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Course Syllabus

ETH/125 Version 8

College of Humanities

ETH/125 Version 8

Cultural Diversity

03/03/2014-05/04/2014

Instructor: Sarah Clark

Course Description

This course is designed to educate students about issues of race, ethnicity, and gender in the United States by presenting historical and modern perspectives on diversity.

Policies

Faculty and students will be held responsible for understanding and adhering to all policies contained within the following 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 are subject to change. Be sure to read the policies at the beginning of each class. 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 current class modality.

Course Materials

Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ:

Pearson Prentice Hall.

The above is an example how to cite the textbook in APA.

In-text example (placed within the sentence punctuation):

(Schaefer, 2012)

(Schaefer, 2012, p. or paragraph #) (for direct quotes)

All electronic materials are available on the student website.

READ: Some of the assignment questions ask for personal opinion. Using first person (I, me, etc.) is acceptable when asked for personal opinion; however, any claims made must be supported with credible sources cited in-text and in reference.

Second person use (you, your) is not acceptable in academics. Some of the assignment questions are personal, referring to you personally, not to another person. Second person asks or states something about another. Second person (you) should not be used to refer to general humanity. Always use third person (an individual, a person, he, she or its, etc.) when referring to a general population of readers or listeners.

The English language has changed dramatically over the years in the way everyday casual language is used. In academics language use has remained constant with governance by the American Psychological Association (APA). The APA does not just stipulate how citations are cited in-text and in reference but how to write as well.

In today’s job market it is vital to speak and write well. Most people correlate writing and speaking – generally, individuals write as she or he speaks. With that being said, learn to write and speak well and you will have a leg up in today’s competitive job market.

Useful APA (American Psychological Association) Websites

University library

http://www.library.cornell.edu/resrch/citmanage/apa

https://owl.english.purdue.edu/owl/resource/560/01/

*Week One: Key Concepts of Diversity*
	*Details*	*Due*	*Points*
Objectives	1.1 Define diversity in terms of race, ethnicity, religious beliefs, gender, sexual orientation, age, and disability. 1.2 Identify key terms and sociological concepts related to diversity. 1.3 Describe the function and purpose of labeling groups of people.
Course Preparation	Read the course description and objectives. Read the instructor’s biography and post your own.
Reading	Read Ch. 1 of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Tutorial The Melting Pot Theory	Review the MySocLab Social Explorer Map: The Melting-Pot Theory.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Diversity Worksheet	Complete the Diversity Worksheet, located on the student website.	Day 3	5

*Week Two: Recognizing Stereotypes and Prejudice*
	*Details*	*Due*	*Points*
Objectives	1.4 Identify various stereotypes of, race, ethnicity, religious beliefs, gender, sexual orientation, age, and disability. 1.5 Describe the effects of stereotyping. 1.6 Compare stereotyping with prejudice.
Reading	Read Ch. 2 of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Video Myths and Stereotypes	Watch the video “Myths and Stereotypes” in this week’s Electronic Reserve Readings.
Video Dominant Minorities and Stereotypes	Watch the video “Dominant Minorities and Stereotypes” in this week’s Electronic Reserve Readings.
Video Alaa Al Aswany	Watch the video “Alaa Al Aswany” in this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Stereotypes and Prejudice Worksheet	Complete the Stereotypes and Prejudice Worksheet, located on the student website.	Day 3	6
Individual Implicit Association Test	Complete the Harvard-hosted Implicit Association Test (IAT) using the following instructions. Each test you choose to take should take about 10 minutes to complete. · Navigate to the Project Implicit® home page at https://implicit.harvard.edu/implicit/ and click Demonstration. · At the IAT home page, click on Go to the Demonstration Tests. · At the Preliminary Information page, read the disclaimer and click on I wish to proceed. You will be prompted to select a test. Take any of the IAT tests that interest you. Write a 150- to 300-word response to the following questions. · Do you agree with the results of your IAT. · If you are comfortable sharing, what was the result of your IAT? If you are not comfortable sharing, what was your impression of the IAT? · Do you agree or disagree with the result? · Do you think that the results are valid for you? Explain why or why not. · In your opinion, is prejudice easy or difficult to measure accurately? Why?	Day 4	5

*Week Three: Identifying Discrimination in the United States*
	*Details*	*Due*	*Points*
Objectives	1.7 Describe your perspective regarding your personal racial, ethnic, cultural, or social background. 1.8 Identify the causes of discrimination. 1.9 Describe discrimination from both a personal and historic view.
Reading	Read Ch. 3 of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Tutorial Change in Poverty Levels in the U.S. from 1970 to 2000	View the MySocLab™ Social Explorer Map “Change in Poverty Levels in the U.S. from 1970 to 2000” located on the student website.
Tutorial Change in Poverty Levels in Your City from 1970 to 2000	View the MySocLab™ Social Explorer Map “Change in Poverty Levels in Your City from 1970 to 2000” located on the student website.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Discrimination Worksheet	Complete the Discrimination Worksheet, located on the student website.	Day 3	5
Individual Who Am I? Presentation	Create a presentation (using Microsoft® PowerPoint® or another presentation software as approved by your instructor) about your personal background and identity. Identify two or three social categories you identify with that you are comfortable sharing. Include the following: · Illustrate the racial, ethnic, cultural, gender, or other social categories or groups you identify with and are comfortable sharing. · Select one of the social categories you listed and discuss how this social group has been marginalized or has experienced discrimination throughout history. · Describe the relationship between your ancestry and any racial, ethnic, or cultural groups you identify with—particularly if you identify with more than one. · Describe a time you, an ancestor, or someone else who belongs to one of your identity groups endured discrimination.	Day 4	7

*Week Four: Ethnic Differences*
	*Details*	*Due*	*Points*
Objectives	1.10 Describe the experiences of various religious and ethnic groups throughout U.S. history. 1.11 Evaluate the role religion plays in U.S. culture. 1.12 Identify sources of prejudice and discrimination toward religious and ethnic groups.
Reading	Read Ch. 5 of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Reading	Begin reading the assigned chapters from Weeks Five and Six.
Video Religion in America	Watch the MySocLab™ video “Religion in America” located on the student website.
Video Religion and Polarization	Watch the MySocLab™ video “Religion and Polarization” located on the student website.
Video Religion Across the U.S.	View the MySocLab™ Social Explorer Map: Religion Across the U.S.
Tutorial Different Ethnic Groups Living Together	Complete the MySocLab™ Activity: Different Ethnic Groups Living Together.
Video America's Religious Diversity	Watch the video “America's Religious Diversity” in this week’s Electronic Reserve Readings.
Video America’s New Religious Landscape	Watch the video “America’s New Religious Landscape” ” in this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Religion and Ethnic Diversity Paper	Complete your Religion and Ethnic Diversity Paper. Refer to the Religious and Ethnic Diversity Paper Instructions on the student website.	Day 3	5

*Week Five: Diversity and Race, Part I: Historical*
	*Details*	*Due*	*Points*
Objectives	1.13 Describe the political, social, and cultural issues and concerns involving race throughout U.S. history. 1.14 Describe the historical experiences of various racial groups in the United States. 1.15 Identify significant historical legislation relating to racial and ethnic discrimination.
Reading	Read Ch. 6 of Racial and Ethnic Groups through the section titled “Individual Identity.”
Reading	Read Ch. 7 of Racial and Ethnic Groups.
Reading	Read Ch. 10 of Racial and Ethnic Groups through the section titled “The Island Economy.”
Reading	Read Ch. 11 of Racial and Ethnic Groups through the section titled “Immigration to the United States.”
Reading	Read Ch. 13 of Racial and Ethnic Groups.
Reading	Read Ch. 14 of Racial and Ethnic Groups.
Reading	Review Ch. 3 of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Tutorial Immigration Patterns Between 1970 and 2000	View the MySocLab™ Social Explorer Map: Immigration Patterns Between 1970 and 2000.
Tutorial Displacement and Dissipation of Native American Populations	View the MySocLab™ Social Explorer Map: The Displacement and Dissipation of Native American Populations.
Tutorial Slavery and Early Racial Segregation	View the MySocLab™ Social Explorer Map: Slavery and Early Racial Segregation.
Video Voices of Civil Rights	Watch the video “Save our History: Voices of Civil Rights” in this week’s Electronic Reserve Readings.
Video America Beyond the Color Line: Ebony Towers	Watch the video “America Beyond the Color Line: Ebony Towers” in this week’s Electronic Reserve Readings.
Video Indian Self Rule	Watch the video “Indian Self Rule” in this week’s Electronic Reserve Readings.
Video Navajo Code Talkers	Watch “Navajo Code Talkers” in the In Search of History video in this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Nongraded Activities and Preparation Week Seven Readings	Begin reading the Week Seven readings.
Individual Racial Diversity: Historical Worksheet	Complete the Racial Diversity: Historical Worksheet, located on the student website.	Day 3	5
Individual Historical Report on Race	Search the Internet for groups and organizations promoting racial equality. Use the information from the textbooks and your web search to complete this assignment. Identify one racial group from the list below: · African American · Asian American · Middle Eastern American · Hispanic American/Latino · Native American Write a 750- to 1,050-word paper from one of the perspectives below: · A historian writing about the racial group in a book chapter · A news reporter writing a newspaper article or blog entry about the racial group · An individual member of the racial group, writing a personal letter to a friend who is not a member of that racial group Answer the following questions: · What have been the experiences of this racial group throughout U.S. history? · What have been the political, social, and cultural issues and concerns throughout American history? · What legislation meant to constrain race within prejudicial boundaries was enacted? How did the various groups you researched fight this legislation? · What legislation meant to alleviate prejudicial boundaries has been enacted? How did the various groups you researched promote this legislation?	Day 4	7

*Week Six: Diversity and Race, Part II: Social*
	*Details*	*Due*	*Points*
Objectives	1.16 Describe the interactions between racial groups in contemporary America. 1.17 Identify contemporary causes of racial prejudice and discrimination. 1.18 Describe persisting social inequities based on race.
Reading	Read Ch. 4 of Racial and Ethnic Groups.
Reading	Read Ch. 6 of Racial and Ethnic Groups starting at the section titled “Native Americans Today.”
Reading	Read Ch. 8 of Racial and Ethnic Groups.
Reading	Read Ch. 10 of Racial and Ethnic Groups starting at the section titled “The Contemporary Picture of Mexican Americans and Puerto Ricans.”
Reading	Read Ch. 11 of Racial and Ethnic Groups starting at the section titled “Contemporary Life in the United States.”
Reading	Read Ch. 12 of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Tutorial Income Inequality by Race	View the MySocLab™ Social Explorer Map: Income Inequality by Race.
Tutorial Social Standing for Native Americans	View the MySocLab™ Social Explorer Report: Social Standing for Native Americans.
Tutorial Social Stratification Among Hispanic Groups	View the MySocLab™ Social Explorer Map and Report: Social Stratification Among Hispanic Groups.
Tutorial Hispanic Population Growth	View the MySocLab™ Social Explorer Map: Hispanic Population Growth.
Video America Beyond the Color Line: The Streets of Heaven	Watch the American History in Video “America Beyond the Color Line: The Streets of Heaven” in this week’s Electronic Reserve Readings.
Video Demographic Diversity in America	Watch the video “Demographic Diversity in America” in this week’s Electronic Reserve Readings.
Video A Muslim Family in Western Culture	Watch the video “A Muslim Family in Western Culture” in this week’s Electronic Reserve Readings.
Video The Changing Profile of American Islam	Watch the video “The Changing Profile of American Islam” in this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Racial Diversity in Society Worksheet	Complete the Racial Diversity in Society Worksheet, located on the student website.	Day 3	5

*Week Seven: Gender and Sexual Orientation*
	*Details*	*Due*	*Points*
Objectives	1.19 Describe the historical and contemporary status of women in the United States. 1.20 Identify various concepts and constructions of both masculinity and femininity. 1.21 Describe the historical and contemporary status of gay, lesbian, bisexual, and transgender people in the United States. 1.22 Identify social and political issues relevant to women and gay, lesbian, bisexual, and transgender people in the United States.
Reading	Read Ch. 15 & Ch. 17, the section titled “Gays and Lesbians: Coming Out for Equality” through the conclusion, of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Video Gender Socialization	Watch the MySocLab™ video “Gender Socialization” located on the student website.
Video Women in the Workplace	Watch the MySocLab™ video “Women in the Workplace” located on the student website.
Tutorial Income Inequality by Gender	View the MySocLab™ Social Explorer Map “Income Inequality by Gender” located on the student website.
Video One Woman, One Vote, in American Experience	Watch the American History in Video “One Woman, One Vote, in American Experience” in this week’s Electronic Reserve Readings.
Video Layers of Gender Identity	Watch the video “Layers of Gender Identity” in this week’s Electronic Reserve Readings.
Video Gender Diversity	Watch the video “Gender Diversity” in this week’s Electronic Reserve Readings.
Video Sexual Diversity	Watch the video “Sexual Diversity” in this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Gender and Sex Worksheet	Complete the Gender and Sex Worksheet, located on the student website.	Day 3	3
Individual Diversity Organizations Worksheet and Paper	Complete your Diversity Organizations Worksheet and Paper. Refer to the Diversity Organizations Worksheet, located on the student website, for instructions.	Day 4	5

*Week Eight: Age and Disability*
	*Details*	*Due*	*Points*
Objectives	1.23 Describe the status of people with disabilities in U.S. society, from both historical and contemporary perspectives. 1.24 Identify legislative acts related to age discrimination and disability discrimination. 1.25 Describe the issues faced by the aging population in the United States.
Reading	Read Ch. 17, through the“Advocacy for Disability Rights” section, of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Tutorial The Graying of America	View the MySocLab™ Social Explorer Map: The Graying of America
Tutorial Where Are the Elderly?	View the MySocLab™ Social Explorer Map: Where are the Elderly?
Tutorial Disability in the U.S.	View the MySocLab™ Social Explorer Activity: Disability in the U.S.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Aging and Disability Worksheet	Complete the Aging and Disability Worksheet, located on the student website.	Day 3	5

*Week Nine: Advantages and Challenges*
	*Details*	*Due*	*Points*
Objectives	1.26 Explain the challenges of a society made up of diverse people. 1.27 Describe the advantages of a society made up of diverse people. 1.28 Describe ways to reduce prejudice.
Reading	Read Ch. 1 of Racial and Ethnic Groups.
Reading	Read Ch. 16 of Racial and Ethnic Groups.
Reading	Read this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		3
Discussion Questions	Respond to the weekly discussion questions. Counts toward weekly participation.	Days 1 & 2
Individual Final Project	Write a 1,050- to 1,750-word paper that answers the following questions: · What information about diversity in the United States has helped you better understand or relate to others in ways that you may not have in the past? Have you learned something new about your own racial, ethnic, or cultural history? · Trends in immigration will continue to shape the demographics of the United States. What will the U.S. population look like in the year 2050? Why do you think so? · What challenges does the United States face due to the diversity of its people? · What are the benefits of such a diverse society? · How can we foster a climate of acceptance and cultural pluralism in the United States? · In what ways does the media perpetuate stereotyping and prejudice? Provide examples to support your assertion. · In what ways does the media help foster appreciation for diversity? Provide examples to support your assertion. · How might individuals and the United States work together to reduce prejudice and increase appreciation for diversity? · How might you change your own behaviors to be more inclusive and pluralistic?	Day 7	10