Ssci

- Each paper is potentially worth 2 points extra credit which is added on to your midterm or final exam score.

- Papers are due the Saturday after finals – December 8.

- Papers are submitted through Blackboard. No e-mail or hard copy papers accepted. Instructions for this are on a separate instruction sheet.

- You write the paper only on the articles that are on Blackboard for this class.

- If you write more than one paper, you cannot reuse any concepts from prior paper/s.

Technical expectations:

- 300 – 350 words

- double spaced

- in a 12 point non serif font (Arial, Tahoma, Calibri, Candara, Verdana are some examples)

Paper expectations:

This paper is not a formal essay or term paper. This paper is not a summary, an opinion or a simple response. The objective of this paper is to allow students to show they have an understanding of course concepts and can apply them to current social conditions. It will include the following conditions:

- After reading one of the articles on Blackboard, students will consider 2 concepts from this course that can be applied to the article. These concepts will be defined according to the definitions in this class. No dictionary, encyclopedia or other source definitions are acceptable.

- Papers will NOT have:

— introduction

— opinion

— citations

— references

- Each paper must include 3 quotes from the article.

- Your paper will be written on a computer, saved to a computer or portable device such as a flash drive, then up-loaded to Blackboard. The title of each paper MUST include some aspect of the title given on Blackboard (example: for a paper on an article about Rosa Parks, the title of the paper might be ‘RosaParksExtraCredit.’)

-The format described below must be followed. Do NOT show references as I’m already very familiar with the course concepts and articles. Do not follow APA, MLA or another academic format.

- Students may write up to 7 extra credit papers for a total of 14 extra credit points

- PAPERS MUST BE SAVED AS doc, docx, or pdf. NO EXCEPTIONS

Format of the paper:

- Paragraph 1: Identify and define the first of the two concepts you will be applying.

— note: The definitions MUST come from either our textbook or class notes. Papers using dictionary, Wikipedia, etc definitions will not be read.

- Paragraph 2: Identify and define the second of the two concepts you will be applying.

— note: The definitions MUST come from either our textbook or class notes. Papers using dictionary, Wikipedia, etc definitions will not be read.

- Paragraphs 3 and 4: Show how each of these concepts can be applied to the article you’ve read.

Text (recommended): Diversity & Society: Race, Ethnicity, & Gender, Joseph F. Healey, Pine Forge Press (any edition)

Course Description: This course satisfies the CSUSB requirement for an Integrated Capstone course in the social sciences. It is designed as an upper level course that uses readings, lectures, and other material appropriate to this level. It incorporates various perspectives of the social sciences: anthropology, sociology, psychology, political science, and economics. It applies these perspectives to shed light on how racism has developed and impacted U.S. society. It emphasizes how the negative forces of nativism and racism in U.S. society have been sustained and institutionalized.

Student Learning Outcomes: 1. By the end if the quarter, students should be able to understand and be able to apply the basic concepts associated with race, racism and ethnicity in U.S. society. 2. By the end if the quarter, students should be able to understand and analyze the role of racism in the U.S. through pertinent literature. 3. By the end if the quarter, students should be able to question and examine their values and assumptions with respect to race and ethnicity. 4. By the end if the quarter, students should be able to compare and integrate insights of the various social science disciplines to the topic of racism in the United States. 5. By the end if the quarter, students should be able to have a social science understanding of diverse groups in the U.S.; including, but not limited to Native Americans, African Americans, Latino Americans, Asian Americans and Ethno-Europeans. When appropriate the impact of culture and religion will be included.

possible concepts for extra credit — the following concepts are from chapters 1 and 2 of the text book. They are in no particular order. There could still be some concepts in chapters 1 and 2. There are most definitely more concepts in the rest of the book. This list is meant only as a suggestion.

- socioeconomic status (SES)

- inequality

- definition of minority group

- definition of majority group

- characteristics of a minority group

- racial minority group

- ethnic minority group

- race - ethnicity

- race as a social construction

- markers of group membership

- stratification

- theories of Karl Marx (proletariat, bourgeoisie, means of production, importance of the economy, conflict as good

- living wage

- theoretical perspective proposed by Weber

- theoretical perspective proposed by Lenski

- subsistence technology (foraging, agriculture, industrial, post-industrial)

- intersectionality (Patricia Hill Collins); matrix of domination

- relationship between power, competition, conflict

- evolution

- prejudice

- stereotypes

- gender

- discrimination

- ideological racism

- institutional discrimination

- miscegenation

- assimilation

- pluralism

- Anglo conformity

- social structure

- human capital theory

- multi-culturalism

- ethnic enclaves

- separatism, forced migration, genocide, revolution

- industrial revolution

- any of the different immigrant groups discussed in class

- chains of immigration

- anti-Catholicism

- anti-Semitism

- pogrom

- push factors; pull factors

- three generation model

- quota system

- ethnic succession

- labor unions

- structural mobility

- degree of similarity

- ethclass

- sojourners

- ethnic reviva