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Course Syllabus

ETH125 Cultural Diversity Course Start Date: 10/31/11 Course End Date: 1/15/12

Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document.

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Facilitator Information
Danielle Simpson DRSimpson@email.phoenix.edu (University of Phoenix) DRSimpson17@yahoo.com (Personal) 585-472-3074 (Eastern Standard Time) Facilitator Availability I am usually available throughout the day and most evenings after 8:00 pm EST. I check my email frequently and will respond to you within 24 hours, but typically much sooner. I am available from 8:00 p.m. to 10:00 p.m. EST Monday through Thursday; however I attempt to reserve the weekends for my family. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, when possible. I am providing you with these times to make it easier to communicate with me, not to limit our contact. If you need to contact me outside these time frames, please do not hesitate to do so. I am available to schedule appointments via phone, if necessary. I am here to help you succeed in any way I can. For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.

Important Information Regarding Assignments


Please make note of these policies and expectations for
o

ETH 125: Cultural Diversity:

Please note that all assignments are due on their due dates. No assignments will be accepted more than two days past their due date and late assignments will be subject to a 20% point deduction for each day they are posted late.
LATE POLICY: Please make sure that you utilize proper APA formatting for ALL assignments that require it in the syllabus. Please note that no more than 20% of

your assignments may contain quoted material. If your submitted assignment contains more than 20% of quoted material, the percentage used will be deducted from your assignments final score. For example, if 45% of your assignment is comprised of quoted material, 45% of your papers final score will be deducted. This policy is to encourage you to use your own words in your written assignments. ALL CheckPoints, DQs, and Written Assignments will be run through the Plagiarism Checker. If plagiarism is found, you will receive a score of zero on the assignment and an Academic Violation Report will be filed with Axia College.
All CheckPoints and Written Assignments must be submitted in Microsoft Word format. There are no exceptions to this requirement.

Where to Go to Class
Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone. Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios. Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials. Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. This is where I will post your feedback. You can also ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.

Where to Submit Your Assignments


Assignment Section: This is where you will submit all formal assignments. Navigate to the Assignments link on eCampus. Locate the link to submit your assignment as an attachment.

Policies
For class policies, please see the Policies link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read them at the beginning of each class as it may have changed since your last class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities it is important you read the policies governing your current class modality.

Technical Support
Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form. Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.

Feedback
Each week, I will provide grades or scores and comments on your assignments. I will send feedback to your Individual forum.

Grading Formula

Points 95+ 90-94 87-89

Grade A AB+

84-86 80-83 77-79 74-76 70-73 67-69 64-66 60-63 <59

B BC+ C CD+ D DF

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.

Course Topics & 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 Statescentric views of Christian Americans.

Native American Cultures Evaluate the overall effectiveness of Native American organizations in the advancement of their peoples 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

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.

Course Materials Required Texts


Schaefer, Richard T. (2006). Racial and ethnic groups (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Axia Colleges Writing Style Handbook, available online at https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf

Electronic Resources
Adobe Flash software All electronic materials, including video clips, are available on your student website.

Please Note: All required text and materials are found on the Materials tab of the student web page. The student web page can be accessed through the Axia College of University of Phoenix Student and Faculty Web site at https://axiaecampus.phoenix.edu/

Point Values for Course Assignments


ASSIGNMENTS Individual (100%) Week One CheckPoint: Defining Race and Ethnicity CheckPoint: The Sociology of Race and Ethnicity Assignment: Journal Entry of a Subordinate Group Member Week Two CheckPoint: Implicit Association Test Discussion Questions 30 10 30 30 70 Points

Participation Week Three CheckPoint: Modern Challenges in Immigration Assignment: Ethnic Groups and Discrimination Week Four CheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements Discussion Questions Participation Week Five CheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination Assignment: United States-Centric Views Comparison Week Six CheckPoint: Legislation Legacy Discussion Questions Participation Week Seven CheckPoint: The Official Language Movement Assignment: Hispanic American Diversity Week Eight CheckPoint: Asian Americans According to the U.S. Census Bureau Discussion Questions Participation Week Nine Capstone CheckPoint Final Project: Race and Your Community Point Total for Course

10

30 100

30 10 10

30 100

30 10 10

30 100

30 10 10

30 250 1,000

Week One
Race and Ethnicity: Key Concepts Recognize key terms and sociological concepts related to race and ethnicity. Describe subordinate group creation and consequences.

Course Assignments
1. Course Preparation Read the course description and objectives. Read the instructors biography and post your own.

2. Readings Read Appendix A. Read Ch. 1 in Racial and Ethnic Groups.

3. CheckPoint: Defining Race and Ethnicity Write and post to the Assignment section of eCampus a 200- to 300-word summary that answers the following questions: o o o Define the terms race and ethnicity. What do these terms mean to you? Why are these concepts important to United States society?

4. CheckPoint: The Sociology Race and Ethnicity Resource: Ch. 1 in Racial and Ethnic Groups Utilize Appendix B to match key terms with their correct descriptions. Post the completed Appendix B as an attachment to the Assignment section of eCampus.

5. Assignment: Journal Entry of a Subordinate Group Member Resources: Ch. 1 in Racial and Ethnic Groups and the U.S. Census Bureau American Fact Finder Web site at http://factfinder.census.gov Select one of the following subordinate groups from Ch. 1 of the text. Because the chapter does not list all subordinate groups, you may select any other group that has a documented history in the United States. o 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 the following 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, and accurate with your facts. Research your 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 to the Assignment section of eCampus.

Weekly Reminders
Discussion Questions Discussion questions are not required this week. Participation Participation is not required this week. Summary of Week 1 Deliverables Assignment CheckPoint: Defining Race and Ethnicity CheckPoint: The Sociology of Race and Ethnicity Journal Entry of a Subordinate Group Member Location Assignment section of eCampus Assignment section of eCampus Assignment section of eCampus Due Day Two (Tuesday) Day Four (Thursday) Day Seven (Sunday)

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.

Course Assignments
1. Readings Read Ch. 2, 3, & 4 of Racial and Ethnic Groups.

2. Discussion Questions Review the readings for the week. Using the information in the text and your own life experiences, answer each of the discussion questions. Respond to each question in 75 to 100 words and post your responses to the appropriate threads in the Main Forum of the classroom. DQ 1: What affect do stereotypes have on people and society? DQ 2: What may you do to eliminate racial prejudice and stereotypes and reduce their damage? 3. CheckPoint: Implicit Association Test Complete the Harvard-Hosted Implicit Association Test (IAT) using the following instructions. The test should take about 10 minutes to complete. o o o o Navigate to the Project Implicit home page at https://implicit.harvard.edu/implicit/ and click Demonstration. At the IAT home page, click on the Go to the Demonstration Tests link. At the Measure Your Attitudes page, find and click on the I wish to proceed link. You will be prompted to select a test. Take one of the following IAT tests: Race IAT Arab-Muslim IAT Native IAT Asian IAT Skin-tone IAT Please be sure to take one of the tests listed above. Other tests are available to take on this web-site, but only those listed above may be used in this assignment. Any other tests used will not be given credit for this assignment. Post to the Assignment section of eCampus a 200- to 300-word summary that answers all of the following questions: o What was the result of your IAT? Do you think that the test produced valid results in your case?

o o

In your opinion, is it difficult to accurately measure prejudice? Why or why not? Describe other measurements sociologists utilize to calculate prejudice.

Weekly Reminders
Discussion Questions Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Participation All week: Remember to participate in the class discussions by posting at least 2 substantial messages in 4 out of 7 days during the week. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 2 Deliverables Assignment Discussion Question 1 Discussion Question 2 CheckPoint: Implicit Association Test Main Forum Main Forum Location Due Day Two (Tuesday) Day Four (Thursday)

Assignment section of eCampus Day Five (Friday)

Week Three
Countering Discrimination, Immigration in 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.

Course Assignments
1. CheckPoint: Modern Challenges in Immigration Resource: Ch. 4 in Racial and Ethnic Groups and the U.S. Citizenship and Immigration Services (USCIS) Web site at www.uscis.gov Read the following sections of the USCIS Web site: 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 your selected group, and consider the following 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, and so forth. Consider whether the process would seem easy or difficult for you as an immigrant. After you have thought about your answers, proceed to the next step of this CheckPoint. Post to the Assignment section of eCampus 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 Select an ethnic group to which you 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 essay in which you answer the following questions: o Conduct 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 any of the following forms of discrimination, or did it participate in any of the following forms of discrimination? If so, describe: Dual labor market 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 standards. Post your paper as an attachment to the Assignment section of eCampus.

Weekly Reminders
Discussion Questions Discussion questions are not required this week. Participation Participation is not required this week. Summary of Week 3 Deliverables Assignment Location Due

CheckPoint: Challenges in Immigration Assignment section of eCampus Day Four (Thursday) Ethnic Groups and Discrimination Assignment section of eCampus Day Seven (Sunday)

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.

Course Assignments
1. Readings Read Ch. 7, 8, & 11 of Racial and Ethnic Groups.

2. Discussion Questions Review the readings for the week. Using the information in the text and your own life experiences, answer each of the discussion questions. Respond to each question in 75 to 100 words and post your responses to the Main Forum. DQ 1: The United States was founded by immigrants, so why is immigration such a controversial issue now? DQ 2: How has the American history of African slavery influenced our contemporary society? Provide three examples you believe to be most significant. 3. CheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements Research 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 to the Assignment section of eCampus.

Weekly Reminders
Discussion Questions Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Participation

All week: Remember to participate in the class discussions by posting at least 2 substantial messages in 4 out of 7 days during the week. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 4 Deliverables Assignment Discussion Question 1 Discussion Question 2 CheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements Location Main Forum Main Forum Due Day Two (Tuesday) Day Three (Wednesday)

Assignment section of Day Six eCampus (Saturday)

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.

Course Assignments
1. CheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination Post to the Assignment section of eCampus a 200- to 300-word response in which you complete the following: o o Explain the difference between Muslims and Arabs. According to research and news reports within the past two years, what are some of the changes the United States has made to policies concerning the treatment of Muslim and Arabic members of society? Orientalism is defined as the simplistic view of the people and history of the Orient, with no recognition of change over time or the diversity within its many cultures (Schaefer, 2006, p. 284). List and describe two to three characteristics of Orientalism. How may Orientalism and prejudice contribute to hate crimes against these groups? What may individuals do to promote tolerance and reduce prejudice in their towns and cities? For ideas, visit the Teaching Tolerance Web site at http://www.tolerance.org, and the Southern Poverty Law Center Web site at http://www.splcenter.org.

Resource: Schaefer, Richard T. (2006). Racial and ethnic groups (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. 2. Assignment: United States-Centric Views Comparison Provide 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, following the same directions as your participant. Write a 350- to 500-word summary in which you compare and contrast your participants answers with your own answers, and address the following questions: o o How are your table answers similar? How are they different? Do either tables list descriptors in the Both Groups category? Describe.

o o

From either or both tables, name one or two descriptors that you think represent true facts about each group and one or two descriptors that you think are false. How do you think an average Americans perceptions of each group are created?

Post your summary and both completed copies of Appendix D as attachments in the Assignment section of eCampus.

Weekly Reminders
Discussion Questions Discussion questions are not required this week. Participation Participation is not required this week. Summary of Week 5 Deliverables Assignment CheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination United States-Centric Views Comparison Location Assignment section of eCampus Assignment section of eCampus Due Day Four (Thursday) Day Seven (Sunday)

Week Six
Native American Cultures Evaluate the overall effectiveness of Native American organizations in the advancement of their peoples 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.

Course Assignments
1. Readings Read Ch. 6, 9, & 10 of Racial and Ethnic Groups..

2. Discussion Questions Review the readings for the week. Using the information in the text and your own life experiences, answer each of the discussion questions. Respond to each question in 75 to 100 words and post your responses within the appropriate threads in the Main Forum. DQ 1: Religious discrimination against Muslims and Arab-appearance people rose steeply in the United States after 9/11. Consider the differences between Arabs, Muslims, and Arab Muslim extremists and fundamentalists. What may be done to maintain the American guarantees of religious freedom and increase knowledge about Muslims and Arabs? DQ 2: National organizations such as the Bureau of Indian Affairs, the National Congress of American Indians, and the National Indian Gaming Association are dedicated to Native American affairs. What effect have these organizations had on reducing tribal poverty encouraging prosperity? 3. CheckPoint: Legislation Legacy Resource: National Congress of American Indians Web site http://www.ncai.org and the Indian Country Today Web site at http://www.indiancountry.com Post to the Assignment section of eCampus 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 Today newspaper, or another online source for examples of pertinent issues.

Weekly Reminders
Discussion Questions Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Participation All week: Remember to participate in the class discussions by posting at least 2 substantial messages in 4 out of 7 days during the week. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 6 Deliverables Assignment Discussion Question 1 Discussion Question 2 CheckPoint: Legislation Legacy Main Forum Main Forum Assignment section of eCampus Location Due Day Two (Tuesday) Day Four (Thursday) Day Five (Friday)

Week Seven
Hispanic American Diversity Describe cultural interests important to modern Hispanic Americans. Give examples of diversity among Hispanic American groups.

Course Assignments
1. CheckPoint: The Official Language Movement Resource: Racial and Ethnic Groups, the Internet, and the University Library Investigate the official language movement, which is an important Hispanic American cultural interest, described on pp. 243244 of the text by researching bilingualism in education and politics in the United States. Find four to six credible Web sites or articles that support, oppose, or present information about bilingualism in education or politics. Most sources will focus exclusively on either topic of education or politics; therefore, try to find at least two sources per topic. Write one paragraph about each source, summarizing the main points presented. Provide APA-formatted reference citations. Submit all of your summaries in a 200- to 300-word post in the Assignment section of eCampus.

2. Assignment: Hispanic American Diversity Resources: Racial and Ethnic Groups, the University Library, and the Internet Write a 1,050- to 1,400-word research paper in which you identify the linguistic, political, social, economic, religious, and familial conventions or statuses of four Hispanic groups living in the United States. Your paper must address 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 standards. Post your paper as an attachment in the Assignment section of eCampus.

Weekly Reminders
Discussion Questions Discussion questions are not required this week.

Participation Participation is not required this week. Summary of Week 7 Deliverables Assignment CheckPoint: The Official Language Movement Hispanic American Diversity Location Assignment section of eCampus Assignment section of eCampus Due Day Four (Thursday) Day Seven (Sunday)

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.

Course Assignments
1. Readings Read Ch. 12 & 13 of Racial and Ethnic Groups.

2. Discussion Questions DQ 1: If someone told you (a) Asian Americans and Pacific Islanders are a model minority, and (b) Asian Americans and Pacific Islanders belong to a single Asian American culture, what do you say to them to convince them both statements are misconceptions? DQ 2: Make a prediction about opportunities and challenges that an increase in diversity may present in the United States in the next 50 years. Explain the reasons for your speculations. 3. CheckPoint: Asian Americans According to the U.S. Census Bureau Complete the matrix in Appendix E using information from the Asian Pacific American Heritage Month press release, at

http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editi ons/cb10-ff07.html, on the U.S. Census Bureau Web site.


Post the completed Appendix E as an attachment in the Assignment section of eCampus.

Weekly Reminders
Discussion Questions Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Participation All week: Remember to participate in the class discussions by posting at least 2 substantial messages in 4 out of 7 days during the week. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 8 Deliverables

Assignment Discussion Question 1 Discussion Question 2 CheckPoint: Asian Americans According to the U.S. Census Bureau

Location Main Forum Main Forum Assignment section of eCampus

Due Day Two (Tuesday) Day Four (Thursday) Day Five (Friday)

Week Nine
Core Concept Application Describe the effects of the expansion of race and ethnicity on United States society.

Course Assignments
1. Capstone CheckPoint Write and post to the Assignment section of eCampus a 200- to 300-word summary that answers all of the following questions: o o o o 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 might the country best prepare for the changing race and ethnicity of its current and future citizens?

2. Final Project: Race and Your Community Resources: Appendix A. Write 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 may consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part. Answer the following questions and provide examples: o o o o o o 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 think 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.

Include the following elements in your paper: o o o o o o o o o o o o o o o 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 standards. Rules of grammar, usage, and punctuation are followed. Spelling is correct.

Post your completed research as an attachment in the Assignment section of eCampus.

Weekly Reminders
Discussion Questions Discussion questions are not required this week. Participation Participation is not required this week. Summary of Week 9 Deliverables Assignment Capstone CheckPoint Final Project: Race and Your Community Location Assignment section of eCampus Assignment section of eCampus Due Day Four (Thursday) Day Seven (Sunday)