ETH 125
Cultural Diversity
Version 3
08/06/07
ETH 125
ETH 125 Cultural Diversity
Program Council
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Course Syllabus
ETH 125
ETH125 Cultural Diversity
Course Syllabus
Course Title: ETH 125–Cultural Diversity
Required Texts
Schaefer, Richard T. (2006). Racial and ethnic groups (10th ed.). Upper Saddle River, NJ:
Pearson Prentice Hall.
Axia College’s Writing Style Handbook, available online at
https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf
Electronic Resources
Please Note: All required text and materials are found on the aXcess course page. The aXcess
page can be accessed through the Axia College of University of Phoenix Student and Faculty
Web site at https://axiaecampus.phoenix.edu/
Course Syllabus
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ETH 125 Cultural Diversity
Course Overview
COURSE DESCRIPTION
This course is designed to educate students about issues of race and ethnicity by presenting
historical and modern perspectives on diversity in the United States, and by providing tools
necessary to promote a respectful and inclusive society. Students will complete several activities
that allow them to examine their own values in relation to the values of various other racial and
ethnic communities.
TOPICS AND OBJECTIVES
Race and Ethnicity: Key Concepts
• Recognize key terms and sociological concepts related to race and ethnicity.
• Describe subordinate group creation and consequences.
Recognizing and Overcoming Prejudice
• Recognize how people are impacted by stereotypes.
• Prescribe methods for strengthening modern efforts to reduce prejudice.
• Recognize difficulties in analyzing prejudice.
Countering Discrimination, Immigration and the United States
• Recognize sources of discrimination in your environment.
• Describe your personal cultural background.
• Associate being an immigrant to the United States with its inherent challenges.
African American Group Progress, Modern African American Dynamics
• Describe the effects of slavery on modern America.
• Associate African American leaders and groups with their successes of the Civil Rights and
Black Power movements.
• Weigh persisting social inequities endured by African Americans.
Muslim and Arab Americans
• Describe the impact of Orientalism on Muslim and Arab Americans.
• Identify causes of prejudice and discrimination against Muslim and Arab Americans.
• Compare and contrast United States-centric views of Muslim and Arab Americans with United
States-centric views of Christian Americans.
Native American Cultures
• Evaluate the overall effectiveness of Native American organizations in the advancement of
their people’s needs.
• Recognize how key policies shape the relationship between tribal Native Americans and the
federal government.
• Differentiate among causes of tribal poverty and prosperity.
• Describe levels of Native American assimilation within mainstream society.
Hispanic American Diversity
• Describe cultural interests important to modern Hispanic Americans.
• Give examples of diversity among Hispanic American groups.
Asian American Relations
Course Syllabus
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ETH 125 Cultural Diversity
•
•
Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups
present in United States society.
Compare and contrast the cultural experiences of Chinese and Japanese Americans.
Core Concept Application
• Describe the effects of the expansion of race and ethnicity on United States society.
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ETH 125 Cultural Diversity
Point Values for Course Assignments
Week One: Race and Ethnicity: Key Concepts
CheckPoint: Defining Race and Ethnicity
30
CheckPoint: The Sociology of Race and Ethnicity
30
Assignment: Journal Entry of a Subordinate Group Member
70
Week Two: Recognizing and Overcoming Prejudice
Discussion Questions
10
Participation
10
CheckPoint: Implicit Association Test
Week Three: Countering Discrimination, Immigration and the
United States
30
CheckPoint: Modern Challenges in Immigration
30
Assignment: Ethnic Groups and Discrimination
Week Four: African American Group Progress, Modern
African American Dynamics
100
Discussion Questions
10
Participation
CheckPoint: Leaders and Legislation of the Civil Rights and
Black Power Movements
10
30
Week Five: Muslim and Arab Americans
CheckPoint: Characteristics of Orientalism, Prejudice, and
Discrimination
30
Assignment: United States-Centric Views Comparison
100
Week Six: Native American Cultures
Discussion Questions
10
Participation
10
CheckPoint: Legislation Legacy
30
Week Seven: Hispanic American Diversity
CheckPoint: The Official Language Movement
30
Assignment: Hispanic American Diversity
100
Week Eight: Asian American Relations
Discussion Questions
10
Participation
CheckPoint: Asian Americans According to the U.S. Census
Bureau
10
30
Week Nine: Core Concept Application
Capstone CheckPoint
30
Final Project: Race and Your Community
250
Point Totals
1,000
Course Syllabus
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ETH 125 Cultural Diversity
Policies and Procedures
Online Weekly Schedule
The class week begins on Monday. Notice the schedule refers to “Day 1,” etc. For time
management and scheduling purposes, keep the following in mind:
Day 1–Monday
Day 2–Tuesday
Day 3–Wednesday
Day 4–Thursday
Day 5–Friday
Day 6–Saturday
Day 7–Sunday
For example, when an assignment is due on Day 5, it must be posted no later than midnight
Arizona time (MST) on Friday of that week.
Copyright Guidelines
Feel free to post a URL to a Web site of interest in the forum, but do not post any copyrighted
material in any classroom forum—anything from an article to a cartoon—without the express
permission of the copyright owner.
Academic Resources
Coursework in this class must uphold the high standards of academic integrity established
by Axia College of University of Phoenix. Consequently, the majority of your research must be
based on credible sources—peer-reviewed academic journals, such as those in the University
Library, or the additional readings on the rEsource page for this course.
Please note: Internet searches often lead to nonacademic information resources, such as
Wikipedia.org, Ask.com, Encarta.msn.com, Infoplease.com, etc. You may supplement your
research with these sources, but keep in mind that the information you find there may not be
accurate, because it does not come under a formal oversight or peer-review process.
While you may use and cite nonacademic resources such as Wikipedia when working on
assignments, you may not rely on them exclusively. The majority of your sources must be peerreviewed academic journals. Furthermore, you are responsible for the accuracy of any facts
presented in your assignments and, therefore, must confirm the veracity of information you find in
nonacademic sources with further research.
Attendance
In order to be in attendance during a week, post at least one message to one of the course
forums on 2 separate days during the online week using your username@email.phoenix.edu
address. If you are out of attendance for 3 weeks of a 9-week course, you will be automatically
withdrawn and will not be eligible to receive credit or earn a letter grade. Remember that
attendance is taken electronically. Please refer to the policies note that is posted by Academic
Affairs as the first message in the Main forum.
Participation
Get involved! Your success, enjoyment, and learning in this course are closely related to how you
engage the material presented. Participation is initiated by your instructor, who posts discussion
questions (DQs) during weeks that contain a participation component. You are expected to
contribute to the class discussion in a substantive way by posting two substantive notes in the
Main forum for 3 out of 7 days of each week that contains a participation component. When the
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ETH 125 Cultural Diversity
discussion centers on a lively topic, it is not unusual for students to read what classmates are
talking about and to post multiple notes.
Please note: CheckPoints, exercises, and assignments are due on different days so you can
meet attendance requirements. If you complete your assignments early, please post each
assignment on its appropriate due date to ensure you meet the attendance requirements and are
not auto-dropped from class.
Substantive notes go beyond "I agree" or "I see your point." Effective responses relate theory or
methods to personal experience, so feel free to comment, critique, and suggest. Think about
quality and frequency as you strike up a conversation with your fellow classmates. Remember to
post notes in the Main forum, to which everyone has access.
Please note: When you post an answer to the discussion question, points are given only for the
discussion question portion of the grade. Your participation grade is based on substantive replies
to others’ notes.
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ETH 125 Cultural Diversity
Expectations for Classroom Discussion
•
•
•
Respond to assigned discussion questions under the designated threads in the Main
forum.
Read and consider your classmates’ posts, and respond constructively.
Offer personal experiences relevant to the discussion.
Late Assignments
Late assignments receive a 10% deduction for each day they are late. Assignments are late if
they are not posted by midnight Arizona time (MST) of the day they are due. Assignments that
are more than 4 days late will not be accepted unless we have negotiated and mutually agreed
upon an alternative submission date in advance. Unless an Incomplete grade has been granted,
student assignments submitted after the last day of class will not be accepted.
Please note: University of Phoenix server problems are not an excuse for late papers. If you are
unable to connect to the University of Phoenix server and upload an assignment to your
Individual forum, send a copy of the assignment to your instructor’s inbox or alternate email
address as proof that you attempted to post the assignment on time. In your email, you must tell
your instructor that you were unable to connect to the University of Phoenix server. You must
then upload the assignment to your Individual forum at your earliest opportunity. Send
assignments to your instructor’s inbox ONLY if the University of Phoenix server is down. An
instructor cannot, by University of Phoenix policy, grade an assignment that comes to his or her
personal email. It must be posted in your Individual forum to count for grading purposes. These
policies are necessary because any contact outside of class forums cannot be verified or
archived.
Extra Credit
The curriculum for Axia College courses is carefully designed to fit the number of course weeks,
and the assignment schedule is relatively full. In order to uphold academic rigor and integrity,
students must be graded based on the degree to which they fulfill the requirements of
assignments listed in the syllabus. Extra credit assignments are not allowed at Axia College.
Feedback
Instructors return feedback for CheckPoints to your Individual forum by the next office day after
the due date of the assignment. Feedback for written assignments is returned to the student’s
Individual forum within 7 days. Instructors respond to questions submitted during established
office hours the same day. Instructors respond to questions submitted outside of office hours
during the next established office hours. A weekly grade summary is posted to the student’s
Individual forum within 7 days of the conclusion of each week. Final course grades are submitted
to the university within 7 days of the conclusion of the course.
Incompletes
An Incomplete grade may be granted only if all of the following criteria are met:
1. The instructor determines that an Incomplete grade is appropriate under the
circumstances
2. Attendance requirements have been met for the course, and the student is therefore
eligible for a grade
3. Student is earning a passing grade in the course at the time the Incomplete is requested
4. Student requests, in writing, a grade of Incomplete during the last week of class, prior to
the course end date
5. Student and instructor enter into a written agreement containing:
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ETH 125 Cultural Diversity
a) A course completion plan
b) A clearly identified extended course deadline not to exceed 5 weeks from the original
course end date
c) Acknowledgment that the final course grade will be reduced one (1) full letter grade
in exchange for the extra time allowed to complete the coursework, regardless of the
circumstances
Please Note: Unless an Incomplete grade has been granted, student assignments submitted
after the last day of class are not accepted. Accordingly, grade changes are not permitted for
work submitted after the end of a class.
Academic Honesty
University of Phoenix students utilize university resources with honesty and integrity. These
resources include, but are not limited to, the online library, online consultation with faculty, and
registration systems. In addition to truthful representation in these areas, students must
acknowledge references from original works, avoid plagiarism, and use writing and formatting
styles generally accepted as sound academic writing.
Privacy and Confidentiality in the Online Classroom
If at any time you would like to communicate with your instructor confidentially, you may do so via
the Individual forum. This forum can be viewed only by the individual student and the faculty
member.
All postings to any forum in this class are considered confidential and for consideration
and discussion only by members of this class. Specifically, do not forward materials or
messages from this class by email or distribute hard copies.
Grading Scale
100-95
A
76-73
C
94-90
A-
72-70
C-
89-87
B+
69-67
D+
86-83
B
66-63
D
82-80
B-
62-60
D-
79-77
C+
59 or <
F
Course Syllabus
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ETH 125 Cultural Diversity
Week One
Race and Ethnicity: Key Concepts
•
•
Recognize key terms and sociological concepts related to race and ethnicity.
Describe subordinate group creation and consequences.
ASSIGNMENTS
1. Read objectives and welcome.
•
•
Read instructor’s bio, and post your own bio.
Due Date: Day 1 [post to the Chat Room forum]
2. Read Appendix A regarding the final project requirements.
3. Read Ch. 1 in Racial and Ethnic Groups.
4. CheckPoint: Defining Race and Ethnicity
•
•
Due Date: Day 2 [post to the Individual forum]
Post a 200- to 300-word summary that answers both of the following questions:
o
o
What do the terms race and ethnicity mean to you?
Why are these concepts important to United States society?
5. CheckPoint: The Sociology of Race and Ethnicity
•
•
•
•
Resources: Ch. 1 in Racial and Ethnic Groups and Appendix B
Due Date: Day 4 [post to the Individual forum]
Use Appendix B to match key terms with their correct descriptions.
Post the completed Appendix B as an attachment.
6. Assignment: Journal Entry of a Subordinate Group Member
•
Resources: Ch. 1 in Racial and Ethnic Groups and U.S. Census Bureau American Fact
Finder Web site
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ETH 125 Cultural Diversity
•
•
Due Date: Day 7 [post to the Individual forum]
Select any of the subordinate groups from Ch. 1 of the text, provided below. Because the
chapter does not list all subordinate groups, you may select any other group that has a
documented history in the United States.
Subordinate Groups: Native Americans, African Americans, Chinese Americans,
Japanese Americans, Arab Americans, Filipino Americans, Korean Americans,
Vietnamese Americans, Asian Indians, Hawaiians, Irish Americans, Polish Americans,
Norwegian Americans, Jewish Americans, Cuban Americans, Mexican Americans, and
Puerto Ricans.
•
Identify and describe which, if any, of these creation and consequence situations the
group has faced:
o
o
•
•
•
•
Creation: migration, annexation, or colonization
Consequences: extermination, expulsion, secession, segregation, fusion, or
assimilation
Write a fictional, first-person account of the creation and consequence situations of a
subordinate group in the United States in the form of a 700- to 1,050-word journal entry.
Describe, as if you were a member of that subordinate group, where the group
originated, how it came to the United States, and one or two locations in the United
States where members of your group live. Be creative in your fictional descriptions, but
accurate with your facts. Search through chapters of the text, the Internet, or the
University Library for information about your chosen group. Of particular usefulness is the
People section of the U.S. Census Bureau American Fact Finder Web site at
http://factfinder.census.gov/
Cite your sources according to APA requirements.
Post your journal entry as an attachment.
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ETH 125 Cultural Diversity
Week Two
Recognizing and Overcoming Prejudice
•
•
•
Recognize how people are impacted by stereotypes.
Prescribe methods for strengthening modern efforts to reduce prejudice.
Recognize difficulties in analyzing prejudice.
ASSIGNMENTS
1. Read Ch. 2, 3, and 4 in Racial and Ethnic Groups.
2. Discussion Question 1
•
•
•
Due Date: Day 2 [Main] forum
Post your responses to these questions: What differentiates the act of grouping people
from the act of stereotyping? How can stereotyping effect group relations? Give an
example of a stereotype you find in your everyday life.
Comment on the experiences of your classmates—are they the same or different from
yours, and how?
3. Discussion Question 2
•
•
•
Due Date: Day 4 [Main] forum
Consider this scenario: Deana recently decided to start attending college, yet her family
is criticizing her decision. They argue that she should focus on working so she can start
earning money. When she begins school, they fear she will not have as much time to
spend with family. Not to mention, her family worries that college will change Deana—
that she will become too “mainstream.” As the first person in her family to pursue higher
education, Deana thinks her family members have a prejudicial attitude towards higher
education and that they should accept her decision.
Post your response to these questions: If you were Deana, how would you address your
family’s criticisms of and attitudes about higher education? How would you dispel their
fears, and try to convince family members that going to college is a worthwhile endeavor?
4. CheckPoint: Implicit Association Test
•
•
•
Resource: The Harvard-Hosted Implicit Association Test (IAT)
Due Date: Day 5 [Individual] forum
Complete the Harvard-Hosted Implicit Association Test (IAT) using the instructions
below.
1. Navigate to: https://implicit.harvard.edu/implicit/demo/index.jsp
2. At the IAT Home page, click on the Go to the Demonstration Tests link.
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ETH 125 Cultural Diversity
3. At the Measure Your Attitudes page, find and click on the I wish to proceed link.
4. You will be prompted to select a test. Take one of the following IAT tests:
a. Race IAT
b. Arab-Muslim IAT
c. Native IAT
d. Asian IAT
e. Skin-tone IAT
5. The test should take about 10 minutes to complete.
•
Post a 200- to 300-word summary that answers all of the following questions:
o
o
o
What was the result of your IAT, and do you feel that the test produced valid results
in your case?
In your opinion, is it difficult to accurately measure prejudice? Why or why not?
Describe other measurements sociologists use to calculate prejudice.
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ETH 125 Cultural Diversity
Week Three
Countering Discrimination, Immigration and the United States
•
•
•
Recognize sources of discrimination in your environment.
Describe your personal cultural background.
Associate being an immigrant to the United States with its inherent challenges.
ASSIGNMENTS
1. CheckPoint: Modern Challenges in Immigration
•
•
•
•
•
Resources: Ch. 4 in Racial and Ethnic Groups and the U.S. Citizenship and Immigration
Services (USCIS) Web site
Due Date: Day 4 [Individual] forum
Skim these sections of the USCIS Web site (www.uscis.gov): Immigration Forms, Fees
and Fingerprints; and Immigration Services and Benefits Programs.
Select an immigrant group from Ch. 4 of the text. Imagine yourself as a current member
of that group, and consider the question, “Would I want to immigrate to the United States,
and why?” Think about what opinion you would have of the immigration process,
including naturalization, the costs, fingerprinting, etc. Consider whether the process
would seem easy or difficult for you as an immigrant. Once you have thought about your
answers, proceed to the next step of this CheckPoint.
Post a 200- to 300-word summary that answers all of the following questions:
o
o
o
Should United States government policy favor certain kinds of immigrants?
Should [citizenship] preference be given to the neediest applicants? The most
talented? The most oppressed? The richest?
Should applications from certain countries be given priority? (Feltey, 2006, p. 11)
2. Assignment: Ethnic Groups and Discrimination
•
•
•
•
Resources: Racial and Ethnic Groups, the Internet, and the University Library
Due Date: Day 7 [Individual] forum
Choose an ethnic group to which you personally belong. If you identify with more than
one group, choose the group with which you most identify or about which you would like
to learn more.
Write a 700- to 1,050-word, APA-formatted essay, answering the following questions:
o
o
Using any of the resources identified above, research to determine if the group
colonized or if it immigrated to the United States. Did the group face prejudice,
segregation, racism or any combination of the three? If so, how and why? Include
your research findings in your essay. You may search through chapters of the text as
part of your research.
Was this group effected by or did it participate in any of the following forms of
discrimination? If so, describe:
•
Course Syllabus
Dual labor market
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ETH 125 Cultural Diversity
•
•
•
•
•
•
•
o
•
•
Environmental justice issues
Affirmative action
Redlining
Double jeopardy
Institutional discrimination
Reverse discrimination
Glass ceiling, glass walls, or glass escalator
Do you culturally identify more with the ethnic group you examined, with United
States mainstream culture, or with both equally?
Format your essay according to APA requirements.
Post your essay as an attachment.
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ETH 125 Cultural Diversity
Week Four
African American Group Progress, Modern African American Dynamics
•
•
•
Describe the effects of slavery on modern America.
Associate African American leaders and groups with their successes of the Civil Rights and
Black Power movements.
Weigh persisting social inequities endured by African Americans.
ASSIGNMENTS
1. Read Ch. 7, 8, and 11 in Racial and Ethnic Groups.
2. Discussion Question 1
•
•
Due Date: Day 2 [Main] forum
Post your response to this question: How do you think slavery influenced the evolution of
both Black and White America today? Explain your answer. (Schaefer, 2006, p. 207)
3. Discussion Question 2
•
•
•
•
Due Date: Day 4 [Main] forum
Post your response to this question: Consider racial imbalances in education, the
economy, family life, housing, criminal justice, health care, and politics. Of these societal
challenges facing modern African Americans, which do you think are most difficult to
overcome, and why?
Suggest some ideas for solutions to such challenges.
Respond to the ideas classmates suggest by stating whether you think their solutions
are feasible, and why or why not.
4. CheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements
•
•
•
•
Resources: Ch. 7 in Racial and Ethnic Groups and Appendix C
Due Date: Day 5 [Individual] forum
Use Ch. 7 of the text and Appendix C to identify events and leaders of the Civil Rights
and Black Power movements and their contributions to their respective causes. Complete
both Parts I and II of Appendix C.
Post the completed Appendix C as an attachment.
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ETH 125 Cultural Diversity
Week Five
Muslim and Arab Americans
•
•
•
Describe the impact of Orientalism on Muslim and Arab Americans.
Identify causes of prejudice and discrimination against Muslim and Arab Americans.
Compare and contrast United States-centric views of Muslim and Arab Americans with United
States-centric views of Christian Americans.
ASSIGNMENTS
1. CheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination
•
•
•
•
Resources: Racial and Ethnic Groups, and “Making Enemies,” by S. Pyne at
http://www.villagevoice.com/issues/0328/pyne.php
Due Date: Day 4 [Individual] forum
Read S. Pyne’s article titled “Making Enemies.”
Post a 200-300-word response to these questions:
o
o
o
According Pyne, how have post-9-11 government responses affected prejudice and
discrimination against Muslims, Arabs, and related groups?
List two to three characteristics of Orientalism. How may Orientalism and prejudice
contribute to hate crimes against these groups?
In addition to the examples of tolerance identified in the article, what else can
individuals do to promote tolerance and reduce prejudice in their towns and cities?
For ideas, go to http://www.tolerance.org or http://www.splcenter.org
2. Assignment: United States-Centric Views Comparison
•
•
•
•
•
Resource: Appendix D
Due Date: Day 7 [Individual] forum
Give a copy of Appendix D to a friend or family member and ask that person to complete
the table contained therein. In doing so, your chosen participant will consider what he or
she thinks are the common United States-centric viewpoints on Muslim and Arab
American and Christian American groups. Ask your participant to return their completed
appendix at least one day before this assignment is due.
Complete a duplicate copy of Appendix D yourself, following the same directions as your
participant.
Compare and contrast your participant’s answers with your own, and write a 350- to
500-word summary that answers all of the following questions:
o
o
o
o
How are your table answers similar? How are they different?
Do either tables list descriptors in the Both Groups category? Describe.
From either or both tables, name one or two descriptor(s) that you think represent
true facts about each group and one or two descriptor(s) that you think are false.
How do you think an average American’s perceptions of each group are created?
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ETH 125 Cultural Diversity
•
Post your summary in the body of a forum message, and both completed copies of
Appendix D as attachments.
Course Syllabus
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ETH 125 Cultural Diversity
Week Six
Native American Cultures
•
•
•
•
Evaluate the overall effectiveness of Native American organizations in the advancement of
their people’s needs.
Recognize how key policies shape the relationship between tribal Native Americans and the
federal government.
Differentiate among causes of tribal poverty and prosperity.
Describe levels of Native American assimilation within mainstream society.
ASSIGNMENTS
1. Read Ch. 6, 9, and 10 in Racial and Ethnic Groups.
2. Discussion Question 1
•
•
Due Date: Day 2 [Main] forum
Post your responses to these questions: How well do you think Native American
organizations, like the Bureau of Indian Affairs (BIA), the National Congress of American
Indians (NCAI), and the National Indian Gaming Association (NIGA), are helping Native
Americans to advance? Explain your answer. If anything, what are organizations like
these doing to mitigate tribal poverty, and encourage prosperity?
3. Discussion Question 2
•
•
Due Date: Day 4 [Main] forum
Post your response to this question: Consider the choices of Native Americans who
decide to stay on their tribe's native land (reservation) and those who choose to relocate
to a city. If you were presented with this decision, which would you choose and why?
4. CheckPoint: Legislation Legacy
•
•
•
Resources: National Congress of American Indians Web site http://www.ncai.org and The
Indian Country Newspaper at http://www.indiancountry.com
Due Date: Day 5 [Individual] forum
Post a 200- to 300-word summary of a current issue between Native Americans and the
federal government. Identify the legislation that you think is linked to the issue, and
explain why you think there is a connection. Consult the National Congress of American
Indians Web site, the Indian Country newspaper, or another online source for examples
of pertinent issues.
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ETH 125 Cultural Diversity
Week Seven
Hispanic American Diversity
•
•
Describe cultural interests important to modern Hispanic Americans.
Give examples of diversity among Hispanic American groups.
ASSIGNMENTS
1. CheckPoint: The Official Language Movement
•
•
•
•
•
•
Resources: Racial and Ethnic Groups, the Internet, and the University Library
Due Date: Day 4 [Individual] forum
Investigate the official language movement (an important Hispanic American cultural
interest) described on pp. 243-44 of the text by researching bilingualism in education and
politics in the United States. Find 4 to 6 credible Web sites or articles that support,
oppose, or simply present information about bilingualism in education or politics. Most
sources will focus exclusively on either topic of education or politics, so try to find at least
two sources per topic.
Write one paragraph about each source, summarizing the main points presented.
Provide APA reference citations.
Submit all of your summaries in a single 200- to 300-word post.
2. Assignment: Hispanic American Diversity
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•
•
•
•
•
•
Resources: Racial and Ethnic Groups, the University Library, and the Internet
Due Date: Day 7 [Individual] forum
Write a 1,050- to 1,400-word research paper identifying the linguistic, political, social,
economic, religious, and familial conventions and/or statuses of four Hispanic groups
living in the United States. Your paper should cover Mexican Americans, Puerto Ricans,
and two groups of your choice from Ch. 9 of the text.
Dedicate an equal portion of your paper to each Hispanic group.
Conclude your essay by summarizing major differences and commonalties apparent
among the groups.
Format your paper according to APA requirements.
Post your paper as an attachment.
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ETH 125 Cultural Diversity
Week Eight
Asian American Relations
•
•
Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups
present in United States society.
Compare and contrast the cultural experiences of Chinese and Japanese Americans.
ASSIGNMENTS
1. Read Ch. 12 and 13 in Racial and Ethnic Groups.
2. Discussion Question 1
•
•
Due Date: Day 2 [Main] forum
Post your response to the following: If someone made the below statements to you, how
would you explain that the statements are misconceptions? Include whether you think
most Americans believe these misconceptions, and why or why not.
o
o
Asian Americans and Pacific Islanders are a model minority.
Asian Americans and Pacific Islanders belong to a single “Asian American” culture.
3. Discussion Question 2
•
•
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Due Date: Day 4 [Main] forum
Consider these questions: What are the most significant similarities between the
Chinese American and Japanese American [cultural] experiences? What are the
differences? (Schaefer, 2006, p. 352)
Choose from any of the following topics when considering similarities and differences:
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Level of assimilation
Relative lifestyle success in the United States
Political involvement
Experience with racism, prejudice, and discrimination
Pursuit of education
Role in the economy
Continuance of family and religious traditions
Respond to your classmates by contributing to their topics.
4. CheckPoint: Asian Americans According to the U.S. Census Bureau
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ETH 125 Cultural Diversity
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Resources: Appendix E and Asian Pacific American Heritage Month press release at
http://www.census.gov/PressRelease/www/releases/archives/facts_for_features_special_editions/001738.html
Due Date: Day 5 [Individual] forum
Complete the matrix in Appendix E using information from the Asian Pacific American
Heritage Month press release on the U.S. Census Bureau Web site.
Post the completed Appendix E as an attachment.
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ETH 125 Cultural Diversity
Week Nine
Core Concept Application
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Describe the effects of the expansion of race and ethnicity on United States society.
ASSIGNMENTS
1. Capstone CheckPoint
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Due Date: Day 4 [Individual] forum
Post a 200- to 300-word summary that answers all of the following questions:
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What information about race and ethnicity in the United States has helped you better
understand or relate to specific minority groups?
Have you learned something new about your own cultural history?
Trends in immigration will continue to shape the face of the United States. What will
this face look like in the year 2050?
How can the country best prepare for the changing race and ethnicity of its current
and future citizens?
2. Final Project: Race and Your Community
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Resource: Appendix A
Due Date: Day 7 [Individual] forum
Prepare a 1,400- to 1,750-word autobiographical research paper that analyzes the
influences of race as it relates to your community. In your paper, write your first-person
account of how human interactions in your community have been racialized. For the
community, you can consider relations within your neighborhood, local government,
service groups, clubs, schools, workplace, or any environment of which you are a part. In
your paper, be sure to answer and provide examples for the following core questions:
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Do members of your community look like you? In what ways do they look the same or
different?
How do leaders within your community treat people who are like you? How do they
treat people who are different?
How do other members of your community treat people who are like you? How do
they treat people who are different?
Do your texts or work manuals contain information by or about people like you?
Do the local media represent people like you? If so, in what ways?
What are some similarities and differences between you and the people who are in
leadership positions in your community? Do you feel minority group interests are
represented within your community?
If you could resolve any inequities within your community, what would you change?
How and why?
Which main concepts from the text relate to race? Apply some of these concepts to
your project.
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ETH 125 Cultural Diversity
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Ensure the following elements are included:
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The thesis addresses racial issues in your local community.
The content is comprehensive and accurate.
The paper itself draws on your personal experiences with and opinions about cultural
diversity in your community.
Three sources are used, and one source is a community member, leader, or
representative from a local community organization.
The paper is written in first-person point of view, with an autobiographical approach.
Text concepts are applied to your observations.
Assignment questions are answered.
The paper includes perspectives from supporting sources.
The conclusion is logical, flows from the body of the paper, and reviews the major
points.
Paragraph transitions are present.
The tone is appropriate.
Sentences are well-constructed.
The paper, title page, and references follow APA guidelines.
Rules of grammar, usage, and punctuation are followed.
Spelling is correct.
Post your completed research paper as an attachment.
Course Syllabus
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