answers similar? How are they different? Do either tables list descriptors in the Both Groups category? Describe. 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. How do you think an average Americans perceptions of each group are created?Post your summary and both completed copies of Appendix D as Microsof t Word attachments in your Assignments Section. sunlight 100 Week Six Native American Cultures Details Due Points Objectives 1. Evaluate the overall effectiveness of Native American organizations in the advancement of their peoples needs. 2. Recognize how key policies shape the relationship between tribal Native Americans and the federal government. 3. narrate among causes of tribal poverty and prosperity. 4. Describe levels of Native American assimilation at heart mainstream society.Reading Read Ch. 6 of Racial and Ethnic Groups. Reading Read Ch. 9 of Racial and Ethnic Groups. Reading Read Ch. 10 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Legislation Legacy Resources National relation of American Indians websitehttp//www. ncai. org and the Indian Country now website athttp//www. indiancountry. com Post a 200- to 300-word summary of a current issue be tween Native Americans and the federal government.Identify the legislation that you think is linked to the issue, and exempt why you think there is a connection. Consult the National Congress of American Indians website, the Indian Country Today newspaper, or another online source for examples of pertinent issues. Friday 30 Week Seven Hispanic American diverseness Details Due Points Objectives 1. Describe cultural interests important to modern Hispanic Americans. 2. Give examples of diversity among Hispanic American groups. CheckPoint The Official Language Movement Resources Racial and Ethnic Groups, the Internet, and the University LibraryInvestigate the official language movement, which is an important Hispanic American cultural interest, described on pp. 243244 of the text by researching bilingualism in education and politics in the United States. Find four-spot to six credible websites or articles that support, oppose, or present information about bilingualism in education or politics. Most sources will focus whole on either topic of education or politics therefore, try to find at least two sources per topic. Write one separate about each source, summarizing the main points presented. Provide APA-formatted reference citations.Submit all of your summaries in a 200- to 300-word post. Thursday 30 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 discernible among the groups. Format your paper consistent with APA guidelines. Post your paper as an attachment. Sunday 100 Week Eight Asian American Relations Details Due Points Objectives 1. Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups present in United States society. 2. Compare and contrast the cultural experiences of Chinese and Japanese Americans. Reading Read Ch. 12 of Racial and Ethnic Groups. Reading Read Ch. 13 of Racial and Ethnic Groups. ParticipationParticipate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Asian Americans According to the U. S. Census Bureau Complete the matrix in Appendix E using information from the Asian Pacific American Heritage month press release located under the Materials tab on the student website. Post the completed Appendix E as an attachment. Friday 30 Week Nine Core Concept Application Details Due Points Objectives 1. Describe the effects of the expansion of race and ethnicity on United States society. Capstone Check PointWrite a 200- to 300-word summary that answers all of the following questions What information about race and ethnicity in the United States has helped you better understand or relate to special(prenominal) minority groups? Have you learned something new about your own cultural history? Trends in immigration will continue to shape the face of the United States. What will this face look like in the year 2050? How might the country best prepare for the changing race and ethnicity of its current and future citizens? Thurs. 30 Final Project Race and Your Community Resource Appendix A.Write a 1,400- to 1,750-word autobiographical research paper that analyzes the influences of race as it relates to your residential district. In your paper, write your first-person account of how human interactions in your corporation have been racialized. For the residential district, you may consider relations within your neighborhood, local anesthetic government, service groups, clubs, schools, w orkplace, or any environment of which you are a part. Answer the following questions and provide examples Do members of your residential district look like you? In what ways do they look the same or different? How do leaders within your community treat people who are like you? How do they treat people who are different? How do other members of your community treat people who are like you? How do they treat people who are different? Do your texts or work manuals contain information by or about people like you? Do the local media represent people like you? If so, in what ways? 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? If you could resolve any inequities within your community, what would you change? How and why? Which main concepts from the text relate to race? Apply some of these concepts to your project. Include the following el ements in your paper The thesis addresses racial issues in your local community. The content is comprehensive and accurate. The paper itself draws on your personal experiences with and opinions about cultural diversity in your community. Three sources are used, and one source is a community member, leader, or representative from a local community organization. The paper is written in first-person point of view, with an autobiographical approach. Text concepts are applied to your observations. Assignment questions are answered. The paper includes perspectives from supporting sources. The conclusion is logical, flows from the body of the paper, and reviews the major points. dissever transitions are present. The tone is appropriate. Sentences are well-constructed. The paper, title page, and references follow APA guidelines. Rules of grammar, usage, and punctuation are followed. Spelling is correct.Post your completed research as an attachment. Sunday 250 Copyright University of Phoe nix 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. alter in accordance with University of Phoenix editorial standards and practices.