Soc 113 Multicultural America
Professor: Kristie J. R. Phillips
Office Hours: MW 2:00pm & By Apt.
Course: Sociology 113, Section 001
Time: MWF 10:00 – 10:50pm
Classroom: B032 JFSB
Email: Kristie_Phillips@byu.edu
Sociology Office: 2051 JFSB
Campus Phone: 422-4882
Required Texts & References
Books:
Across the Wire: Life and Hard Times on the Mexican Border
American Ethnicity: The Dynamics and Consequences of Discrimination
Black Like Me
Desert Exile: The Uprooting of a Japanese-American Family
A Different Mirror: A History of Multicultural America
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
Important Announcements
The Department of Sociology is working to help all of you understand the sociology major, what
you can do with a BS in sociology, and how sociology is applicable to many different
occupations. As such, I would encourage those of you who are majoring in sociology or
interested in majoring in sociology to explore the following website: http://sociology.byu.edu/.
Announcements about the program regarding RA and TA applications, internships, study abroad
opportunities, program changes, and job opportunities will be posted on this website. Check it
often. If you have further questions about anything listed on the website, please talk to me. If I
don’t know the answer, I’ll direct you to someone who should.
Learning Outcomes & Course Objectives
Each program at BYU has developed a set of expected student learning outcomes. These will
help you understand the learning outcomes of the curriculum in the program and how they relate
to course objectives and class materials and assignments. To learn more about learning outcomes
for the programs in this department and college go to http://learningoutcomes.byu.edu and click
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on the College of Family, Home and Social Sciences and then the Department of Sociology.
Below I have specified the program learning outcomes that are relevant to this class as they are
listed on the learning outcomes website (see above link). I have also aligned our course
objectives with the program learning outcomes. These course objectives will serve as the basis
for instruction in this class. All course assignments are also aligned with the course objectives as
well as the program learning outcomes. Each and every assignment you will complete in this
course serves a specific purpose in allowing you to demonstrate how well you are able to meet
the course objectives and program learning outcomes.
Program Learning Outcome
Graduates will be conversant with
the substantive areas of sociology
and the variety of theories associated
with these substantive areas.
Graduates will know the major
controversies and debates, new
developments, emerging issues, and
current trends within substantive
areas.
Graduates will learn the limitations
of extrapolating from their own
experience and will be able to
articulate how the life experience of
others may differ from their own.
Graduates know how race, class,
and/or gender intersect with other
social categories to create a variety
of life experiences and influence the
life changes of individuals.
Graduates will be able to articulate
the sources of social conflict and
describe the relations of power in
modern society.
Course Objectives
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.
Students will read about, research,
and participate in activities about
major controversies and debates
about the current state of
multiculturalism in America.
Students will expand their
knowledge of the life experiences
of others by reading
autobiographies and participating
in discussions about them.
Students will learn how
race/ethnicity and class intersect
with other social categories by
participating in class lectures and
synthesizing information
presented.
Students will understand race- and
ethnic-based sources of social
conflict and be able to describe
these relationships of power in
America (historically and in the
present).
Assessment of Progress
Participation in lectures.
Reading American Ethnicity.
Mid-term examination.
Town meeting attendance &
participation.
Town meeting presentation.
Town meeting paper.
Mini-Project participation.
Mini-Project assignments/papers.
Autobiographical readings.
Autobiographical quizzes.
Participation in autobiographical
discussion groups.
Mid-term examination.
Final examination.
Participation in class lectures.
Completing course mini-projects.
Town meeting attendance &
participation.
Discussions of autobiographies.
Mid-term and final examinations.
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Course Requirements & Policies
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. Examples of circumstances that I will
not excuse include weddings, relationship issues, 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.
Academic Etiquette
As a sign of respect to your fellow classmates, please avoid waking 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 CELL PHONES, PAGERS, and
IPODS 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, shop online, 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, or watch videos during class.
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 consider participating more yourself. This gives me more
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opportunities to enhance our class discussions by calling on a variety of students who are
engaged in the subject matter.
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 a
better 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.
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.
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).
Assignments
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. Otherwise, this class
will be a serious yawner, and I’m sure we all have more productive things to do than snooze for
three hours a week. Your grade in this class is based on your performance on the following
forms of evaluation: 4 Mini-Projects; 6 Town Meetings; 4 Quizzes; 1 Mid-Term Exam; and 1
Final Exam.
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 Mini-Project will be worth 20 points each.
We will hold six Town Meetings throughout the semester. Each Town Meeting will address
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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 (sometimes uninformed) 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.
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 25
points—1 point for each question answered correctly plus 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 Blackboard. As soon as you begin the quiz, you must
time yourself and complete the quiz in 20 minutes. Unfortunately, Blackboard does not shut the
quiz down automatically once 20 minutes has expired; therefore, it is to your advantage to time
your quizzes so you know how much time you have. Taking longer than 20 minutes may result
in a failing quiz grade.
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 Failures of Integration 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
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exams will be given at a later date.
A Few Words About Autobiographies
On of the most important things you can learn in this class is that your life experiences are not
reflective of the experiences of all Americans. 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 Mormon values
and culture. Some may find the language and images 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.
Extra Credit
I rarely offer extra credit, but sometimes relevant presentations and activities occur on campus
which merit extra credit. When I hear of these events, I will announce them in class as extra
credit opportunities. If you cannot attend these events, you cannot receive extra credit. If you
attend an extra credit event or participate in an extra credit activity as announced in class, you
must submit a one-page (single spaced) write-up summarizing the event or activity and how the
content relates to this course. If this is turned in to me on the specified day, you will receive 1
extra credit point that will be added to your overall grade at the end of the semester. For
example, if you end up with an overall grade of 89% at the end of the semester and you
participated in one extra credit opportunity, your grade will be raised to a 90%. As such your
end-of-semester final grade would be an A-, where it would have been a B+ without the extra
credit.
Sometimes students have work schedules, class schedules, or social agendas that do not easily
facilitate participation in specified extra credit opportunities. This is why I make such outside
activities optional (i.e. extra credit) and not mandatory (i.e. required credit). If you cannot
participate in an extra credit opportunity, I will not allow extra credit “make-up” assignments.
Online Course Evaluation
In order to receive your full participation points, you must complete the online course evaluation
at the end of the semester. Make sure you submit your name along with the evaluation. I will not
be able to match your name to your evaluation, but I will be able to give you credit for
completing it.
Email & Blackboard
I will be sending out syllabus updates and assignment clarifications through email and through
Blackboard. All students should have free internet access through the university. Please check
Blackboard often. You are responsible for being informed about any changes and updates I post
on Blackboard. If you are currently using an email account other than the one you’ve listed with
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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.
Microsoft Documents
The University has encouraged everyone to make the change to Microsoft Office 2007. All oncampus computers should be equipped with this software. As such, most documents posted on
Blackboard will be in an Office 2007 format. If you do not have access to Office 2007, please
install the necessary compatibility software that will allow you to view course documents.
Unless extenuating circumstances arise, I will not post documents in multiple formats.
Honor Code & Dress and Grooming Standards
You all signed the Honor Code and Dress and Grooming Standards when you applied to come
here. You know what the standards are; I expect that you will abide by them. Consistent or
flagrant violations of the Honor Code or Dress and Grooming Standards will affect your grade.
Plagiarism
“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.” (see http://www.byu.edu/honorcode)
There is a zero-tolerance policy for cheating or academic dishonesty of any kind in this class.
Cheating is the same thing as stealing: if you turn in work that is not yours or fail to cite others’
work, you are a thief. If you commit such behavior, you are choosing to commit immoral
violations against your fellow students, your instructors, the university, and the promises you
have made to yourself and others. Please know that as your professor I will notice instances of
cheating on exams or plagiarizing on papers; in fact, last semester I caught three thieves. If you
are caught committing any form of academic misconduct, you will receive a failing grade for the
entire course; you will also be asked to leave the course immediately and will be reported to the
Honor Code Office for any further actions they deem appropriate. These actions may include but
are not limited to dismissal from the university.
If you are unsure about your citation choices, it is your obligation to consult with the instructor to
make sure you are not plagiarizing. As you will note in the university statement on academic
honesty cited above, inadvertent plagiarism is still plagiarism, and it will be treated as such.
Ignorance is not a sufficient defense before the law. If you plagiarize because you couldn’t
manage to figure out how to cite others’ work, you are merely a lazy thief rather than an
organized one. Do not cheat; you will pay for it if you choose to cheat.
Cheating
Even though students are all required to sign the honor code and are expected to live by it, I have
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caught several students cheating on exams, quizzes, and papers. If I catch you cheating, you will
fail the course and the action will be reported to the university. The same will happen to those
who are caught helping others cheat. If you find that you are tempted to cheat or help others
cheat when in certain situations, please come and discuss this with me. I would rather help you
work out a strategy where you are less temped to cheat than give you a failing grade in the class.
Preventing Sexual Harassment and Discrimination
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity hat receives federal funds. The act is intended
to eliminate sex discrimination in education. Title IX covers discrimination in programs,
admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual
harassment extends not only to employees of the University but to students as well. If you
encounter unlawful sexual harassment or gender based discrimination, please talk to your
instructor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact
the Honor Code Office at 422-2847.
Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that
reasonably accommodates qualified persons with disabilities. If you have any disability that may
impair your ability to complete this course successfully, please contact the University
Accessibility Center (1520 WSC; 422-2767). Reasonable academic accommodations are
reviewed for all students who have qualified documented disabilities. 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. You may contact the Equal Employment Office at
422-5895, D 282 ASB.
Grading
Grading Policy
Grading is a means of communicating to students how well they understand and are able to
display that understanding (through test-taking, writing, or otherwise) class material. 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—more specifically, a “C.” A good essay, presentation, or test will receive a “B” grade.
“A” grades are reserved for outstanding academic performances only.
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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, please keep in mind that nearly all of your assignments are 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.
Assignment and Percentage Breakdown
Mini Projects (4 @ 20 points each)
Town Meetings
Position Paper (100 points)
Presentation (100 points)
Autobiographical Quizzes (4 @ 25 points each)
Mid-Term Exam (100 points)
Final Exam (100 points)
Participation
Town Meeting Reviews (45+ points each)
Participation in Theory Groups (50 points)
Class Online Evaluation (50 points)
TOTAL
5%
15%
20%
25%
30%
5%
100%
Grading Scale
A
AB+
B
BC+
94-100%
90-93.5%
87-89%
83-86%
80-82%
77-79%
C
CD+
D
DE
73-76%
70-72%
67-69%
63-66%
60-62%
0-59%
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
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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.”
http://www.byu.edu/ted/faculty_information.html
Class Schedule
The class schedule as is printed below 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.
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Class Schedule
Note: Items in this syllabus may change as necessary to meet the needs of the class.
Date:
Topic:
Readings & Assignments Due:
Introduction
Review Syllabus
Mon, Aug 31
Black or White?
Mini-Project #1 (group A): STAR •
Power
Black Like Me
Wed, Sept 2
Mini-Project #1 (group B): STAR
Power
•
Black Like Me
Fri, Sept 4
Mon, Sept 7
Holiday: No Class
•
Black Like Me
•
Obama/Berry Assignment due
•
Black Like Me
•
American Ethnicity Ch. 1
•
American Ethnicity Ch. 2
•
Mini-Project #2 Due
•
American Ethnicity Ch. 3
•
Black Like Me Quiz
(Blackboard)
Mini Project #1 (part 2, all
groups): Race/ethnicity, Class, &
Power Relationships
Wed, Sept 9
Social, Political, & Religious
Influences on World View
Funds of Knowledge
Fri, Sept 11
Mini-Project #2: Making the
Calendar
Mon, Sept 14
Social Significance of
Race/ethnicity
Wed, Sept 16
Fri, Sept 18
Racism in America
Autobiographical Friday: Black
Like Me
Mon, Sept 21
Prejudice & Discrimination #1
•
American Ethnicity Ch. 4
Wed, Sept 23
Prejudice & Discrimination #2
•
American Ethnicity Ch. 5
•
American Ethnicity Ch. 6
•
Town Meeting Responses due
•
Town Meeting Papers due
Town Meeting #1: Reparations
Fri, Sept 25
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Mon, Sept 28
Wed, Sept 30
Fri, Oct 2
Ethnic Relations & Assimilation:
Theory Groups
Mini-Project #3: Social
Construction Workshop (part 1)
Mini-Project #3: Social
Construction Workshop (part 2)
Assimilation
Mon, Oct 5
•
American Ethnicity Ch. 7
•
Across the Wire
•
Across the Wire
•
Across the Wire
•
Mini-Project #3 due
Wed, Oct 7
Theories of Ethnic Relations
•
Across the Wire
•
Fri, Oct 9
Autobiographical Friday: Across
the Wire
Across the Wire Quiz
(Blackboard)
Mon, Oct 12
Contemporary Theories of Ethnic
Relations
•
American Ethnicity Ch. 8
Wed, Oct 14
Marxist & Neo-Marxist Theories
•
American Ethnicity Ch. 9
•
American Ethnicity Ch. 10
•
Town Meeting Responses Due
•
Town Meeting Papers Due
•
Study for Mid-Term
•
A Different Mirror Ch. 1
•
A Different Mirror Ch. 2-3
•
Town Meeting Responses Due
•
Town Meeting Papers Due
Town Meeting #2: Affirmative
Action & Education
Fri, Oct 16
Mon, Oct 19
Competition Theory
Oct 19–Oct 23
MIDTERM EXAM in Testing
Center
Wed, Oct 21
Immigration
TOWN MEETING #3:
Immigration
Fri, Oct 23
Mon, Oct 26
Race/ethnicity & Class: Theory
Groups
•
Lakota Woman
Wed, Oct 28
Race/ethnicity & Economics
•
Lakota Woman
•
Lakota Woman
•
Town Meeting Responses Due
•
Town Meeting Papers Due
TOWN MEETING #4:
Bilingualism
Fri, Oct 30
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Mon, Nov 2
Race/ethnicity & The Law
•
The Mark of a Criminal Record
Wed, Nov 4
In the White Man’s Image
•
Lakota Woman
•
Fri, Nov 6
Autobiographical Friday: Lakota
Woman
Lakota Woman Quiz
(Blackboard)
Mon, Nov 9
Housing Patterns & “Ghettos” #1
•
A Different Mirror Ch. 4-5
Wed, Nov 11
Housing Patterns & “Ghettos” #2
•
Desert Exile
•
Desert Exile
•
Town Meeting Responses Due
•
Town Meeting Papers Due
TOWN MEETING #5: Who Can
Say What?
Fri, Nov 13
Mon, Nov 16
Race/ethnicity & the Media
•
Desert Exile
Wed, Nov 18
Race/ethnicity & Education #1
•
Desert Exile
Autobiographical Day: Desert
Exile
•
Mini-Project #3 due
•
Desert Exile Quiz (Blackboard)
Race/ethnicity & Education #2:
Unitary Status
Special Topics and/or
Race/ethnicity & Education #3
•
A Different Mirror Ch. 6-7
•
A Different Mirror Ch. 8-9
•
A Different Mirror Ch. 10-11
Town Meeting #6: Color-Blind
Society
•
Town Meeting Responses Due
•
Town Meeting Papers Due
Race/ethnicity & Politics
•
A Different Mirror Ch. 12-13
•
A Different Mirror Ch. 14-15
Mon, Dec 7
Mini-Project #4: Whiteness in
America
Race/ethnicity & The 2008
Presidential Election
•
A Different Mirror Ch. 16-17
•
Study for Final
Wed, Dec 9
Special Topics
Review for Final Exam
•
Mini-Project #4 due
•
FINAL EXAM
Fri, Nov 20
Mon, Nov 23
FRI, Nov 24
Mon, Nov 30
Wed, Dec 2
Fri, Dec 4
FINAL
FINAL EXAM
TBA
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