SOC 113 - Multicultural America (sections 1 &
2)
Winter 2014
Section 001: B032 JFSB on M W from 12:30 pm - 1:45 pm
Section 002: B032 JFSB on M W from 2:00 pm - 3:15 pm
Instructor/TA Info
Instructor Information
Name: Kristie Phillips
Office Location: 2051 JFSB
Office Phone: 801-422-4882
Office Hours: Mon, Wed 3:15pm-4:00pm
Or By Appointment
Email: Kristie_Phillips@byu.edu
TA Information
Name: McKenzie Staples
Email: TSOFan@gmail.com
Name: Aubrey Faber
Email: afaber93@yahoo.com
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 experiences 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.
Grading Scale
Grades Percent
A
94%
A-
90%
B+
87%
B
83%
B-
80%
C+
77%
C
73%
C-
70%
D+
67%
D
63%
D-
60%
E
0%
Learning Outcomes
Substantive Knowledge
Students will be conversant in topics related to race/ethnicity and will become familiar with some of the
major controversies and debates, new developments, emerging issues, and current trends dealing with
race/ethnicity. They will be exposed to a variety of theories associated with research on race/ethnicity and
will begin to develop the ability to critically assess them.
Understanding Diversity & inequality
Students will learn the limitations of extrapolating from their own experiences and will be able to
articulate how the life experience of others may differ from their own. Students will understand how
race/ethnicty and social class intersect with educational processes and outcomes to create a variety of life
experiences that influence the life chances of individuals. Students will begin to understand the sources of
social conflict and power relationships associated with race/ethnicity.
Understanding Sociological Theory
Students will learn about theories that inform social inquiry about race/ethnicity. Students will apply these
theories to current racial/ethnic issues.
Understanding Sociological Epistemologies
Students will be introduced to some methodologies used in race/ethnic studies and will discuss their
strengths and weaknesses. Students will also learn interpretations of basic statistics presented in scholarly
research.
Application to Life
Students will be able to apply what they have learned in Soc 113 to current racial/ethnic issues and
policies. They will also have opportunities to discuss how their knowledge can be integrated into their life
and professional goals.
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,
presenting, 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 outlined on course assignment sheets and on
grading rubrics. I suggest you consult both when completing an assignment for
this class, and please direct any questions to me or to the class TA. 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 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 reevaluated. The results of this evaluation could result in a higher, a lower, or the
same grade on the assignment.
A few words about writing: I assign written assignments in this class. Even
though this is not a Composition/Writing course, it is a university class where
you will be expected to demonstrate evidence of quality writing. Please
remember this as you write papers, essay exam responses, etc.
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 refrain from using electronic devices for non-class purposes.
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, engage in social media
exchanges, 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 and tablets are modern convenience that facilitate quick note
taking and easy access to online resources. Please do not use them for nonclassroom purposes during class time. Such behavior is unprofessional and
rude.
Respect
People often have strong opinions about the topics discussed in this class.
Many people have ideas about race and ethnicity that can be 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.
Even though you may not always agree with the views and opinions of others,
please be respectful. This does not mean that you must always agree.
Addressing topics from a variety of perspectives is encouraged and can
contribute to deeper understanding of the topic when such differing
perspectives are addressed in respectful ways. To accomplish this, the
following suggestions can be helpful. 1) Be prepared for class, having read the
assigned readings. Students who are prepared are better able to understand
the materials discussed in class. 2) Avoid interrupting when others are making a
point. 3) Do your best to repectfully understand the perspective that you
disagree with. 4) When you voice your disagreement, acknowledge the point of
view you disagree with. 5) Remember that you are disagreeing with ideas and
not individuals.
Professionalism Credit
I value professional and respectful learning environments. If students engage in
unprofessional activities during class or demonstrate disrespect to me or to
other students in class, such behavior will affect their final grade.
Unprofessional activies include inappropriate use of electronic devices during
class, or any other behavior that detracts from the learning, teaching, and
participation that should take place in class. Disrespectful behavior includes
rudeness, personal attacks, vugarity, contentious attitudes and actions, etc.
Failure to show professionalism and respect can result in as much as a 20%
reduction in your final grade.
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. 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, 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 your own. 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 by posting announcements on Learning Suite. All students should
have free internet access through the university. You are responsible for being
informed about any changes and updates I end by email or 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. Responsibility for receiving such
emails and announcements is your own.
According to FERPA, email is not considered secure communication for
transmitting information about acadmic records. The messaging system in
Learning Suite has been adapted to facilitated secure communication; however,
it creates additional burdons for professors who do not regularly log in to
Learning Suite. Because I do not spend much time on Learning Suite, I will not
check messages on Learning Suite. If you wish to contact me, please send me
an email. To accommodate the FERPA security issues, all communication
about your academic record (including grades) should be done in person. If you
chose to send an email regarding your academic record, you will do so with the
understanding of the security risks inherent in email communication.
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 grade reporting
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.
Email Etiquette
In society today, we often use email as a quick and effective way to
communicate with each other. Unfortunately, the convenience of email often
leads to hasty messages that can be unclear, overly casual, and even
inappropriate. Our class is a professional setting; therefore, I expect you to
adhere to professional email practices. This means that you should adhere to
general principles of effective writing and communication when sending emails
to me and to the TA. Adhere to standard grammar and spelling conventions,
and please take the extra time to communicate effectively and professionally
through email.
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 take note of syllabus
updates 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.
Textbooks
Required Books:
Across the Wire: Life and Hard Times on the Mexican Border
American Ethnicity: The Dynamics and Consequences of Discrimination (6th or
7th edition)
Black Like Me
Desert Exile: The Uprooting of a Japanese-American Family
A Different Mirror: A History of Multicultural America (2nd edition)
Lakota Woman
Articles:
Pager, D. (2003). The mark of a criminal record. American Journal of Sociology,
108(5):937-75. http://www.jstor.org/stable/pdfplus/3568287.pdf
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); 6 Mini-Projects; 1 Town Meeting Paper and Presentation; 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. 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 nonclass activities, etc.
Mini-Projects (6 @ 20 points each; Weight = 5%)
You will have the opportunity to participate in six Mini-Projects. The MiniProjects 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 Mini-Project 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 and A Different Mirror 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 particularly
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.
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.”
Assignments
Assignment Description
Mini-Project #2: StarPower (in-class participation)
Due: Wednesday, Jan 08 at 12:00 pm
In-Class Participation Assignment
Extra Credit (StarPower Winners)
Due: Wednesday, Jan 08 at 12:00 pm
StarPower Winners
Mini-Project #1: Obama/Berry Assignment (short paper)
Due: Monday, Jan 13 at 12:00 pm
Short Paper Assignment
Mini-Project #3: Funds of Knowledge (in-class participation)
Due: Wednesday, Jan 15 at 12:00 pm
In-Class Participation Assignment
Autobiographical Quiz #1: Black Like Me
Due: Wednesday, Jan 22 at 12:00 pm
Autobiographical Quiz #1: Black Like Me (take on Learning Suite)
Black Like Me Discussion Participation
Due: Wednesday, Jan 22 at 10:00 pm
Town Meeting #1 Review (in-class participation)
Due: Wednesday, Jan 29 at 12:00 pm
In-Class Participation Assignment
Town Meeting #2 Review (in-class participation)
Due: Wednesday, Feb 05 at 12:00 pm
In-Class Participation Assignment
Autobiographical Quiz #2: Across the Wire
Due: Wednesday, Feb 12 at 12:00 pm
Autobiographical Quiz #2: Across the Wire (take on Learning Suite)
Across the Wire Discussion Participation
Due: Wednesday, Feb 12 at 12:00 pm
Town Meeting #3 Review (in-class participation)
Due: Wednesday, Feb 19 at 12:00 pm
In-Class Participation Assignment
Mini-Project #4: Diversity & Awareness (in-class participation)
Due: Monday, Feb 24 at 12:00 pm
In-Class Participation
Mid-Terms Exam
Due: Friday, Feb 28 at 11:59 pm
Mid-Term Exam
Mini-Project #5: Social Construction of Race/Ethnicity (short paper)
Due: Wednesday, Mar 05 at 12:00 pm
Short Paper Assignment
Town Meeting #4 Review (in-class participation)
Due: Wednesday, Mar 12 at 12:00 pm
In-Class Participation Assignment
Autobiographical Quiz #3: Lakota Woman
Due: Wednesday, Mar 19 at 12:00 pm
Autobiographical Quiz #3: Lakota Woman (take on Learning Suite)
Lakota Woman Discussion Participation
Due: Wednesday, Mar 19 at 12:00 pm
Town Meeting #5 Review (in-class participation)
Due: Wednesday, Mar 26 at 9:30 am
In-Class Participation Assignment
Town Meeting Presentation (due on the day of your town meeting)
Due: Wednesday, Apr 02 at 12:00 pm
Town Meeting Paper (due on the day of your town meeting)
Due: Wednesday, Apr 02 at 12:00 pm
Town Meeting #6 Review (in-class participation)
Due: Wednesday, Apr 02 at 12:00 pm
Autobiographical Quiz #4: Desert Exile
Due: Wednesday, Apr 09 at 12:00 pm
Autobiographical Quiz #4: Desert Exile (take on Learning Suite)
Desert Exile Discussion Participation
Due: Wednesday, Apr 09 at 12:00 pm
Couse Online Evaluation (complete course evaluation for credit)
Due: Monday, Apr 14 at 9:30 am
Mini-Project #6: Race the Power of Illusion (in-class participation)
Due: Monday, Apr 14 at 12:00 pm
In-Class Participation Assignment
Final Exam
Due: Wednesday, Apr 23 at 11:59 pm
Final Exam
Schedule
Dat
TOPICS
READINGS & ASSIGNMENTS DUE
e
M-
IntroductionRevie
American Ethnicity Ch. 1A Different Mirror Ch. 1
Jan
w SyllabusMini-
Autobiographical Quiz #1: Black Like Me Opens
06
Project #1:
Autobiographical Quiz #2: Across the Wire Opens
Obama/Berry
Autobiographical Quiz #3: Lakota Woman Opens
Assignment
Autobiographical Quiz #4: Desert Exile Opens
W-
Mini-Project #2:
American Ethnicity Ch. 2A Different Mirror Ch. 2
Jan
StarPower
Black Like Me
08
Mini-Project #2: StarPower (in-class participation)
Extra Credit (StarPower Winners)
M-
Structures of
American Ethnicity Ch. 3A Different Mirror Ch. 3
Jan
Inequality
Black Like Me
13
(Lessons from
Mini-Project #1: Obama/Berry Assignment (short
StarPower)
paper)
W-
Mini-Project #3:
Black Like Me
Jan
Funds of
Mini-Project #3: Funds of Knowledge (in-class
15
Knowledge
participation)
Social
Significance of
Race/Ethnicity
M-
Martin Luther King Black Like Me
Jan
Jr. Holiday
20
W-
Social
Black Like Me
Jan
Significance of
Autobiographical Quiz #1: Black Like Me Closes
22
Race/Ethnicity
Black Like Me Discussion Participation
Autobiography:
Black Like Me
American Ethnicity Ch. 4A Different Mirror Ch. 6
M-
Prejudice &
Jan
Discrimination
27
(Part 1)
W-
Town Meeting #1:
American Ethnicity Ch. 5A Different Mirror Ch. 5
Jan
Reparations
Town Meeting #1 Review (in-class participation)
29
Prejudice &
Discrimination
(Part 1)
M-
Prejudice &
Across the Wire
American Ethnicity Ch. 6A Different Mirror Ch. 4
Feb
Discrimination
03
(Part 2)
W-
Town Meeting #2:
American Ethnicity Ch. 7A Different Mirror Ch. 7
Feb
Who Can Say
Across the Wire
05
What?
Town Meeting #2 Review (in-class participation)
Prejudice &
Discrimination
(Part 2)
Assimilation
Across the Wire
W-
Autobiography:
Across the Wire
Feb
Across the Wire
Autobiographical Quiz #2: Across the Wire Closes
12
Assimilation
Across the Wire Discussion Participation
M-
Presidents Day
Feb
Holiday
MFeb
10
17
T-
Monday
Feb
Instruction
18
Theories of Ethnic
American Ethnicity Ch. 8A Different Mirror Ch. 8
Relations
W-
Town Meeting #3:
American Ethnicity Ch. 9
Feb
Immigration
American Ethnicity Ch. 10
19
Theories of Ethnic
Town Meeting #3 Review (in-class participation)
Relations
M-
Mini-Project #4:
Review & Take Mid-Term
Feb
Diversity &
Mini-Project #4: Diversity & Awareness (in-class
24
Awareness
participation)
Mid-Term Exam
Opens
WFeb
26
Review & Take Mid-Term
F-
Mid-Term Exam
Review & Take Mid-Term
Feb
Closes
Mid-Terms Exam
Immigration
A Different Mirror Ch. 9
28
M-
A Different Mirror Ch. 10
Mar
03
W-
Immigration
A Different Mirror Ch. 12
Mar
Mini-Projects #5:
A Different Mirror Ch. 11
05
Social
Mini-Project #5: Social Construction of
Construction of
Race/Ethnicity (short paper)
Race/Ethnicity
M-
Race/Ethnicity &
Lakota Woman
Mar
Housing
A Different Mirror Ch. 13
W-
Race/Ethnicity &
Lakota Woman
Mar
Housing
Town Meeting #4 Review (in-class participation)
12
Town Meeting #4:
10
Bilingualism
M-
Race/Ethnicity &
Mar
Media
Lakota Woman
17
W-
Autobiography:
Lakota Woman
Mar
Lakota Woman
Watch Video Before Class: In the White Man's
19
Race/Ethnicity &
Imagehttp://www.youtube.com/watch?v=14RifPPh1
Media
YU
Autobiographical Quiz #3: Lakota Woman Closes
Lakota Woman Discussion Participation
M-
Race/Ethnicity &
Mar
Education
A Different Mirror Ch. 14
24
W-
Race/Ethnicity &
A Different Mirror Ch. 15
Mar
Education
Town Meeting #5 Review (in-class participation)
26
Town Meeting #5:
Affirmative Action
& Education
M-
Race/Ethnicity &
A Different Mirror Ch. 16
Mar
Politics
Desert Exile
W-
Race/Ethnicity &
Desert Exile
Apr
Politics
Town Meeting #6 Review (in-class participation)
02
Town Meeting #6:
Town Meeting Paper (due on the day of your town
Color-Blind
meeting)
Society
Town Meeting Presentation (due on the day of your
31
town meeting)
M-
Race/Ethnicity &
Pager Article: Mark of a Criminal Record
Apr
Criminal Justice
Desert Exile
W-
Autobiography:
Desert Exile
Apr
Desert Exile
Autobiographical Quiz #4: Desert Exile Closes
09
Race/Ethnicity &
Desert Exile Discussion Participation
07
Criminal Justice
F-
First day to sign
Apr
up for final exam.
11
Sign-up
computers are
located in B153
JFSB (accessible
through
secondary
entrance).
M-
Semester in
A Different Mirror Ch. 17
Apr
ReviewMini-
Mini-Project #6: Race the Power of Illusion (in-class
14
Project #6: Race
participation)
the Power of
Couse Online Evaluation (complete course
Illusion
evaluation for credit)
Remember to sign
up for final exam.
Sign-up
computers are
located in B153
JFSB (accessible
through
secondary
entrance).
W-
Exam Preparation
Apr
Day
16
Th -
Exam Preparation
Apr
Day
17
F-
First Day to Take
Apr
Final Exam:B153
18
Multimedia
Testing LabMake
sure you schedule
your exam in
advance!
W-
Last Day to Take
Apr
Final Exam:B153
23
Multimedia
Testing LabMake
sure you schedule
your exam in
advance!
University Policies
Honor Code
Final Exam
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 universitysponsored 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 801-4222130; 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 1-888-238-1062
(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 422-2767. 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.
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.p
df/view?searchterm=deliberation%20guidelines)
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.
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 PlagiarismIntentional 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
Acknowledgement-The 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.
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
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.
Course-Based Sanctions for Plagiarism and for Cheating
Plagiarism and cheating are serious academic offenses. In this class, the penalty for plagiarism and for
cheating is a failing grade in the course. Serious offenses will also be reported to the Honor Code Office.