SOC 113 - Section 001
Winter 2013
Section 001: B032 JFSB on T Th from 9:30 am - 10:45 am
Name: Kristie Phillips
Office Phone: 801-422-4882
Office Location: 2051 JFSB
Email: Kristie_Phillips@byu.edu
Office Hours: T,Th 2:00 pm to 2:45 pm
Or By Appointment
Name: Jennifer Riding
Office Phone:
Office Location:
Email: JenRiding@byu.net
Course Information
Description
This course provides a general overview of the historical and contemporary experiences of racial/ethnic
minority groups in the United States. This course will explore the social, economic, and political contexts of
these groups in an effort to understand their positions in society today. The course also addresses the impact
of American social policies on racial/ethnic minority groups. Topics include policy issues related to immigration,
housing, education, and criminal justice.
Material
Item
Vendor
Price
(new)
Price
(used)
BYU
Bookstore
$14.00
$10.50
BYU
Bookstore
$110.35
$82.80
BYU
Bookstore
$14.95
$11.25
BYU
Bookstore
$16.95
$12.75
Black Like Me Required
by Griffin, John Howard
NAL Trade;Edition Reissue
ISBN: 9780451208644
American Ethnicity: The Dynamics and Consequences of
Discrimination Required
by Aguirre, Adalberto, Jr.
McGraw-Hill Humanities/Social
Sciences/Languages;Edition 7
ISBN: 9780078111587
Lakota Woman Required
by Dog, Mary Crow
Grove Press;Edition Reprint
ISBN: 9780802145420
Desert Exile: The Uprooting of a Japanese American
Family Required
by Uchida, Yoshiko
University of Washington Press;Edition Reprint
ISBN: 9780295961903
Item
A Different Mirror: A History of Multicultural America
Required
by Takaki, Ronald
Back Bay Books;Edition 2
ISBN: 9780316022361
Across the Wire: Life and Hard Times on the Mexican
Border Required
by Urrea, Luis Alberto
Anchor;Edition 1st Anchor Books ed
ISBN: 9780385425308
Vendor
Price
(new)
Price
(used)
BYU
Bookstore
$17.99
$13.50
BYU
Bookstore
$14.95
$11.25
Learning Outcomes
Substantive Knowledge
Students will demonstrate knowledge of several theories of racial and ethnic prejudice, discrimination, racism,
and assimilation by identifying applications of these theories within the context of race/ethnic relations in
America today.
Understanding Diversity
Students will expand their knowledge of the life experiences of others by reading autobiographies and
participating in discussions about them.
Grading Scale
Grade
Percent
A
94% to 100%
A-
90% to 93%
B+
87% to 89%
B
83% to 86%
B-
80% to 82%
C+
77% to 79%
C
73% to 76%
C-
70% to 72%
D+
67% to 69%
D
63% to 66%
D-
60% to 62%
E
0% to 59%
Grading Policy
Grading is a means of communicating to students how well they understand class materials and are able to
display that understanding (through test-taking, writing, or otherwise). This communication occurs when I rate
your performance on a task. In this class, I rate your work based on criteria that specify the ideal performance
(criterion-referenced grading). I will be as clear as possible in spelling out the evaluation criteria for each
assignment and in explaining how I think your performance measures up to the standards set for this class.
These criteria will be clearly outlined on course assignment sheets and on grading rubrics. I suggest you
consult both when completing an assignment for this class. Keep in mind that by definition, “C” is average. If
you only write an average essay or give an average presentation, you will earn an average grade, or a “C.” A
good essay, presentation, or test will receive a “B” grade. “A” grades are reserved for outstanding
academic performances only.
If you have concerns or questions about grades or any other problem in the course, please discuss your
concerns with me as soon as possible. In the case of a mathematical error or a grade miscalculation, the issue
will be immediately remedied. If you wish to challenge your grade on specific assignments or exams, please
keep in mind that nearly all of your work will be graded by me and by the TA. You will be given the benefit of
the doubt (i.e., the higher grade) in the case that we disagree on your grade. If both of us read your work and
agree on the grade, your chance of improving the grade by arguing over points is slim. Arguments,
nonetheless, will be heard. Please feel free to approach me, and I will meet with you to discuss your grade.
Keep in mind that if I meet with you and discover that you have failed to read the required books, attend
classes, and take notes, our discussion will likely be very short. In the case that a re-evaluation of student work
is requested, please remember that the entirety of the work will be re-evaluated. The results of this evaluation
could result in a higher, a lower, or the same grade on the assignment.
Participation Policy
Academic Etiquette
As a sign of respect to me and your fellow classmates, please avoid walking in late or leaving early. When
students come to class late it is disruptive to others. Come to class on time. If you happen to be late, please be
as discrete as possible. Please TURN OFF PHONES, MP3 PLAYERS, etc. before class. While most of us
have experienced the convenience of these devices, inconsiderate users can be obnoxious to others.
Furthermore, don’t read the daily paper, talk to your friends, text message, play computer games, shop online,
type up your homework for another class, facebook, check email, etc. during class. Not only are those things
disrespectful and disruptive to your classmates and me, but they also limit your ability to participate in class
discussions and understand the material.
Laptop computers are another modern convenience that facilitate quick note taking and easy access to online
resources. Please note that the classroom our class meets in is not equipped with enough electrical outlets to
allow everyone in class to plug in their computers. If you prefer to take notes with a laptop, please adhere to the
following rules: 1. If you must plug in your computer, sit next to the outlet. Others shouldn’t have to deal with
your computer cords strung under their seats or across their desks. 2. Do not stretch a computer cord across
an isle where other class members might trip over it and fall. 3. Do not use your computer for non-classroom
purposes. In other words, don’t surf the web, engage in gaming activities, shop online, listen to music, watch
videos, etc. during class. Such behavior is unprofessional and rude. If I see you participating in any of these
activities (or any other activity that detracts from the learning, teaching, and participation that should
take place in class), I will give you a zero score for your professionalism in the class. Such a score will
automatically reduce your final grade by 5%.
Respect the views and opinions of others. Avoid talking when others are making a point. You will have your
chance. If you feel that certain class members are participating too much during class, it is your responsibility to
be respectful and to consider participating more yourself. This gives me more opportunities to solicit responses
and participation from a variety of students.
Respect
People often have strong opinions about the topics discussed in this class. Many people have ideas about race
and ethnicity that are based on misinformation and prejudices which are very prevalent in the society in which
we live. In this class, we will try to help each other come to an understanding of racial and ethnic relations. In
the process it is possible that members of the class will make comments which are based on misinformation or
an interpretation that other members of the class find objectionable. Given this, it is essential that we treat each
other with respect, and that we stick to the issues rather than engage in personal attacks. If something is said
in class that makes you uncomfortable and you want to discuss it, you can either address it in class or you can
speak to me personally. When you discuss such comments, remember to do so in a way which meets the
ground rules described here.
Attendance Policy
Attendance and Citizenship
Learning is a team effort. Don’t rob yourself or others of valuable learning experiences by not coming to class.
However, I realize that sometimes you need (or want) to be someplace else, and I understand that
emergencies may arise. If you know in advance that you will not be attending class, please turn in any
assignments ahead of time. When you are absent, you are still responsible for notes, syllabus updates, and
any other information that was presented in class the day you were gone. Get these from a student in the class;
I am not responsible for the information you miss when you are late or absent.
If there are extenuating circumstances, please talk to me. These circumstances will be dealt with and
negotiated on an individual basis. Examples of “extenuating circumstances” include serious illness,
hospitalizations, accidents/injuries, university interviews for graduate programs, university excused absences,
and other circumstances that limit your ability to attend class. If such circumstances arise, please contact me
as quickly as possible to avoid any negative consequences. Examples of circumstances that I will not excuse
include work, studying for another class, weddings, engagements, parking problems, vacations, sleeping in,
laziness, forgetfulness, etc.
Some in-class participation assignments will be awarded points. If you have a legitimate extenuating
circumstance that you’ve discussed with me, I will allow you to make up these points by completing an
additional assignment. When you choose to be absent without a legitimate excuse, you choose to forfeit
these points.
Timeliness
Time is precious in any professional or scholarly organization, and deadlines are enforced with consequences
that can be severe; therefore, my late-work policy is simple—I will not tolerate late work. Assignments and
major papers must be turned in to me on time. I will not accept late assignments. Again, if you have
extenuating circumstances, please discuss them with me before major problems arise. If you know you are
going to miss a class period when an assignment is due, turn in your work before you leave. If you know you
will be late to class, turn in your work before hand. Work can be submitted by email when permission is
granted. You will not be allowed to make up any in-class quizzes or in-class assignments for the days you miss
class, unless your absence is excused. If your circumstances seriously conflict with a particular due date,
please let me know as soon as possible. Things such as computer problems, power outages, procrastination,
printing problems, etc., do not count as valid reasons to miss a due date. So, I suggest you save everything in
at least two places, check your syllabus regularly, and keep it updated (in case any changes are made during
the semester).
Classroom Procedures
A Few Words About Autobiographies
One of the most important things you can learn in this class is that your own personal life experiences are not
necessarily reflective of the experiences of all people. Many social factors (including race/ethnicity) influence
where you live, who you marry, who your friends are, how you dress, where you attend school, your daily
experiences with others, and even what you eat for breakfast. As such, many people in the U.S. live lives that
are very different from your own. The autobiographical readings are intended to help you understand the life
experiences of people who may be different from you. As such, these autobiographies do not necessarily
adhere to or reflect LDS values and culture. Some may find the language and imagery in the autobiographies
disturbing and objectionable. If you feel that you would rather not read the autobiographies based on this, I
respect your views and would be happy to assign you different readings and assignments that would fulfill
these requirements.
Email & Learning Suite
I will be sending out syllabus updates and assignment clarifications through email and through Learning Suite.
All students should have free internet access through the university. You are responsible for being informed
about any changes and updates I post on Learning Suite. If you are currently using an email account other than
the one you’ve listed with the University, please update it as soon as possible. Any emails will be sent to the
address you’ve listed with BYU, including information about your grades. Responsibility for receiving such
emails and announcements is your own.
Learning Suite is a fairly new way to organize course information online. I am anticipating problems, irritations,
aggravations, and outright malfunctions of Learning Suite. Of course, I always hope that everything with
Learning Suite will work wonderfully, but if it doesn’t, please let me or the TA know. We will do our best to
troubleshoot any problems. A word of caution: the "Gradebook" function in Learning Suite has experienced
extensive problems in the past. As a result, if you notice any discrepencies or problems with your grades as
they are posted on Learning Suite, please notify me or the TA.
Class Schedule
The class schedule is a guide. It is not set in stone, and it will probably change throughout the semester. It is
your responsibility to keep your syllabus updated as changes are made. I occasionally make changes to the
syllabus for three reasons: (1) to accommodate student interests in certain topic areas; (2) to discuss new,
cutting-edge developments and current events as they apply to race and ethnicity in America; and (3) to adjust
the timing of tests and quizzes to provide equitable opportunities for students to do well. Any changes are
intended to help you develop a better understanding of course materials.
Global & Cultural Awareness Rationale
The BYU Global & Cultural Awareness Rationale reads: “The university’s Mission Statement affirms that
students at BYU should understand “important ideas in their own cultural tradition as well as that of others,” and
concludes with the hope that BYU will play a role in improving the world. The Global and Cultural Awareness
requirement proceeds from the assumption that we cannot improve that which we do not understand. In other
words, since one of the Aims of a BYU Education is to enlarge the intellect through exposure to “the broad
areas of human knowledge,” awareness of others, in particular traditions and cultures outside one’s own, is an
important and necessary part of a student’s education. The Global and Cultural Awareness component is
founded upon the Lord’s injunction for us to “become acquainted with . . . languages, tongues, and people”
(D&C 90:15) and to understand “things which are abroad . . . and the perplexities of the nations” and to gain
“knowledge also of countries and of kingdoms” (D& C 88:79).
Among the Aims of a BYU Education is an “informed awareness of the peoples, cultures, languages, and
nations of the world.” While the American Heritage requirement is specifically focused on American culture, and
the Civilization sequence leads to increased awareness of the Western cultural tradition especially, the Global
and Cultural Awareness requirement enhances that awareness with a greater understanding and appreciation
of the varieties of human experience across time and space. Inherent in the notion of global and cultural
awareness is the perspective that we are all spiritual offspring of the same God, that in addition to our common
humanity we also possess a nascent divinity. The Global and Cultural Awareness requirement seeks to help
BYU students come not only to see the relativity of many of their own, culturally derived notions but also to “go
forth to serve,” having had meaningful discussion about or hands-on experience in dealing with real world
global issues and problems, approached with empathy and charity gained from learning to see the world
through others’ eyes.”
Assignment Descriptions
It is important to me that you a) do the readings, b) think about the in-class material, c) think critically beyond
the class discussions, and d) add to the class conversation. Your grade in this class is based on your
performance on the following forms of evaluation: Participation Activities (including Town Meeting attendance);
4 Mini-Projects; 1 Town Meeting Assignment; 4 Quizzes; 1 Mid-Term Exam; and 1 Final Exam.
Participation Assignments & Activities (Weight = 5%)
Throughout the semester, you will have the opportunity to engage in several participation assignments and
activities. Attending these activities and completing the assignments will result in full participation credit. While
these assignments and activities are intended to be an easy way for you to get credit for thinking about the
topics we discuss in class. Nonetheless, you can easily lose these points by engaging in inappropriate behavior
during class, such as not paying attention during town meetings, using computers and tablets for non-class
activities, etc.
Mini-Projects (4 @ 20 points each; Weight = 5%)
You will have the opportunity to participate in four Mini-Projects. The Mini-Projects could be short written
papers or participation in an activity. In either case, you will be required to think about experiences or
observations and contextualize them within the framework of what you’re learning about in class. Each MiniProject will be worth 20 points.
Town Meetings (Paper & Presentation, Weight = 10%)
We will hold six Town Meetings throughout the semester. Each Town Meeting will address current issues
dealing with race and ethnicity in America today. Up to 10 students will be active participants in each Town
Meeting. Some of you will sign up as “guest speakers,” and others will sign up as “town board
members.” These students will be active participants in the Town Meetings. The rest of the class will act as
town residents who are interested in the meeting topic. Guest speakers will take on a persona and will “act” as
the person they represent. This most definitely includes representing the person’s real-life point of view, and
can also include things like mannerisms, patterns of speech, dress, etc. As part of their assignment, guest
speakers must also write a three page (single spaced) position statement outlining their stance on the issue at
hand. Board members will be required to direct the course of the conversation by asking relevant and important
questions of the guest speakers. The board members will write a three page (single spaced) statement
including their own personal opinion on the topic at hand, information on all of the guest speakers, and what
questions they would like to ask each of the speakers as well as question they would like to ask the group
collectively. A short summary of why they are important questions to ask may also be relevant. The rest of the
town’s people will participate by paying complete attention (and avoiding distracting behaviors such as ipod
listening, online shopping, and Daily Universe reading), asking relevant questions during the question and
answer period of the town meeting, by completing a response page, and voting on the issue. More specific
directions will be given on the Town Meetings at a later date. Each person in class will have the opportunity to
be an active participant (either a guest speaker or a board member) for one of the six Town Meetings.
Autobiographical Quizzes (4 @25 points each; Weight = 25%)
You will take four on-line quizzes based on the autobiographies we will read throughout the semester. These
will be 20-question multiple choice quizzes given to ensure that you are familiar enough with the books to
contribute to the in-class discussion about them. The quizzes are not intended to be difficult, but they do test
your thorough reading of the books. If you read the books and retain the information, you should be able to do
well on the quizzes. The quizzes are open-book and open note, but you are on your honor to do your own
work. Quizzes are worth 20 points—1 point for each question answered correctly. I also give 5 additional points
for coming to class and participating in the class discussion about the autobiography. The quizzes are timed—
you will have 20 minutes to take the quiz on Learning Suite. In an effort to curb any temptation to share quiz
answers with peers, the answers to the quiz questions will not be available until 24 hours after the quiz is due.
You can access your answers as well as the correct answers on Learning Suite 24 hours after the due date.
Mid-Term Exam (Weight = 25%) & Final Exam (Weight = 30%)
I will give one midterm exam and one final exam. The midterm will cover information from the first half of the
class. Your readings in American Ethnicity will be covered on the exam as well as information from class
lectures and discussions. The final exam will be comprehensive, but emphasis will be placed on the information
presented in the last half of the class. Your readings in A Different Mirror will be important for the final exam as
well as any information covered in class. Anything in the readings or from class lectures and activities is fair
game for the midterm and final exams. I expect you to master the course materials at the following levels of
understanding: (1) basic knowledge, (2) comprehension and understanding, (3) application, and (4) analysis
and comparison. More information and instructions about the midterm and final exams will be given at a later
date.
Assignment Descriptions
Mini-Project #1 (in-class participation)
Due: Tuesday, Jan 15 at 9:30 am
In-Class Participation Assignment
Mini-Project #2 (short paper)
Due: Tuesday, Jan 22 at 9:30 pm
Short Paper Assignment
Mini-Project #3 (short paper)
Due: Tuesday, Feb 12 at 9:30 am
Short Paper Assignment
Mini-Project #4 (in-class participation)
Due: Tuesday, Apr 16 at 9:30 am
In-Class Participation Assignment
Black Like Me Discussion Participation
Due: Thursday, Jan 24 at 9:30 am
Across the Wire Discussion Participation
Due: Thursday, Feb 14 at 9:30 am
Lakota Woman Discussion Participation
Due: Thursday, Mar 21 at 9:30 am
Desert Exile Discussion Participation
Due: Thursday, Apr 11 at 9:30 am
Autobiographical Quiz #1: Black Like Me (take on Learning Suite)
Due: Thursday, Jan 24 at 9:30 am
Autobiographical Quiz #1: Black Like Me
Autobiographical Quiz #2: Across the Wire (take on Learning Suite)
Due: Thursday, Feb 14 at 9:30 am
Autobiographical Quiz #2: Across the Wire
Autobiographical Quiz #3: Lakota Woman (take on Learning Suite)
Due: Thursday, Mar 21 at 9:30 am
Autobiographical Quiz #3: Lakota Woman
Autobiographical Quiz #4:Desert Exile (take on Learning Suite)
Due: Thursday, Apr 11 at 9:30 am
Autobiographical Quiz #4: Desert Exile
Town Meeting Paper (due on the day of your town meeting)
Due: Thursday, Apr 04 at 9:30 pm
Town Meeting Presentation (due on the day of your town meeting)
Due: Thursday, Apr 04 at 9:30 am
Obama/Berry Assignment (short paper)
Due: Tuesday, Jan 15 at 9:30 am
Short Paper Assignment
Town Meeting #1 Review (in-class participation)
Due: Thursday, Jan 31 at 9:30 am
In-Class Participation Assignment
Town Meeting #2 Review (in-class participation)
Due: Thursday, Feb 21 at 9:30 am
In-Class Participation Assignment
Town Meeting #3 Review (in-class participation)
Due: Thursday, Mar 07 at 9:30 am
In-Class Participation Assignment
Town Meeting #4 Review (in-class participation)
Due: Thursday, Mar 14 at 9:30 am
In-Class Participation Assignment
Town Meeting #5 Review (in-class participation)
Due: Thursday, Mar 28 at 9:30 am
In-Class Participation Assignment
Town Meeting #6 Review (in-class participation)
Due: Thursday, Apr 04 at 9:30 am
In-Class Participation Assignment
Couse Online Evaluation (complete course evaluation for credit)
Due: Tuesday, Apr 16 at 9:30 am
Extra Credit (last day for extra credit)
Due: Tuesday, Apr 16 at 9:30 am
Mid-Term Exam
Due: Friday, Mar 01 at 11:59 pm
Mid-Term Exam: Take in Testing Center
Final Exam
Due: Monday, Apr 22 at 11:59 pm
Sign up and take the exam in the Multimedia Testing Lab (B153 JFSB).
Point Breakdown
Assignments
Percent of Grade
Mini-Projects
5%
Mini-Project #1 (in-class participation)
1.25%
Mini-Project #2 (short paper)
1.25%
Mini-Project #3 (short paper)
1.25%
Mini-Project #4 (in-class participation)
1.25%
Autobiographical Quizzes
25%
Black Like Me Discussion Participation
1.29%
Across the Wire Discussion Participation
1.29%
Lakota Woman Discussion Participation
1.29%
Desert Exile Discussion Participation
1.29%
Assignments
Percent of Grade
Autobiographical Quiz #1: Black Like Me (take on Learning Suite)
4.96%
Autobiographical Quiz #2: Across the Wire (take on Learning Suite)
4.96%
Autobiographical Quiz #3: Lakota Woman (take on Learning Suite)
4.96%
Autobiographical Quiz #4:Desert Exile (take on Learning Suite)
4.96%
Town Meeting Assignments
10%
Town Meeting Paper (due on the day of your town meeting)
5%
Town Meeting Presentation (due on the day of your town meeting)
5%
Participation
5%
Obama/Berry Assignment (short paper)
0.63%
Town Meeting #1 Review (in-class participation)
0.63%
Town Meeting #2 Review (in-class participation)
0.63%
Town Meeting #3 Review (in-class participation)
0.63%
Town Meeting #4 Review (in-class participation)
0.63%
Town Meeting #5 Review (in-class participation)
0.63%
Town Meeting #6 Review (in-class participation)
0.63%
Couse Online Evaluation (complete course evaluation for credit)
0.63%
Extra Credit (last day for extra credit)
0%
Mid-Term Exam
25%
Mid-Term Exam
25%
Final Exam
30%
Final Exam
30%
Schedule
Date
TOPIC
READINGS & ASSIGNMENTS DUE
Autobiographical Quiz #3: Lakota Woman
(take on Learning Suite) Opens
Autobiographical Quiz #4:Desert Exile (take
on Learning Suite) Opens
Autobiographical Quiz #2: Across the Wire
(take on Learning Suite) Opens
Autobiographical Quiz #1: Black Like Me
(take on Learning Suite) Opens
M - Jan
07
Introduction
T - Jan
08
Review Syllabus
Discuss Obama/Berry Assignment
American Ethnicity Ch. 1
Th Jan 10
Mini-Project #1: StarPower (part 1)
Mini-Project #1 (in-class participation)
Date
TOPIC
READINGS & ASSIGNMENTS DUE
American Ethnicity Ch. 2 & 3
T - Jan
15
Th Jan 17
T - Jan
22
Th Jan 24
T - Jan
29
Mini-Project #2: StarPower (part 2)
World View Formation
Funds of Knowledge
Mini-Project #2: Making the Calendar
Racism in America
Social Significance of Race/Ethnicity
Social Significance of Race/Ethnicity
Obama/Berry Assignment (short paper)
Mini-Project #1 (in-class participation)
Black Like Me
Black Like Me
Mini-Project #2 (short paper)
Black Like Me
Autobiography: Black Like Me
Autobiographical Quiz #1: Black Like Me
(take on Learning Suite) Closes
Black Like Me Discussion Participation
Prejudice & Discrimination (parts 1 & 2)
American Ethnicity Ch. 4 & 5
American Ethnicity Ch. 6
Th Jan 31
T - Feb
05
Th Feb 07
Assimilation
Town Meeting #1: Reparations
Assimilation
Theories of Ethnic Relations
Mini-Projects #3: Social Construction
Workshop
Town Meeting #1 Review (in-class
participation)
American Ethnicity Ch. 7 & 8
Across the Wire
Across the Wire
T - Feb
12
Th Feb 14
T - Feb
19
Contemporary Theories of Ethnic Relations
Marxist & Neo-Marxist Theories
Autobiography: Across the Wire
Mini-Project #3 (short paper)
Across the Wire
Autobiographical Quiz #2: Across the Wire
(take on Learning Suite) Closes
Across the Wire Discussion Participation
Monday Instruction
American Ethnicity Ch. 9 & 10
Th Feb 21
Marxist & Neo-Marxist Theories
Town Meeting #2: Who Can Say What?
M - Feb
25
T - Feb
26
Town Meeting #2 Review (in-class
participation)
Mid-Term Exam Opens
Mid-Term Review
Study & Review for Mid-Term
Date
Th Feb 28
TOPIC
Mid-Term Exam
F - Mar
01
T - Mar
05
READINGS & ASSIGNMENTS DUE
Study & Review for Mid-Term
Mid-Term Exam Closes
Immigration
A Different Mirror Ch. 1 & 2
A Different Mirror Ch. 3 & 4
Th Mar 07
T - Mar
12
Immigration
Town Meeting #3: Immigration
In the White Man's Image
Race/Ethnicity & Housing
Town Meeting #3 Review (in-class
participation)
A Different Mirror Ch. 5
Lakota Woman
Th Mar 14
T - Mar
19
Th Mar 21
T - Mar
26
Race/Ethnicity & Housing
Town Meeting #4: Bilingualism
Town Meeting #4 Review (in-class
participation)
Race/Ethnicity & Housing
Lakota Woman
Race/Ethnicity & Media
Autobiography: Lakota Woman
Autobiographical Quiz #3: Lakota Woman
(take on Learning Suite) Closes
Lakota Woman Discussion Participation
Race/Ethnicity & Education
A Different Mirror Ch. 7 & 9
Race/Ethnicity & Education
Th Mar 28
T - Apr
02
Lakota Woman
Town Meeting #5: Affirmative Action &
Education
Race/Ethnicity & Politics
A Different Mirror Ch. 12 & 13
Town Meeting #5 Review (in-class
participation)
A Different Mirror Ch. 14 & 15
Desert Exile
Th Apr 04
Race/Ethnicity & Politics
Town Meeting #6: Color-Blind Society
Town Meeting #6 Review (in-class
participation)
Town Meeting Paper (due on the day of your
town meeting)
Town Meeting Presentation (due on the day
of your town meeting)
Pager Article: Mark of a Criminal Record
T - Apr
09
Race/Ethnicity & Criminal Justice
Th Apr 11
Race/Ethnicity & Criminal Justice
Desert Exile
Desert Exile
Date
TOPIC
Autobiography: Desert Exile
READINGS & ASSIGNMENTS DUE
Autobiographical Quiz #4:Desert Exile (take
on Learning Suite) Closes
Desert Exile Discussion Participation
A Different Mirror Ch. 16 & 17
T - Apr
16
Semester in Review
Mini-Project #4: Race/Ethnicity in America
Mini-Project #4 (in-class participation)
Extra Credit (last day for extra credit)
Couse Online Evaluation (complete course
evaluation for credit)
W - Apr
17
Th Apr 18
Final Exam:
F - Apr
19
B153 Multimedia Testing Lab
Final Exam Opens
Make sure you schedule your exam in advance!
Final Exam:
M - Apr
22
B153 JFSB Multimedia Testing Lab
Final Exam Closes
Make sure you schedule your exam in advance!
University Policies
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their
academic work. Academic honesty means, most fundamentally, that any work you present as your own must in
fact be your own work and not that of another. Violations of this principle may result in a failing grade in the
course and additional disciplinary action by the university. Students are also expected to adhere to the Dress
and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective
learning and working environment. It is the university's expectation, and my own expectation in class, that each
student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have
questions about those standards.
Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an
educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination
in education and pertains to admissions, academic and athletic programs, and university-sponsored activities.
Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to
campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or
contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847;
the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-2381062 (24-hours).
Student Disability
Brigham Young University is committed to providing a working and learning atmosphere that reasonably
accommodates qualified persons with disabilities. If you have any disability which may impair your ability to
complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 4222767. Reasonable academic accommodations are reviewed for all students who have qualified, documented
disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are
coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been
unlawfully discriminated against on the basis of disability, you may seek resolution through established
grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty
The first injunction of the Honor Code is the call to "be honest." Students come to the university not only to
improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build
character. "President David O. McKay taught that character is the highest aim of education" (The Aims of a
BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU
students should seek to be totally honest in their dealings with others. They should complete their own work
and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its
forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic
misconduct.
Plagiarism
Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of academic
integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action
administered through the university Honor Code Office, in addition to academic sanctions that may be applied
by an instructor. Inadvertent plagiarism, which may not be a violation of the Honor Code, is nevertheless a form
of intellectual carelessness that is unacceptable in the academic community. Plagiarism of any kind is
completely contrary to the established practices of higher education where all members of the university are
expected to acknowledge the original intellectual work of others that is included in their own work. In some
cases, plagiarism may also involve violations of copyright law. Intentional Plagiarism-Intentional plagiarism is
the deliberate act of representing the words, ideas, or data of another as one's own without providing proper
attribution to the author through quotation, reference, or footnote. Inadvertent Plagiarism-Inadvertent plagiarism
involves the inappropriate, but non-deliberate, use of another's words, ideas, or data without proper attribution.
Inadvertent plagiarism usually results from an ignorant failure to follow established rules for documenting
sources or from simply not being sufficiently careful in research and writing. Although not a violation of the
Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose
appropriate academic sanctions. Students who are in doubt as to whether they are providing proper attribution
have the responsibility to consult with their instructor and obtain guidance. Examples of plagiarism include:
Direct Plagiarism-The verbatim copying of an original source without acknowledging the source. Paraphrased
Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader might mistake
for the author's own. Plagiarism Mosaic-The borrowing of words, ideas, or data from an original source and
blending this original material with one's own without acknowledging the source. Insufficient AcknowledgementThe partial or incomplete attribution of words, ideas, or data from an original source. Plagiarism may occur with
respect to unpublished as well as published material. Copying another student's work and submitting it as one's
own individual work without proper attribution is a serious form of plagiarism.
University Final Exam Policy
The BYU Final Exam Policy reads: “Final examinations will be given at the times shown in the schedule.
Examinations are not given early. The examination period is preceded by exam preparation days, which give
time for conscientious review, study, and synthesis of the semester’s work. The preparation and the
examination periods are firmly scheduled parts of the semester; you must not make plans that interfere with
these important academic activities. If illness or other uncontrollable circumstances prevent you from taking an
examination at the scheduled time, you are responsible to inform the class instructor as soon as possible. Your
instructor may give the grade Incomplete, depending on the circumstances. The incomplete cannot be given
unless you and your instructor together prepare a contractual agreement.”
In this class, the final exam will be given in a testing center. You may take the test on any of the scheduled
days, which will include the official final day and time specified by the university.
Deliberation Guidelines
To facilitate productive and open discussions about sensitive topics about which there are differing opinions,
members of the BYU community should: (1) Remember that we are each responsible for enabling a productive,
respectful dialogue. (2)To enable time for everyone to speak, strive to be concise with your thoughts. (3)
Respect all speakers by listening actively. (4) Treat others with the respect that you would like them to treat you
with, regardless of your differences. (5) Do not interrupt others. (6) Always try to understand what is being said
before you respond. (7) Ask for clarification instead of making assumptions. (8) When countering an idea, or
making one initially, demonstrate that you are listening to what is being said by others. Try to validate other
positions as you assert your own, which aids in dialogue, versus attack. (9) Under no circumstances should an
argument continue out of the classroom when someone does not want it to. Extending these conversations
beyond class can be productive, but we must agree to do so respectfully, ethically, and with attention to
individuals' requests for confidentiality and discretion. (10) Remember that exposing yourself to different
perspectives helps you to evaluate your own beliefs more clearly and learn new information. (11) Remember
that just because you do not agree with a person's statements, it does not mean that you cannot get along with
that person. (12) Speak with your professor privately if you feel that the classroom environment has become
hostile, biased, or intimidating. Adapted from the Deliberation Guidelines published by The Center for
Democratic Deliberation.
(http://cdd.la.psu.edu/education/The%20CDD%20Deliberation%20Guidelines.pdf/view?searchterm=deliberatio
n%20guidelines)
Respectful Environment
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their
comments to and about others... We hear derogatory and sometimes even defamatory comments about those
with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU,
and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however
inadvertent or unintentional. "I worry particularly about demeaning comments made about the career or major
choices of women or men either directly or about members of the BYU community generally. We must
remember that personal agency is a fundamental principle and that none of us has the right or option to criticize
the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010
"Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing
to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters,
these things ought not to be. Not here. Not at a university that shares a constitution with the School of the
Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010
Inappropriate Use Of Course Materials
All course materials (e.g., outlines, handouts, syllabi, exams, quizzes, PowerPoint presentations, lectures,
audio and video recordings, etc.) are proprietary. Students are prohibited from posting or selling any such
course materials without the express written permission of the professor teaching this course. To do so is a
violation of the Brigham Young University Honor Code.