faculty notes -...

ETH/125Cultural Diversity

Version 6 10/01/10

ETH/125

ETH/125 Cultural Diversity

Program CouncilThe Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program.

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Faculty Notes Course Number


Faculty Materials

BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

Schaefer, R. T. (2006). Racial and ethnic groups (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

ASSOCIATE LEVEL MATERIALS

Associate Level Writing Style Handbook, available online at https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf

Faculty Notes

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf


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

Week One: Race and Ethnicity: Key Concepts

Recognize key terms and sociological concepts related to race and ethnicity. Describe subordinate group creation and consequences.

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.

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.

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.

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.

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.

Week Seven: Hispanic American Diversity Describe cultural interests important to modern Hispanic Americans.

Faculty Notes


Give examples of diversity among Hispanic American groups.

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.

Week Nine: Core Concept Application

Describe the effects of the expansion of race and ethnicity on United States society.

Faculty Notes


Administrative Notes

The Online class week begins on Monday and concludes on Sunday.

Before Class Starts

Customize your welcome note and post it in the Main forum. Post your bio in the Chat Room forum.

Each Week

Online instructors are required to:

Post weekly course materials on Sunday before the new week starts on Monday. Respond to student questions within 24 hours of receipt. Return feedback on CheckPoints to students within 48 hours of the due date. (If CheckPoints

are submitted late, feedback must be returned within 48 hours of submission.) Return feedback on assignments to students within 7 days.

Students submit their assignments to individual forums bearing their login names. Any communication with students that occurs outside the classroom forums should take place in these Individual forums.

Classroom Management

Ensure that any content or logistical questions from the previous week are answered. Preview the learning objectives and content for the current week. At the end of the class or week, review key content points, and preview the content of the

next week. Be sure that you have received all assignments that are due.

WRITTEN ASSIGNMENT GRADING FORMS

The Faculty Notes contain a customized grading form for each written assignment to provide consistency in grading. The efficiency of using a grading form is realized when the instructor reads through the assignment, looking for the identified attributes. Once past the learning curve, most faculty find that grading with a form decreases the time spent assessing student work. Familiarize yourself with the process of using grading forms, as described in the Faculty Material at the end of these Faculty Notes. This document describes the process of electronically navigating between a master file and the form that is completed for each student as well as how to return the completed form with the graded paper to the student’s Individual forum. Remember, it is not necessary to provide a comment for each section or for each bullet point, just for the areas that need remediation or reinforcement.

ANSWER KEYS

Answer keys are provided in the Faculty Notes. For quizzes, the correct answers to selected-response items are given. For constructed-response items, the answer key gives a sample answer with the caveat that correct student answers may vary. Answer keys are shown in red text.

Faculty Notes


EXERCISES

Exercises earn completion points only.

Faculty Notes


Week One Faculty Notes


Race and Ethnicity Key Concepts

Recognize key terms and sociological concepts related to race and ethnicity. Describe subordinate group creation and consequences.

Weekly Overview

This week, students learn key sociological race and ethnicity concepts applicable to United States dominant and subordinate groups. In addition to defining race and ethnicity in their own words for the first CheckPoint, students gain knowledge of terms and concepts by performing a matching exercise for the second CheckPoint. The assignment asks students to describe the creation and consequences of a subordinate group by imagining themselves as members of the group.

Assignment Notes

CheckPoint: Defining Race and Ethnicity

Resources Required

Appendix BCh. 1 in Racial and Ethnic Groups

Grading Guide

Student answers may vary, but must be derived from Ch.1 of Racial and Ethnic Groups. Appendix B correct answers are provided in the Answer Key below.

Answer Key for Defining Race and Ethnicity, Due in Week One

Note. Some descriptions were adapted from Richard Schaefer’s Racial and Ethnic Groups, 10th ed., 2006.

Description Key TermThis group is the same as a subordinate group. A defining feature of this group is that its members have less control or power over their lives than do members of dominant groups.

Minority group

This describes the social structure between competing groups as defined by conflict or tension. An example would be the conflict that occurs between Haitians and United States citizens when Haitian refugees seek a new home in the United States.

Conflict perspective

This is a group with distinct national origins or cultural patterns. For example, Norwegian Americans belong to this type of group.

Ethnic group

Women are considered the social minority in the United States because they belong to this group, and are sometimes subject to prejudice and discrimination.

Gender group

This is the study of social behavior. A professional in this field may study intergroup relations between African Americans and Asian Americans, for example.

Sociology

This occurs when a person both believes and feels that his or her Racism

Faculty Notes


own racial group is superior to another racial group.The most common definition of this term is a social ranking by social wealth. An example would be a family whose income level categorizes them below the poverty line, versus a family whose income level categorizes them far above the poverty line.

Class

This is when an oppressor uses race to determine who is and is not privileged. These determinations are made by assigning characteristics to races and dividing them into groups. At minimum, characteristics include physical or cultural traits.

Social construction of race

This is a broad generalization about groups that does not account for individual differences. An example would be if a person were to generalize that all people from New York City are pushy.

Stereotype

Among many others, Chinese Americans, African Americans, and Caucasians are examples of this group. Members of such a group may be identified by obvious physical differences.

Racial group

This occurs when a dominant group forces a minority group to live, work, or socialize separately. The high index of Blacks and Whites living separately in Detroit, Michigan is an example.

Segregation

Another way of describing a minority group, this type of group comprises people of certain race, ethnicity, religion, gender, age, disability. Members of such a group exhibit five distinct characteristics.

Subordinate group

This occurs when a person, or the group to which that person belongs, assumes the characteristics of a dominant group. An example would be an Indian-born United States citizen choosing to abandon his or her cultural norms in favor of United States norms.

Assimilation

This group is associated with a faith other than the dominant group. Individuals who practice Buddhism in the United States, for example, belong to this type of group.

Religious minority group

This perspective maintains that groups in society may express their cultures without facing prejudice or hostility. In part, it may be seen in some of the larger United States cities.

Pluralism

Assignment: Journal Entry of a Subordinate Group Member

Purpose of Assignment

The purpose of this assignment is for students to identify and describe the creation and consequence situations of a United States subordinate group. By writing as a fictional member of the group, students begin to better understand or relate to the formative challenges of the subordinate group.

Resources Required

Ch. 1 in Racial and Ethnic Groups U.S. Census Bureau American Fact Finder Web site http://factfinder.census.gov/

Grading Guide

Student journal entries may vary, but must address the criteria provided in syllabus.

Faculty Notes

http://factfinder.census.gov/


Written Assignment Grading Form for Journal Entry of a Subordinate Group Member, Due in Week One

Content and Development 45 Points

Points EarnedXX/45Additional Comments:

All key elements of the assignment are covered in a substantive way. Student selected a subordinate group with a

documented history in the United States. The assignment is written as a first-person

journal entry from the perspective of a subordinate group member.

The journal entry is 700 to 1,050 words in length.

The content is comprehensive and accurate. The journal entry contains accurate information

about subordinate group creation and consequence situations.

Facts provided include where the group originated, how it came to the United States, and one or two locations in the United States where members of the group currently live.

The journal entry contains fictional autobiographical content.

The journal entry links theory to relevant examples of current experience and uses the vocabulary of the theory correctly. The journal entry exhibits student

understanding of the subordinate group creation and consequence situations.

Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically. Student supports facts with text, University

Library, or Internet resources. The journal opening paragraph transitions smoothly into the body of the entry.The journal closing paragraph is logical and flows from the body of the entry.

Readability and Style 12.5 Points

Points EarnedXX/12.5Additional Comments:

Paragraph transitions are present, logical, and maintain the flow throughout the entry.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well-constructed, with consistently strong, varied sentences.Sentence transitions are present and maintain the flow of thought.

Mechanics Points Earned

Faculty Notes


12.5 Points XX/12.5Additional Comments:

Citations of original works within the body of the entry follow APA standards.The entry is laid out with effective use of font styles and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 70 Points

Points EarnedXX/70

Overall Comments:

Faculty Notes


Week Two Faculty Notes


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.

Weekly Overview

This week, students learn about prejudice and its manifestations, including hate crimes, discrimination, stereotyping, and intergroup hostility. Ch. 2 of the text describes these concepts and reviews social programs used to reduce prejudice. Discussion Questions guide students through reflection about their own experiences with prejudice, and ask them to consider tolerance-based solutions for reducing prejudice. In completing the CheckPoint’s Implicit Association Test, students appraise the test and describe whether they think it is an accurate technique for measuring prejudice.

Assignment Notes

Discussion Questions are due this week.

CheckPoint: Implicit Association Test

Resources Required

Implicit Association Test (IAT) Web site http://implicit.harvard.edu/implicit/demo/index.jsp

Grading Guide

Student summaries may vary, but must provide the results of the IAT, include answers to questions listed in the syllabus, and be 200 to 300 words in length.

Faculty Notes

http://implicit.harvard.edu/implicit/demo/index.jsp


Week Three Faculty Notes


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.

Weekly Overview

This week, students learn about the history of immigration in the United States and current concerns facing the country and its immigrant groups. The CheckPoint asks students to imagine themselves as immigrants by examining processes and requirements of the United States Citizenship and Immigration Services (USCIS). The syllabus then poses questions of United States immigration policy for student consideration. In the assignment for this week, students uncover sources of discrimination against ethnic groups through research of that group’s history in the U.S. Students who choose to research their personal ethnic groups learn about their cultural backgrounds by completing this assignment.

Assignment Notes

CheckPoint: Modern Challenges in Immigration

Resources Required

Ch. 4 in Racial and Ethnic Groups USCIS Web site www.uscis.gov

Grading Guide

Student summaries may vary, but must answer all of the questions posed in the syllabus. Opinions about United States immigration processes and policies must be provided with student answers.

Assignment: Ethnic Groups and Discrimination


The purpose of this assignment is for students to study the development of their own ethnic groups. The questions provided ask students to think about the formation of their own cultural identities, and any part discrimination has played or currently plays in that formation.

Resources Required

Racial and Ethnic GroupsInternet University Library

Grading Guide

Faculty Notes

http://www.uscis.gov/


Student submissions may vary, but must assume the form of a 700- to 1,050-word essay that answers questions provided in the syllabus. Supporting research findings should be included.

Written Assignment Grading Form for Ethnic Groups and Discrimination Essay, Due in Week Three

Content / Development 70 Points


All key elements of the assignment are covered in a substantive way. Student selected a single ethnic group about

which to research and write. Essay addresses questions from syllabus. The student has answered questions about the

cultural history and identity of the selected ethnic group.

The essay is 700 to 1,050 words in length.The content is comprehensive and accurate. Essay describes the group’s experience with

prejudice, segregation, and/or racism. Essay identifies forms of discrimination in which

the group participated or by which they were affected.

Student describes whether he or she identifies with the ethnic group examined, with United States mainstream culture, or with both equally.

The paper links theory to relevant examples of current experience and uses the vocabulary of the theory correctly. Discrimination concepts are used correctly. Prejudice, segregation, and racism concepts are

used correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically. Student supports facts with text, University

Library, or Internet resources.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the paper, and reviews the major points.

Readability and Style 15 Points


Paragraph transitions are present and logical and maintain the flow throughout the paper.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well-constructed, with consistently strong, varied sentences.Sentence transitions are present and maintain the flow of thought.

Faculty Notes


Mechanics 15 Points


The paper, including the title page and references, follows APA standards for format.The paper is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 100 Points

Points EarnedXX/100

Faculty Notes


Week Four Faculty Notes


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.

Weekly Overview

This week, students study African American history and modern cultural dynamics. Readings cover the great scope of the African American experience, including slavery and its aftermath, Black protest, the Civil Rights Movement, urban living, Black Power, religion, education, economics, family relations, housing, criminal justice, health care, and politics. Discussion Questions and the CheckPoint assess these concepts by asking students to think critically about the formative experiences, cultural challenges, and leaders in United States Black history.

Assignment Notes


CheckPoint: Leaders and Legislation of the Civil Rights and Black Power Movements

Resources Required

Appendix C Ch. 7 in Racial and Ethnic Groups

Grading Guide

Student answers may vary, but must include completion of Parts 1 and 2 of Appendix C. Appendix C matrix answers, which students derive from Ch. 7 of the text, are provided below. At least seven leaders or legislative events must appear in the matrix. The first leader is provided to the students as a model.

Answer Key for Leaders and Legislation of the Civil Rights and Black Power Movements, Due in Week Four

Appendix C Answer Key

Part 1

Complete the following matrix by identifying 7 to 10 leaders or legislative events from both the Civil Rights and Black Power movements. The first leader is provided as a model.

Note. Some answers provided in the Contribution column were adapted from Richard Schaefer’s Racial and Ethnic Groups, 10th ed., 2006.

Faculty Notes


Leader or Legislation

Date(s) Organization or Cause Contribution

A. Philip Randolph

1941 Brotherhood of Sleeping Car Porters/Discrimination

His threat to march on Washington to protest discriminatory treatment caused former President Franklin D. Roosevelt to react with new policies on job discrimination.

President Franklin D. Roosevelt

1941 Workplace Discrimination Banned discrimination in defense-related industries and created the Fair Employment Practices Commission

President Harry Truman

1948 Civil Rights/Desegregation Issued an executive order desegregating the armed forces

Brown v. Board of Education and the NAACP

1954 The NAACP worked to end de jure Segregation/NAACP

Brown v. Board of Education reversed Plessy v. Ferguson and made racially separate facilities unconstitutional. The NAACP fought to pass the legislation.

Rosa Parks 1955 Civil Rights Refused to surrender her seat on a crowded bus to a White man

President Dwight Eisenhower

1957 Civil Rights/Desegregation Sent federal troops to integrate Central High School in Little Rock, Arkansas

Reverend Martin Luther King Jr.

1955, 1958, 1963, 1968

Montgomery Improvement Association/Southern Christian Leadership Conference (SCLC)/Civil Rights

King spoke and wrote about the pursuit of Civil Rights; lost his life to the cause

James Meredith 19621966

Civil Rights/Desegregation The first African American accepted by the University of Mississippi; carried out a one-person march from Memphis to Jackson, Mississippi to encourage Blacks to vote, and was shot doing so.

Civil Rights Act of 1964 and President Lyndon B. Johnson

1964 Civil Rights Banned discrimination on the grounds of race, color, religion, national origin, or gender; urged U.S. Congress to pass the Civil Rights Act of 1964; signed the ratification of the Twenty-Fourth Amendment, eliminating the poll tax that had prohibited Blacks from voting

James Meredith and Stokely Carmichael

1966 Black Power Movement Initiated the Black Power Movement

Huey Newton and Bobby Seale

1966 Black Panther Party Organized the controversial, radical party that brought political attention to the Black Power cause

Part 2

Faculty Notes


Once you complete the matrix, use the space below to write a 75- to 100-word response describing the role civil disobedience played in the Civil Rights Movement.

Student answers may vary, but may highlight the following:

Rosa Parks’ refusal to give up her seat to a White man on a Montgomery, Alabama, bus on December 1, 1955

Martin Luther King, Jr.’s disobedience of unjust laws in his effort to confront racism King’s leadership of marches in Birmingham and Washington, D.C., where arrests of

protestors, including King, were common (Schaefer, 2006, pp. 198-200)

Faculty Notes


Week Five Faculty Notes


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.

Weekly Overview

This week, students study Muslim and Arab American group diversity. The text reading examines differences between religious Muslims and ethnic Arabs and how, through the lens of Orientalism, most U.S. citizens incorrectly view these groups as one. The assignment explores perceptions formed about the groups when compared against Christian Americans, the most common point of reference. Reflecting upon the results of this exercise, students are asked to consider whether they agree with perceptions of these groups.

Assignment Notes

CheckPoint: Characteristics of Orientalism, Prejudice, and Discrimination

Grading Guide

Student answers may vary, but must describe the difference between Muslims and Arabs, describe how the United States has made changes to policies concerning the treatment of Muslim and Arab members of society. Students must list two to three characteristics of Orientalism and should describe how Orientalism and prejudice contribute to hate crimes against the above-mentioned groups. Students must suggest what may be done to promote tolerance and reduce prejudice in their towns and cities..Answer Key for Characteristics of Orientalism, Prejudice, and Discrimination, Due in Week Five

All answers to these questions may include:

Explain the difference between Muslims and Arabs

Muslim is a religion and Arab is a kind of ethnicity

According to research and news reports from the past 2 years, what are some of the changes that the United States has made to policies concerning the treatment of Muslim and Arabic society?

Various government policies and laws (ex. Patriot Act, 2001).

Characteristics of Orientalism may include the following:

Muslim and Arab Americans originate from a single cultural group without ethnic variation.

Conflict between Christians and Muslims is inherent.

Faculty Notes


The mosque is presented and perceived as a foreign threat.

How Orientalism and prejudice may contribute to hate crimes against Muslims, Arabs, and related groups:

Some post-9-11 patriotism has evolved into an anti-Muslim, anti-Arab, pro-American sentiment.

Stereotypes

What individuals might do to promote tolerance and reduce prejudice in their towns and cities:

Support the victims of hate crimes. Appeal to community leaders to take an active role in tolerance-related initiatives. Promote diversity in schools and in the community. Donate time and money to tolerance groups.

Assignment: Characteristics of Orientalism, Prejudice, and Discrimination


The purpose of this assignment is for students to organize, compare, and contrast United States-centric views of Muslim and Arab Americans with United States-centric views of Christian Americans. In considering the question, “What are an average American’s perceptions about Muslim or Arab American and Christian American groups?” students judge the validity of common perceptions and, as part of that process, may reassess their own beliefs.

Resources Required

Appendix D

Collaborative Work Instructions

For this assignment, students must ask a friend or family member to complete a copy of Appendix D. Students will complete a second copy themselves, and then compare and contrast the results of each Appendix copy in a 350 to 500-word, written summary. You should receive this summary as well as both copies of Appendix D from students.

Grading Guide

Unlike most assessments, there are no right answers for the table portion of this assignment. Students and their friends or family members will organize descriptors based on their perceptions of what they think an average American understands about each group. Therefore, each table will contain its own unique categorizations. Students who provide thorough summaries to syllabus questions based on the completion of two copies of Appendix D should earn maximum points for this assignment.

Faculty Notes


Week Six Faculty Notes


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.

Weekly Overview

This week, students evaluate the turbulent transformations that have accompanied Native Americans throughout recent history. The subjects of internal colonialism and paternalistic government policy are addressed by the text reading, which subsequently prepares students to complete the Discussion Questions and CheckPoint for this week. Present-day concerns of Native Americans such as economic development, education, health care, religious, and spiritual expression, and the environment are also studied.

Assignment Notes


CheckPoint: Legislation Legacy

Resources Required

National Congress of American Indians Web site http://www.ncai.org The Indian Country Today newspaper at http://www.indiancountry.com

Grading Guide

Student summaries may vary, but must identify a current issue and legislation between Native Americans and the federal government. Summaries must be 200 to 300 words in length and explain the connection between the issue and identified legislation.

Faculty Notes

http://www.indiancountry.com/

http://www.ncai.org/


Week Seven Faculty Notes


Hispanic American Diversity

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

Weekly Overview

This week, students study the largest United States minority group: Hispanics. Text readings outline diversity among Hispanic groups in terms of language, economics, education, politics, and immigration. The CheckPoint focuses on one of these interests—the use of the Spanish language—because of its increasing ubiquity in American culture. For further study of Hispanic American history and evolution, students write about four distinct Hispanic groups for this week’s assignment.

Assignment Notes

CheckPoint: The Official Language Movement

Resources Required

Racial and Ethnic Groups Internet University Library

Grading Guide

Student summaries may vary, but must cite and include four to six credible Web sites or articles that support, oppose, or simply present information about bilingualism in education or politics. At least two sources must relate to bilingualism in education, and at least two must cover bilingualism in politics. Students must summarize all sources, culminating in a single 200- to 300-word synopsis four to six paragraphs in length.

Assignment: Hispanic American Diversity


The purpose of this assignment is for students to write a research paper identifying the linguistic, political, social, economic, religious, and familial conventions or statuses of four Hispanic groups living in the United States. Through examination of these groups, students review the diversity inherent among them.

Resources Required

Racial and Ethnic GroupsInternetUniversity Library

Grading Guide

Faculty Notes


Student essays may vary, but must address the criteria provided in syllabus.

Written Assignment Grading Form Hispanic American Diversity Essay, Due in Week SevenContent / Development 70 Points


All key elements of the assignment are covered in a substantive way. Student writes about two Hispanic American

groups from Ch. 9 of the text Student also writes about Mexican Americans and

Puerto Ricans Paper identifies the linguistic, political, social,

economic, religious, and familial conventions and/or statuses of all four groups

Paper identifies the major differences and commonalities apparent among groups

The paper is 1,050 to 1,400 words in length.The paper links theory to relevant examples of current experience and uses the vocabulary of the theory correctly. If included, race and ethnicity concepts are used

correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically. Student supports facts with information from the

text, University Library, or Internet resources.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the paper, and reviews the major points.

Readability and Style 15 Points



Mechanics 15 Points



Faculty Notes


Total 100 Points

Points EarnedXX/100

Faculty Notes


Week Eight Faculty Notes


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.

Weekly Overview

This week, students study Asian American diversity. The readings outline stereotypes not representative of all Asian Americans, though sometimes still perpetuated. These stereotypes are leveled by the reality that Asian groups are varied, and that each group experiences different success in United States society. This week’s Discussion Questions deconstruct false misconceptions, and explore similarities and differences between Japanese and Chinese American cultural experiences. The CheckPoint asks students to examine the current Asian American population according to the U.S. Census Bureau.

Assignment Notes


CheckPoint: Asian Americans According to the U.S. Census Bureau

Resources Required

Appendix EAsian Pacific American Heritage Month press release at http://www.census.gov/Press-Release/www/releases/archives/facts_for_features_special_editions/001738.html

Grading Guide

Student answers may vary, but must include completion of Parts 1 and 2 of Appendix E. Appendix E matrix answers, which students derive from the U.S. Census Bureau’s Asian Pacific American Heritage Month press release, are provided below. Students will find only two statistics for the Financial and Career rows. Statistic 1 of the Cultural Makeup row is provided to the students as a model.

Appendix E Answer Key

Part 1

Organize statistics from the U.S. Census Bureau on Asian American diversity using the matrix below. Use the following directions to locate the document:

Go to the homepage of the U.S. Census Bureau website: http://www.census.gov/. Scroll down to Newsroom. Click on Facts for Features.

Faculty Notes

http://www.census.gov/

http://www.census.gov/Press-Release/www/releases/archives/facts_for_features_special_editions/001738.html

http://www.census.gov/Press-Release/www/releases/archives/facts_for_features_special_editions/001738.html


Under the 2010 heading, select the document: March 2: Facts for Features: Asian/Pacific American Heritage Month: May 2010.

Faculty Notes


Statistic 1 Statistic 2 Statistic 3

Cultural Makeup

15.5 million U.S. residents are Asian or Asian in combination with other races.

5.1 millionThe Asian population in California, the state that had the largest Asian population on July 1, 2008, as well as the largest numerical increase from 2007 to 2008 (105,000). New York (1.5 million) and Texas (956,000) followed in population. In Hawaii, our nation's only majority-Asian state, Asians made up the highest proportion of the total population (54 percent). Asians were the largest minority group in Hawaii and Vermont.

2.7%Percentage growth of the Asian population between 2007 and 2008, the highest of any race group during that time period. The increase in the Asian population during the period totaled more than 400,000.

Income $70,069Median household income for single-race Asians in 2008.

Median household income differed greatly by Asian group. For Asian Indians, for example, the median income in 2008 was $90,528; for Vietnamese-Americans, it was $55,667. (These figures represent the single-race population.)

11.8%Poverty rate for single-race Asians in 2008, up from 10.2 percent in 2007.

Education 50%The percentage of single-race Asians 25 and older who had a bachelor's degree or higher level of education. This compared with 28 percent for all Americans 25 and older.

85%The percentage of single-race Asians 25 and older who had at least a high school diploma. This compared with 85 percent for all Americans 25 and older.

20%The percentage of single-race Asians 25 and older who had a graduate (e.g., master's or doctorate) or professional degree. This compared with 10 percent for all Americans 25 and older.

Career(there are more than three statistic options that can be used here)

1.1 millionNumber of businesses owned by Asian-Americans in 2002, up 24 percent from 1997. The rate of increase in the number of Asian-owned businesses was about twice that of the national average for all businesses.

47%Percentage of all Asian-owned firms that were either Chinese-owned or Asian Indian-owned.

Nearly 6 in 10Proportion of all Asian-owned firms in the United States in California, New York, Texas and New Jersey.

Faculty Notes


Location 1.4 millionThe number of Asians (self-identified as Asian alone or in combination with one or more other races) in Los Angeles County, Calif., in 2008, which tops the nation's counties.

19,000Santa Clara County, Calif.'s Asian population increase from 2007 to 2008, the largest in the nation.

58%Percent of the population of Honolulu County, Hawaii, that was Asian in 2008, which led the country. Honolulu was the only majority-Asian county in the nation.

Future 40.6 millionThe projected number of U.S. residents in 2050 who will identify themselves as Asian or Asian in combination with one or more other races. They would comprise 9 percent of the total population by that year.

162%The projected percentage increase between 2008 and 2050 in the population of people who identify themselves as Asian or Asian in combination with one or more other races. This compares with a 44 percent increase in the population as a whole over the same period of time.

Miscellaneous: Voting, Age, Language

All in all, 49 percent of Asians turned out to vote in 2008 -- up about 4 percentage points from 2004. A total of 3.6 million Asians voted.

35.8Median age of the single-race Asian population in 2008. The corresponding figure was 36.8 years for the population as a whole.

2.5 millionThe number of people 5 and older who spoke Chinese at home in 2008. After Spanish, Chinese was the most widely spoken non-English language in the country. Tagalog, Vietnamese and Korean were each spoken at home by more than 1 million people.

Part 2

Answer the following questions:

What do these statistics reveal about Asian diversity in America? Student answers may vary, but should at minimum describe what the statistics reveal about Asian American nationality and cultural makeup.

What do you believe is the future of Asian diversity in America?Student answers may vary.

Faculty Notes


Week Nine Faculty Notes


Core Concept Application

Describe the effects of the expansion of race and ethnicity on United States society.

Weekly Overview

This week, students submit their final projects. The project, which asks students to prepare an autobiographical research paper about race in their communities, synthesizes the key diversity concepts they have studied over the past 8 weeks. The CheckPoint for this week asks students to perform a final introspection on the presence of diversity in their own lives.

Assignment Notes

Capstone CheckPoint

Grading Guide

Students must summarize the information about American cultural diversity that has helped them to better understand or relate to specific minority groups in a 200- to 300-word summary. Students must include what they have learned about their own cultural histories and what they think the face of America will look like in the year 2050. Students must also propose ways in which America might prepare for the changing diversity of its citizens.

Final Project: Race and Your Community


The purpose of this assignment is for students to synthesize the information they have learned throughout the course and implement it within an autobiographical research paper.

Resources Required

Appendix A

Grading Guide

Student papers will vary, but must address the criteria provided in syllabus and Appendix A.

Written Assignment Grading Form for Final Project, Due in Week NineContent / Development 165 Points


All key elements of the assignment are covered in a substantive way. The paper is 1,400 to 1,750 words in length.

Faculty Notes


The thesis addresses racial issues in the student’s local community.

The content is comprehensive and accurate. Student covers personal experiences with and

opinions about cultural diversity in their community Three sources are used; one of which is a

community member, leader, or representative from a local community organization.

The paper is directed toward the appropriate audience. The paper is written in first-person point of view,

with an autobiographical approach.The paper links concepts to relevant examples of current experience and uses the vocabulary of the theory correctly. Text diversity concepts are applied to student

observations.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically. Student answers assignment questions Student includes perspectives from supporting

sourcesThe conclusion is logical, flows from the body of the paper, and reviews the major points.

Readability and Style 42.5 Points



Mechanics 42.5 Points



Total 250 Points

Points EarnedXX/250

Overall Comments:

Faculty Notes


Associate Level Faculty Material

Instructions for Using the Written Assignment Grading Form

The grading form summarizes the points earned for a written assignment, usually focusing 70% for content and development and 30% for readability, style, and mechanics. The form also provides space in which you may comment on any area that needs special attention for remediation or reinforcement. It is not necessary to provide a comment for each section or bullet point.

In some cases, you may want to customize the form by adding or deleting lines to document particular features or ideas that you will look for while grading the paper. Each time you grade a student paper, copy the table and paste it at the end of the assignment. When the grading process is complete, return the student’s paper, which now contains the feedback form and score for the assignment.

1. Open the student’s attached Microsoft Word document.

2. Open a new Written Assignment Grading Form from the master file.

3. Copy and Paste the Written Assignment Grading Form at the end of the student paper.

4. Grade the paper, providing quality feedback on the content of the paper.

5. Complete the Written Assignment Grading Form, which is now in the student paper, providing comments when applicable. It is not necessary to record a comment for every item.

6. Enter the student’s score for each of the three main categories: content and development, readability and style, and mechanics. Optionally, you may enter points for each subcategory. Calculate and enter a total score.

Faculty Notes

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