COURSE SYLLABUS
ANTHROPOLOGY OF ETHNICITY AND RACE
ANT3451
GENERAL INFORMATION
• IMPORTANT INFORMATION • COURSE DETAIL • COURSE CALENDAR
GENERAL INFORMATION
PROFESSOR INFORMATION
Instructor:
Prof. Chris Girard
Phone:
(305) 244-4668
Office:
SIPA 318(MMC)
Office Hours:
Call 305 244 4668
E-mail:
Please use Blackboard Messages
COURSE DESCRIPTION
This course will explore race/ethnicity in the U.S. and the world, emphasizing (1) sources of “racial” and ethnic conflict, (2) the
global origins of ethnic and “racial” stratification and (3) factors that inhibit or accelerate assimilation. All of these topics will be
viewed from the standpoint of relevant social science theories. A focal point will be race and ethnicity as a social identity in
Miami-Dade County, an area where more than half of the population has been born outside the United States. In fact, MiamiDade County has a higher percentage foreign born than any other major metropolitan area in the United States.
Consequently, the issue of assimilation moves to center stage. Some scholars suggest that South Florida's immigrant
trajectories—and their relationship to assimilation—may be unique. Whereas the Chicago School assumed that assimilation
was a prerequisite for upward mobility, the "Miami School" recognizes that there are first generation immigrants who have
become mayors and business leaders in South Florida.
However, the relative "success" of South Florida's Cuban enclave must be contrasted with the experience of other groups—
groups that continue to struggle for recognition and access to resources commensurate with their population. For example,
Miami-Dade County and the country as a whole continue to be plagued by deep racial cleavages that restrict the life chances
of both immigrants and those born in the U.S. These cleavages have centuries-old historical roots and a global context, as
well as contemporary social psychological and institutional components.
COURSE OBJECTIVES
This course will have the objective of:

Understanding scholarly analyses of the concepts of “race” and “ethnicity”

Learning about the social construction of race

Looking at the concrete experiences of different racial and ethnic groups

Gaining an understanding of how each group got to be where it is today in the United States and in South Florida

Understanding the global origins of ethnic stratification and conflict

Challenging uncritical, simplistic mental models with critical, evidence-based models
IMPORTANT INFORMATION
POLICIES
Please review the policies page as it contains essential information regarding guidelines relevant to all courses at FIU and
additional information on the standards for acceptable netiquette important for online courses.
Technical Skills
Please make sure you have a dependable internet connection and are using an approved internet browser. If you should have any trouble,
please contact FIU Online Support Services.
Plagiarism
Students who have IDENTICAL WORDING (10 or more words in the same order) as another student or another source for ANY coursework
will automatically receive an “F” in the course. Cheaters may be reported to the undergraduate dean. For the second offense, expulsion from
FIU will be considered in a formal hearing in front of a university committee. One of the most important lessons this professor can teach is
integrity. If you are not your word, you have no power!
Proctored Exam Policy
It is the student’s responsibility to determine whether this online course requires a proctored midterm and /or final exam by carefully reviewing
this syllabus. For detailed instructions please visit our Proctored Exam Resourcespage on the FIU Online website.
Make Up Policy and Other Policies
You must make arrangements with me (please call my cell 305-244-4668 before Exam 1 and quizzes, if you need to take a make-up exam.
There will be no make-ups after a test has been given.
As a college, we care about and enforce the Policies and Procedures as they are important to the quality of the education we are providing to
you. Details on FIU Policies can be found at:
http://online.fiu.edu/wct_files/Policy/Policies_Requirements.html
TEXTBOOK
Racial and Ethnic Relations in America (9th Edition) - This textbook is required.
Dale Marger
Wadsworth Centage Learning (2012)
ISBN 10: 1-111-63477-7
ISBN 13: 978-1-111-63477-3
Student Copy ISBN: 978-1-111-18638-8
Click here to buy your textbook online at the FIU Bookstore.
COURSE DETAIL
COURSE COMMUNICATION
Communication in this course will take place via messages.
The message feature is a private, internal Blackboard only communication system. Users must log on to the blackboard
system to send/receive/read messages. There are no notifications in Blackboard to inform users when a new message has
been received; therefore, it is recommended that students check their messages routinely to ensure up-to-date
communication.
EXAMS
EXAM CONTENT: Exam 1 will consist of 32 multiple-choice questions. Exam 2 will consist of 21 multiple-choice questions
and one essay question. The quizzes will consist of 16 true-false questions.
EXAM 2 ESSAY: The essay on the Exam 2 is posted now:
For Asians, Hispanics, and blacks describe levels of SECONDARY STRUCTURAL assimilation using SPECIFIC
MEASURES supplied in the lectures and in the textbook. You may choose whether to talk about Asians, Hispanics,
or blacks, or any combination of these three groups (including the nationality groups within each of these three
categories). Also, from the lectures and from the textbook (not from your own knowledge), identify historical and
structural factors that have either helped or hindered secondary structural assimilation. Fully elaborate the effect of
each of these factors on each of the ethnic or racial groups that YOU have CHOOSEN to discuss. Extra points will
be given for explaining precisely HOW these structural factors affect access to cultural and physical capital (be sure
to define “cultural” and “physical” capital). Again, be specific. Give up to 48 facts in essay form (no introduction or
conclusion required). Video on Essay.
As you progress through the semester (mainly the second half), you should have the Exam 2 essay question in front of you
so that you can make notes for your answer.
The exams will be available for a 41-hour period on Thursday of the respective weeks in which the tests are given.
Also, an icon for the exam will appear in the week it is to be given. The exams will not be available during any other
time. NOTE: SEE CALENDAR AT END OF SYLLABUS
Quiz 1 is Thursday and Friday of the 3rd week (see calendar below).
Exam 1 is Thursday and Friday of the 6th week (see calendar below).
Quiz 2 is Thursday and Friday of the 10th week (see calendar below).
Exam 2 is Thursday and Friday of the 12th week (see calendar below).
Be sure to write these dates on your calendar! You can schedule make-ups before but not after these dates! (305-244-4668)
HAVE A BACK-UP: If your computer fails (this could happen!), have a second computer immediately available (friend,
library, internet café) so that you can complete exams. TAKE EXAMS EARLY, preferably on Thursday rather than Friday,
because things can go wrong! CALL or CHAT with online learning to get technical problems fixed while you are taking the
exam, not after the exam period has ended on Friday. If there is a technical problem, do not call the professor after the exam
is over because you will automatically receive the minimum score: 18 out of 50 for quizzes and 0 out of 100 for exams.
QUIZZES
There will be two quizzes and two exams (Exam 1 and Exam 2). Each quiz will count for 1/6 of the final grade, and each
exam will count for 1/3 of the final grade. If the student desires, a 10-page paper on a topic to be chosen by the student may
be submitted for a fifth grade (each quiz would then count 1/8 toward the final grade and the two exams and paper would
each count 1/4 toward the final grade).
WRITING ASSIGNMENT
Five questions (below and repeated in the course), can be answered from the readings and the lectures. The answer, in
essay format, should be one page, typed and double-spaced with one-inch margins and a font size of 12. This assignment
represents a learning opportunity rather than a grade-earning opportunity! Consequently, the assignment does not count
toward your grade, although your grade will be lowered one level if the assignment is not completed. Questions 4 and 5 will
receive a score that does not count toward your grade, but will serve as a guide in assessing your preparation for answering
the essay question on exam 2.
PLEASE NOTE: Your document must be turned in as .doc document or as .docx document!
Write each essay and save it in the SAME DOCUMENT. Also, use your last name as your filename. For example, if your
name were Juan Gonzalez, you would put all five essays into "Gonzalez.doc" and append that file.
WRITING ASSIGNMENT DUE DATE: The entire set of answers to the five questions (number them sequentially in the same
document) is due on Monday, July 8th of the 9th week. You must submit it to me by uploading your assignment file to
the Assignments link located in the Course Menu. Assignments uploaded after this date will be marked “late” and will NOT
receive comments that are helpful for the exam 2 essay. Only assignments turned in by the due date will receive numerical
scores. These scores will NOT COUNT TOWARD THE COURSE GRADE, but they will aid you in assessing how well you
will do on the exam 2 essay.
Failure to complete this assignment will result in your course grade being lowered one level.
Writing Assignment
(Complete within one week after date assigned; but do not turn in the document until the answers to all five questions have
been added to the document; the completed, single WORD document is to be placed in assignment dropbox by Monday, July
8th in Week 9 with the title "lastname.doc" or "lastname.docx" (put your last name in the beginning of the document name).
1. Do races exist? What is the scholarly critique of "race." Why is "race" still used by social scientists? Note: Answer all
questions from lecture 1 notes and videos.)
2. Explain social psychological and structural theories of racism, describing the major elements of each. (Note: Answer
all questions from lecture 2 notes and videos.)
3. What is the Eugenics movement? Identify its objectives. Was it successful? Why did it develop in the 19th century?
Was it scientific? How did it fit the received paradigm? Who were the victims? Could it happen again? See Lecture 6
(Note: Answer all questions from lecture 3 notes and videos.)
4. Compare Cuban and Mexican immigrants with regard to secondary structural assimilation. What structural and
historical factors would explain the greater "success" of Cubans? (Note: Answer all questions from lectures 13-14,
both notes and videos.)
5. Compare blacks and Cubans with regard to access to cultural and physical capital. (Note: Answer all questions from
lectures 14-17, both notes and videos.)
SES table: some secondary assim measures
EXTRA CREDIT
Students pursuing paper option must submit a rough draft along with final draft (no exceptions!) and must have topic and at
least 3 sources approved by the professor in advance. Initial approval must be obtained by calling 305-244-4668 (no e-mail!).
Although full citations for journal articles and books used for sources are to be sent to professor via e-mail, approval for these
sources requires calling the professor (305-244-4668) and discussing each source in detail. The professor will not accept a
rough draft that has been sent before he has approved ALL SOURCES in a phone conversation (no exceptions!). The final
draft of the paper will not be accepted until the student has set-up and completed a one-hour conversation with the professor
concerning the rough draft. Also, ask the professor about 5-minute oral presentations, to be videotaped by yourself, for 50 out
of 50 extra credit points (as if you took an additional quiz to be averaged into your grade and you got 100% on it). Five-minute
oral presentations must be: (1) educational and engaging, (2) on a very specific topic related to the lectures or the book, and
(3) must include 3 visual aids or a short video. You must face the camera, only occasionally glancing at notes rather than
reading them. Your video can be put on You-tube or, only with my permission obtained first, on a CD sent to my office. All
extra-credit requires several phone conversations (cell: 305 244 4668); e-mail is not sufficient for an optimal
dialogue between professor and student. NO CALL=NO EXTRA CREDIT!
Friday, ********** EXTRA-CREDIT DUE: All extra credit, including the paper, must be turned in by Friday, July 26 in the 11th
week. The paper rough draft is due Friday, July 12. There will be no exceptions!
Note: Optional paper will not be graded unless (1) ALL sources have been approved by the professor (in a phone
conversation) BEFORE the rough draft is sent via e-mail to the professor, and, 2) once the rough draft has been sent
to the professor, there is a one-hour conversation between the student and the professor to go over the rough draft.
The final draft must be submitted through the Assignments Drop box (also, the student must submit the paper to
Turnitin.com.)
ROUGH DRAFT DUE DATE: The rough draft (no less than 10 pages—no exceptions!) must be sent via e-mail to
professor's office for discussion no later than Friday July 12, which is two-weeks before the due date for the final
draft! Absolutely no exceptions will be made!
You must follow the guidelines below, click the link to read the guidelines:
Optional Research Paper Guidelines (click here)
GRADING
COURSE REQUIREMENTS
WEIGHT
Quizzes(2): 50 points each
33%
Exam 1: 100 points
33%
Exam 2: 100 points
33%
10 page paper(optional)
See Extra Credit
Oral Presentation(optional 5 minute video)
See Extra Credit
Total
100%
EXAM 1 GRADING SCALE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
A
84-100
B-
68-71
D+
55-52
A-
80-83
C+
64-67
D
51-48
B+
76-79
C
63-60
D-
47-44
B
72-75
C-
59-56
F
<44
EXAM 2 GRADING SCALE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
A
90-100
B-
74-77
D+
58-61
A-
86-89
C+
70-73
D
54-57
B+
82-85
C
66-69
D-
50-53
B
78-81
C-
62-65
F
<50
QUIZ GRADING SCALE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
A
96-100
B-
80-83
D+
64-67
A-
92-95
C+
76-79
D
60-63
B+
88-91
C
72-75
D-
56-59
B
84-87
C-
68-71
F
<56
For a single quiz worth 50 points, divide the above grade scale in half.
COURSE GRADING SCALE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
LETTER
GRADE
RANGE
A
90-100
B-
74-77
D+
58-61
A-
86-89
C+
70-73
D
54-57
B+
82-85
C
66-69
D-
50-53
B
78-81
C-
62-65
F
<50
COURSE CALENDAR
MODULE WEEKLY SCHEDULE
***Quizzes and exams are available from 7 AM on the day assigned till 11:55 PM the next day (41hrs)***
MODULE 1
May 13-17
Lecture 1: Do Races Exist?
Lecture 2: Theories of Discrimination and Prejudice
Lecture 3: Eugenics Movement
Do Writing Assignments 1-3 [Do not turn in until assignment 5 is completed!]
Read Marger Ch 1 (pp. 13-17, 21-22), ch. 3 (pp. 49-76)
MODULE 2
May 20-24
Lecture 4: Ethnic Stratification
Lecture 5: Assimilation and Pluralism
Read Marger Ch 2 & 4
MODULE 3
May 27-31
Lecture 6: European Immigration
Read Marger Ch 5
Quiz sample questions
Quiz 1 on Thursday and Friday!
Quiz 1 will be available from 7:00am 5/30 to 11:55pm 5/31.
Quiz 1 covers: Ch 1 (pp 13-17, 21-22), Ch 2-5. and Lec 1 – 6
After quiz 1:
Lecture 7: White Ethnics
Read Marger Ch 10
MODULE 4
June 3-7
Lecture 8: Civil Rights Movement
Lecture 9: Ku Klux Klan
Read Marger Ch 12 (pp. 335-344, 351-364)
MODULE 5
June 10-14
Lecture 10: Jewish Americans
Lecture 11 Causes of the Holocaust
Lecture 12: American Indians
Read Marger Ch 6, 11
MODULE 6
June 17-21
Video: LA is Burning (included on Exam 1)
Exam 1 on Thursday and Friday!
Exam 1 will be available from 7:00am 6/20 to 11:55pm 6/21.
Exam 1 will cover: Lec 1-12, Video, Ch 1 (pp 13-17, 21-22), Ch 2-6, 10-11, and 12 (pp. 335-344, 351-364).
Exam 1 Sample Questions
MODULE 7
June 24-28
Lecture 13: Puerto Ricans and Cubans
Lecture 14: Mexican Americans
Read Marger Ch 8
Do Writing Assignment 4 [Do not upload until assignment 5]
MODULE 8
July 1-5
Lecture 15: Slavery
Lecture 16: Residential Segregation
Read Marger Ch 7
Do Writing Assignment 5; when finished, upload assignments early! (see instructions below)
MODULE 9
July 8-12
Monday July 8: Last day to upload the writing assignment with questions 1-5 in same Word Document (.doc or
.docx) and name with your last name (studentname.doc) or (studentname.docx)
Lecture 17: Discrimination Against Blacks
Lecture 18: Haitian Americans
Friday, July 12: Deadline for Rough Draft of Paper (no exceptions!)
MODULE 10
July 15-19
Lecture 19 Discrimination Against the Japanese
SES table: some secondary assimilation measures
Read Marger Ch 9
See one source of information for final essay and writing assignments below:
Video on Essay.
Quiz 2 on Thursday and Friday!
Quiz 2 will be available from 7:00am 7/18 to 11:55pm 7/19.
Quiz 2 will cover:
Lec 13 -19, Ch 7-9
After quiz 2:
Lecture 20: Black vs. Asian Assimilation
MODULE 11
July 22-26
Lecture 21: South Africa
Lecture 22: Brazil
Marger Ch 13 - 14
Work on practice Exam 2 essay (see module 14); see one source of information for Exam 2 essay and writing
assignments below:
SES table: some secondary assimilation measures
Video on Essay.
Friday, July 26: EXTRA CREDIT DEADLINE-- Last day (NO EXCEPTIONS) to turn in extra credit 10-page paper or 5 minute
video
MODULE 12
July 29 – August 2
Lecture 23: Canada
Lecture 24: Rwanda, Yugoslavia, and North Ireland
Lecture 25: Arab Americans
Read Marger Ch 15 – 16 and Ch 12 (pp. 345-350)
Complete a practice answer for the essay question on exam 2 (see actual question below).
SES table: some secondary assimilation measures
Video on Essay.
Exam 2 on Thursday and Friday!
Exam 2 will be available from 7:00 AM August 1 to 11:55 PM August 2
The Exam 2 will have 21 multiple choice questions and the essay below:
For Asians, Hispanics, and blacks describe levels of SECONDARY STRUCTURAL assimilation using SPECIFIC
MEASURES supplied in the lectures and in the textbook. You may choose whether to talk about Asians, Hispanics, or
blacks, or any combination of these three groups (including the nationality groups within each of these three categories).
Also, from the lectures and from the textbook (not from your own knowledge), identify historical and structural factors that
have either helped or hindered secondary structural assimilation. Fully elaborate the effect of each of these factors on each
of the ethnic or racial groups that YOU have CHOOSEN to discuss. Extra points will be given for explaining precisely HOW
these structural factors affect access to cultural and physical capital (be sure to define “cultural” and “physical” capital).
Again, be specific. Give up to 48 facts in essay form (no introduction or conclusion required).
SES table: some secondary assimilation measures
Video on Essay.
Exam 2 will include:
Lec 13-25, Ch 7-9, 13-16 and Ch 12 (pp. 345 – 350)
Click on SACS exam after finishing Exam 2 (Sacs exam does not count toward grade)
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