Syllabus

Race and Ethnic Relations SSC-260-OA

Fall II October 18 to December 7, 2018  

Three Credit Course

Instructor:         Gail Scaramuzzo, Ph.D.

Phone: 570-241-2014

E-mail: gail.scaramuzzo@falcons.lackawanna.edu

Office Location:        On-line at the above e-mail address

Office Hours:            Students can reach me through the falcon’s e-mail or my cell

                                   Phone. I will answer e-mails within 24 hours and I can be reached

                                   On my cell phone between the hours of 10:00 AM and 10:00 PM.

                                   Please leave a message if I am not available and I will return your

                                   Call as soon as possible after your message is left.

Resources:                  Marger, Martin N., Race and Ethnic Relations American and Global Perspectives, 10th Edition.  Wadswoth Learning.

 

Description:

 Sociological analysis of the various ethnic groups which compose minority groups in America, examines each ethnic group as to how they came to be a minority group, analyze the various types of adaptation, and review how their status changed etc. Each group's size, place of heavy concentration, and sub-cultural characteristics are all covered in this course

Objectives:

1.       To be able to discuss some of the relations among ethnic groups of multiethnic society

  1. To be able to understand the structure of inequality among ethnic groups.
  2. To be able to understand the manner in which dominance and subordination among ethnic groups are maintained.
  3. To be able to discuss some of the long-range outcomes of interethnic relations; that is, either greater integration or greater separation.
  4. To have an understanding of some of the key terms regarding Race and Ethnic Relations.
  5. To have a basic understanding of key concepts and key researchers in
    Race and Ethnic Relations.
  6. To understand a trend in American society in the blurring of racial-ethnic identity and sentiments as a result of rising levels of intermarriage.
  7. To understand principal terms, concepts, and theories of the field of race and ethnic relations.

 

Requirements:

  1. To become familiar with the ideas, concepts, theories, and issues commonly associated with discourse on racial and ethnic relations in the United States.
  2. To consider American minority groups in a comparative and global perspective by examining race.
  3. To examine the developmental history and processes from which current ethnic minorities in the United States emerged with particular focus on immigration patterns, colonial history, economic development, and political institutions.
  4. To understand how American economic and political systems and policies shaped and were shaped by racial and ethnic groups.
  5. To review the impact of racial and ethnic minorities on American culture and cultural institutions in areas such as education.
  6. To project alternative futures for racial and ethnic relations in the United States based on current knowledge.

 

Evaluation:

On or before the end of the first week of the course (October 28, 2018 at 11:55 PM) you will be asked to write an autobiography. Please make certain it is in-depth and speaks to the reasons you are choosing to obtain a college education and why you feel this course will be of benefit to you. This will count as 40 points toward your grade. You will also be asked to complete a Course Navigation Quiz. The Course Navigation Quiz is in the assignment area as an online quiz, and the autobiography is located in the Discussion area under the Topic “Let’s Get to Know One Another”. These MUST be completed before the end of the first week of class, by 11:55 PM on October 28, 2018.  Before the end of the first week of class (October 28, 2018, at11:55 PM), you will also be required to complete a Syllabus Quiz. If the autobiography, the course navigation quiz and the syllabus quiz are not completed be 11:55 PM on October 28, 2018, you will not be given credit. If they are not posted correctly, you will not be given credit. The Course Navigation Quiz and the Syllabus Quiz are worth 42 points. You will find these and the directions for each in the Assignment section of your course page. Each quiz MUST be completed as instructed. Please make certain that you follow these instructions. I CANNOT accept any assignment that is late or that is not submitted properly. Please don’t ask me to do this. Have a backup computer in case yours doesn’t work, give yourself enough time to make alternate arrangements if there’s a glitch. PROCRASTINATION CAUSES FAILURE! This is a very intense course and all assignments and requirements must be posted timely and in the right places for you to succeed. You will also find other pertinent study and research aids in the HANDOUT area. During the first week of class I expect you to complete your autobiography and comment on a fellow learner’s autobiography, as well as reply to the initial discussion question.

 

There will be teamwork assignments during this course. Teams will be assigned by me during the first week of class. Your team will be posted in the discussion area in week 1. Each week, by Wednesday of the week assigned, each team member of the team assigned to them, will find and post an article that is pertinent to the topic listed in your team link in the discussion area for that given week. Then, by the end of the week (Sunday, at 11:55 PM) each team member of a given team will synopsize another team member’s article. If you do not understand, or are confused by this assignment, please contact me as soon as possible so you don’t lose points.

Each week there will be two discussion questions posted. (Week One is the exception. There is only one initial question for week One) you must participate and post a reply to each initial question by Wednesday of each week. This is done so that there is time to expand the discussion prior to the end of the week. Each answer must contain at least 2 full paragraphs (4-5 complete sentences and approximately 100 words). Your answer must also contain an external research citation supporting your input. Each question is worth 10 points.

I expect substantive answers. You must contribute pertinent content that relates to your text and submit external research you have found that will contribute to the topic discussion. Perhaps you can find something you can use in the teamwork articles that are posted.) You must respond to each DQ (Don’t forget your research citation.) Your grade will depend on the depth and breadth that you give to each topic. I expect to see the initial posts as submissions to the initial questions and then at least four more additional posts during the week (on four different days) that are substantive and on point regarding the topics.  (One or two sentence posts with general comments like, “great post.” Or, “I wish I said that.” Will not be counted. You must post at least two, four to five sentence paragraphs of critical thought for each post, containing at least approx. 100 words, with at least one external resource added as an in-text citation). Each initial post to the questions is worth up to 10 points for a total of 20 points for the week. You must post at least six times during each week. Two posts to answer each Initial Question, (due before 11:30 PM on Wednesday of each week), and then at least four more times before the end of each week. Additional posts are worth 4 points each for a total of 16 points each week. As you know, an online course is a very condensed method of learning. I must have full participation so that we can cover all of the work necessary for you to absorb the extensive material that is being provided. I too will be participating in the Threaded Discussions as the moderator and I will interject some comments and questions. Remember: Post at least twice initially, substantively to answer the initial DQs and 4 more times additionally as replies to foster a good discussion. It doesn’t matter what time of day that you respond (except for the timelines indicated for completion of the initial questions and article postings) since this is an on-line course where you work at your own pace in your own time frame. However, you must post at least 6 times during the week, on four different days, and post your article and synopsis, each week required, or you will be dropped from the course. (This is how attendance is tracked.)

 

There will be several Topics listed. They will be labeled General Questions; Let’s Get to Know Each Other Better” (Post Your autobiography here); Discussion Questions, and Teamwork (Discussion and Article Synopsis and Posting). The Topic called Let’s Get to Know Each Other Better” is self-explanatory. The Topic called General Questions is an area where you can post questions that may be of interest to all fellow learners. If you have a personal question, please call me or e-mail me for a personal response or use the area in the discussion section for private messages. The Topics called Discussion Questions is the area in which you answer the two questions that will be posted each week, and where you will post answers to other learners’ questions and posts. The Topic called Teamwork is an area where I require research. After research, an article must be posted by each team member that pertains to one of the topics in the week’s discussion questions that are assigned and then another learner’s article must be synopsized and its importance to our discussion must be documented.

 

Your teamwork project will be as follows:  

Each week assigned (wees 2, 4 and 7) you will do some research and find an article that is pertinent to topic I assign to your team. .  You will post your article in the teamwork section of the course before each Wednesday assigned at 11:55 PM). Then each team member will read another team member’s article and create a synopsis of the article and post the synopsis as a reply, Please contact me immediately if you have any questions. If this is done correctly, it should assist every team member since the articles may be helpful when you create your research papers.

 

Each week’s teamwork assignment will be worth a total of 10 points. (The assignment is worth up to 5 points for the article posted and up to 5 points for the analysis and synopsis of the chosen article.) Teams will be assigned by me. Please check the Team assignments in the Discussion area of the course in week one. Work with each other and collaborate so that there is no overlap. Duplicate articles will not be given credit.

 

There is one paper for this course, due by 12/2/2018 by 11:55 PM. This paper will be worth 100 points. Please make certain that you proof-read your assignment before submission and verify that your submission is the correct document. I will deduct points for misspellings, poor grammar and punctuation. Make certain your answers are thorough and show some thought and research. (You must have at least six scholarly resources listed in-text and on a separate reference page. This shouldn’t be difficult if you use the Teamwork topic resource on your discussion page). Your paper must be submitted in APA style. (See the handout section on your course page, under the Writing Well section, for specific information.) Your paper should be between 6-8 pages. I will deduct points if APA style is not used and if in-text citations and a separate cover page, abstract page and separate reference page are not included or are not correct. The topics for your paper will be listed in the course schedule later in the syllabus body, in the course Resources Section of the course under Writing Tools, and in Week Six of the Course. Choose only one topic for your paper. The topic must be validated by information from your text and from external scholarly sources (remember the Teamwork section). Please make certain that you understand what is required for this paper. You may contact me with any questions you have and I will clarify them for you. If you don’t, you will jeopardize your grade. Remember…Procrastination leads to failure!

 

In response to your assignments, your grades will include the following format:

1.       What was expected (see the criteria listed above)?

2.       What you did well (I will comment at the end of your paper).

3.       Where you could improve (I will comment at the end of your paper).

4.       Writing skills (Since you are a college student, I will require that you provide scholarly writing and resources. PLEASE do not use Wikipedia as a resource. It will not count, and you will have 2 points deducted from the assignment.)

5.       Why you received the grade that you did (I will explain at the end of your paper).

 

You will also have points deducted for:

1.     Incorrect spelling (up to 10 points)

2.     Absence of scholarly input. Please do not use slang, or text shorthand. (Up to 5 points)

3.     Incorrect usage of in-text references (up to 5 points)

4.     Less than four sentences in each paragraph, less than 100 word minimum, and less than two paragraphs in each of the 6 answers in the assignment. (Up to 5 points)

5.  Absence of an exterior research source in your discussion posts. (Up to 5 points)

 

Please feel free to call on me for any difficulties you may be having. Again, I respond to all e-mail within 24 hours. You may also post general questions on the course page in the GENERAL QUESTIONS posting area on the course page. I answer telephone calls between the hours of 10:0 AM and 10:00 PM each day the course is in session. If I don’t answer immediately, leave a message and I will return your call as soon as possible.

 

Online Course Attendance Policy

Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. This pertains to online courses as well.

 

Attendance is defined by participating in an academic activity within the online classroom, which includes posting replies in a graded discussion forum or submitting a written assignment. Activities (Syllabus quiz, Course Navigation Quiz, Academic Honesty Pledge, Autobiography) not related to the aforementioned activities will not count for attendance purposes.

 

Students that fail to participate in an academic activity as described above in the online classroom prior to the last day to drop/add a course will automatically be dropped from the course.

 

# of Days Required for Discussion

 in an Online Course

Maximum # of Weeks

Allowed without Discussion

Twice on any four days in a week (8 total)

0

 

  • You are required to engage in discussion at least TWICE on FOUR days throughout the week for a total of six replies in all, minimum.
  • Students who miss one week of discussion will be DROPPED from the course. It is the responsibility of the student to formally withdraw from the course at the Registrar’s office.

 

Online Course Discussion Policy

In order to understand, remember, and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said.” “I agree.” Or “Good thinking.” are NOT acceptable. Also, you should NOT simply repeat what someone else has already said.

You MUST reply no less than 6 times per week – twice on any four days.

Good Discussions in Course Resources will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class discussion!

Ask yourself the following questions to help guide you in having a great discussion:

  • Did I answer the discussion questions directly demonstrating a clear understanding of the material that promoted conversation?
  • Did I support my answers to the discussion questions with research and reading?
  • Did I respond to at least two classmates?
  • Did I continue the conversation with peers that replied to my discussion?
  • Did I answer any additional questions the instructor may have asked?
  • Are all of my responses detailed and clear?
  • Did I participate in the discussion on 4 separate days?
  • Did I relate my responses to the course reading, notes, and/or personal life?
  • Did I provide the class with a response that is non-generic and inspiring – meaning that they learned from what I have contributed and can continue the conversation
  • Did I use proper grammar, spelling and netiquette?

 

Responses that do not move the conversation forward by providing information to which others can respond and build upon will negatively affect your weekly score.

 

Withdrawal Policy

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar.

To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar's Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. No exceptions will be made.

Students who violate the College's Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

 

Financial obligations to the College will be determined according to the Refund Policy.

 

Instructor Policies:

  • All emails and responses posted in the General Questions section of the forum will be answered within one day.
  • All assignments will be graded within 3 days of the assignment due date

 

  •  Any assignment or paper sent late or send in another means than described in the assignment directions will not receive any credit. There is no grace period in this class.
  • All students must use their falcons e-mail and my falcons e-mail to contact me. Anything sent from another e-mail account will not be answered since I may not recognize it. 
  • If you are having problems submitting any of your assignments to the course page, file exchange or e-mail, please IT at 570-504-1584. Main Campus Room 217.

 

Grading:

This course is graded on a point scale. 500 points equals a grade of 100 percent. 

 

You are required to post 2 initial DQ answers each week by Wednesdays, and submit four additional replies before the end of each week. Deliver input into the Teamwork section consisting of research articles and synopsis and analysis of these articles during the time lines listed in the syllabus and complete the Course Navigation Quiz, your autobiography and syllabus quiz on time and completely. Your research paper will be due at the end of the sixth week of the course. You will be graded on all 7 weeks of work. 

Academic Honesty Pledge                                                                                         4 points

Course Navigation Quiz on or before the end of the first week of class         42 points

Autobiography on or before the end of the first week of class                        40 points

Syllabus quiz on or before the end of the first week of class                           42 points

2 initial DQ posts each week (Week 1 has only one post required)                130 points   -- 20 points each week

4 additional posts each week                                                                                112 points   -- 16 points each week

1 Teamwork Assignment each week                                                                      30 points     -- 10 points each week

1 Research Paper due at the end of the 6th week of the course                        100 points

 TOTAL POINTS FOR COURSE                                                                500 points

 

The grade scale below is the ONLY grade scale to be used. On occasion, the portal grading area has a different scale. The scale below is accurate and your grade will be calculated from the percentages you earn using the scale below.

 

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

Due Dates and Late Penalties:

  There will be no “extra credit.”

  • If your assignments are not handed in on time, you will receive a zero
  • If you submit assignments by any other method than described in the assignment requirements, you will receive a zero.
  • If you do not post by the deadlines required, you will receive a zero.
  • If your input is not substantive, communicated well with research added, as well as being grammatically correct with no misspellings, points will be deducted for any and all deficiencies.

 

Rubric for Discussion Questions

20points per week for a total of 242 points

What Should I Do?

Points Available

Did I do This?

Where?

Points Earned

Answer both discussion questions directly demonstrating a clear understanding of the material, support your response with research or reading, and promote conversation 8 posts per week on at least 4 different days.

 130for the course

 

 

 

Continue both conversations with at least 4 more replies, to fellow learners and/or the instructor.

 112 for the course

 

 

 

Make certain you use correct grammar, spelling and syntax. Also make certain you use proper netiquette

-2 for each error

 

 

 

Please respond to other learners and to your instructor in a civil manner using proper netiquette. We can disagree without being disagreeable. Scholarly input is educational not adversarial.

 

 

 

 

To make certain you understand, remember and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said”, “I see”, “I agree”, or “Good thinking” are NOT acceptable. You must also make certain you don’t repeat what others have said. You will not receive credit for these types of answers.

No credit

 

 

 

Read the Good Discussions document in the HANDOUTS and LINKS section of the course and in this syllabus. It will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class.

 

 

 

 

Be certain all responses are clear and detailed and are posted at least two times on four different days, to total 8 posts each week. The initial posts for the discussion questions are included, but they must be posted by Wednesday of each week by 11:55 PM.

 

 

 

 

Make certain that all responses are detailed and relate to the course readings and notes, your own everyday lie, or both. This will ensure that you provide your fellow learners with something that is not generic and will help all of us learn from what you have contributed.

 

 

 

 

 

Academic Integrity

 Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well. Please see the Student Handbook for a complete explanation. The following include but are not limited to the forms of dishonesty for which sanctions may be applied:

  • Using books, notes or other materials during an examination, unless expressly permitted;
  • Using purchased essays, term papers or preparatory research for such papers;
  • Copying others' work or engaging in unauthorized cooperation during an assignment or examination;
  • Allowing another student to copy from an examination or other assignment intended to be performed independently;
  • Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment;
  • Submitting as one’s own work originally done by someone else;
  • Submitting the same written report in more than one course without prior approval from the instructor(s) involved;
  • Stealing examinations or assignments;
  • Supplying or selling examinations or assignments;
  • Misrepresenting statements concerning work submitted;
  • Falsifying or fabricating experimental data or results;
  • Falsifying or fabricating the need for extensions on papers or make-up examinations.

 

(Please see student handbook for more information)

 

Disability Statement

 Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution. Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs. Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab. If you feel that you have a disability that has not been formally documented, you may meet with Ms. Christine Kiehart in the academic development office to discuss your options.

 

Lackawanna College Notice of Nondiscrimination

Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected classification. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal Law including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Americans with Disabilities Act of 1990.

 

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589, piggam@lackawanna.edu.

Equal Opportunity and Affirmative Action inquiries: Georgia Egan, Affirmative Action Officer/Director of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, EganG@lackawanna.edu or Tony Ferrese, Affirmative Action Officer/Seeley Hall Residence Director, Seeley Hall, First Floor, North Washington Avenue, Scranton PA, (570) 504-1760, FerreseT@lackawanna.edu.

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email: OCR.Philadelphia@ed.gov.   

Portfolio and Coursework

Lackawanna College will empower you to experience learning by inspiring your critical thinking, accessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.

 


 

Course Schedule

 

Week One

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

 

General Overview of course

Creates the groundwork for functional participation in course

Course Navigation Quiz and Syllabus Quiz. Autobiography and discussion questions.

 

 

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

 

The topic for discussion is an introduction to the basic concepts we will be studying on race and ethnic relations. Discussion of ethnic stratification: Minority and Majority

Objectives #1 through #8

Research articles and discussion of pertinent information in specific to chapter #1and #2  in the text

Week Two

Discussion topic will be the Tools of Dominance: Prejudice and Discrimination

Objectives #1, #2,#3, and #7

Review of assigned teamwork project and assessment of discussion input and review of Chapter #3 in the text

 

Discussion topic will be assimilation and pluralism patterns

Objectives #4 and #5 

 

Teamwork project input examines the depth of knowledge each learner brings to the table. Review of Chapter 4.

 

Discussion topic will be Immigration and the Foundations of the American Ethnic Hierarchy

Objectives #3, #5 and #7

 

Review of ongoing research for journal entries from the teamwork section. Review of Chapter 5.

Week 3

Discussion topic will focus on Native Americans

Objectives #3 and #4

Input from learners regarding the topic in the discussion area indicates growing knowledge of the subject. Review of Chapter 6.

 

Discussion topic other ethnicities

Objective #3 and #4

Review input from discussion and input from students in discussion and teamwork area. Review chapter seven

 

 

Discussion topic will other ethnicities

Objectives #3 and #4

The assignments in the teamwork section will support assessment of the goals that require attention. Review of Chapter 8

Week 4

Discussion topic will focus on other ethnicities

Objectives #3 and #4

Input from learners will document the strengths and weaknesses of each student so that specific, individual input can be given during discussion area. Chapter 9 will be reviewed.

 

Discussion topic will focus on affirmative action and other present issues

Objectives #3 and #4

The readings and the discussion input as well as the teamwork function of the course, should help to ascertain the growing educational level of each student at this point. Chapter 10 will be reviewed.

 

Discussion topic will focus on Americans and the different ethnicities that create the U.S. social strata.

Objectives #3 and #4

Assessment of this topic will be broad reaching and diverse. It is always a very difficult discussion to assess because of the diverse views of each student regarding their personal opinions on ethnic/religious issues. Chapter 11 will be reviewed.

Week 5

Discussion topic will focus on other problems within our country and the globe.

Objectives  #3 and #4

Assessment by instructor is a major factor in students’ success. However, input from students helps to broaden instructor knowledge and increase awareness of individual student needs and requirements. Today ends individual ethnic group study.

 

Discussion topic is the changing content of American Race regarding current and future issues.

Objective #1 through #8

Teamwork research and chapter review along with the discussion input creates a very good assessment tool for this topic. Chapter 13 review will occur.

Week 6

Discussion topic will include discussion of societies in transition.

Objectives #4 and #8

Chapter 14 review and discussion prove to be the tools that are most beneficial to the students and help the instructor to assess the absorption of information for each student.

 

Discussion topic will include discussion of different global political issues.

Objectives #4 and #8

The prime assessment tool in this course is definitely the discussion area and the teamwork area. Research is very important and this can be assessed through the teamwork area. Chapter 15 will be reviewed.

Week 7

Discussion  topic will include of future ethnic diversity and the aging of society

Objectives #1, #5 and $8

Chapter 16 is reviewed and input from students will be assessed in the discussion area.

 

Discussion topic is poverty and its impact on society

Objectives #1 through #8

 Chapter 16 is reviewed and students’ understanding of the concepts regarding conflict and change will be overviewed.

 

Discussion topic is a review of all 16 chapters. As well as

A follow up to the question posed at the beginning of the course. The student will answer the question posed as to the differences in their thought process from the start of the course until the end.

Objectives #1 through #8

Discussion input today will help to determine what level of education each student has reached after participating throughout this course. Review if their end of week journal entries will also help to determine their knowledge. Their answers will be compared to the answers give at the beginning of the course and evaluation and assessment will occur.

Week One: Wednesday, 10/18 to Sunday, 10/28, 2018

#1 Completion of Autobiography, Course Navigation Quiz and the Syllabus Quiz is required during the first week.

#2 Answer Initial Discussion Question.

#3  I would like each student to introduce him or herself, as I feel this is a very good way to validate how important each of you are. We can recognize the diversity of people and experiences present in the “classroom” and create an atmosphere of informality and mutual respect. I would also like you to tell me why you chose this course and what you expect to learn from it. Your biography posting is worth 40 points. It is a linchpin to this course. As we learn about each other, we foster a sense of safety and comfort so that we can exchange ideas and discuss issues comfortably.

#4 You will also be required to complete the Course Navigation Quiz and the Syllabus Quiz listed in the Assignment section of this course. These must be submitted as online tests, after being completed. The quiz and the Course Navigation Quiz are worth 42 points each. Please complete them and hand them in on time. I expect that each student will comment on fellow learners’ autobiographies so that you can learn about each other during the first week of class.

#5  You are required to write a 6-8 page paper. Here are the instructions:

There is one paper for this course, due at the end of the 6th week of the course (12/2/2018 before 11:55 PM). This paper will be worth 100 points. Please make certain that you proof-read your assignments before submission. I will deduct points for misspellings, poor grammar and punctuation. Make certain your answers are thorough and show some thought and research. (You must have at least 6-8 scholarly resources listed in-text and on a separate reference page.) The papers must be submitted in APA style. (See the handout section on your course in the Writing Well section for information.) The paper should be between 6-8 pages. (Less than at least 6 FULL pages will cause a deduction. The title page, the abstract page and the reference page do not count toward the total number of pages for the report). I will deduct points if APA style is not used and if in-text citations and a reference page and/or abstract are not included or are not correct. You will have three topics listed below which your teams will be researching to choose from, that must be validated by information from your text and from external scholarly sources you and your teammates collect.

The topics are listed below (don’t forget your teamwork thread and your collaboration with other learners).  Provide detail regarding the topic that will document that you have studied it, and understand the concepts. Please create your paper around the topics of:

  1.  Expulsion and annihilation are extreme forms of inequalitarian pluralism. Compare and contrast each as it pertains to the internment of Japanese Americans during World War II and the genocide committed during the Holocaust? Historically, has inequalitarian pluralism existed in the United States? Discuss some of the instances of expulsion and annihilation that have occurred on U.S. soil in the past.
  2. How did slavery in the United States differ from slavery in other countries? After the Civil War, describe the path from slavery to freedom for former slaves. What attributes of Reconstruction helped or hindered assimilation of the former slave population. Research the Jim Crow laws and discuss how they were created. Explain how segregation ended in the United States and provide four contributing factors that worked toward that end.
  3. Discuss how Indian societies were physically reduced through the process of depopulation. Explain the Red Power movement, the Indian Removal Act and the Indian Self-Determination and Education Assistance Act. How have these hindered or helped in the forward movement of this racial group? Explain how forced assimilation was instituted and why Indian children were taken away from their parents and sent to boarding schools. What were the consequences of this mandate?
  4. Threaded Discussion
  5.  What basic knowledge do you have at present, regarding Race and Ethnic Relations? What do you expect to learn after taking this course? 

 Each answer must contain at least 2 full paragraphs (4-5 complete sentences and approximately 100 words). Your answer must also contain an external research citation supporting your input. The question is worth 10 points.

 Please use the PowerPoint Outlines in the Course Resources to assist in your answers.

Don't forget that your initial post must be submitted by Wednesdays at 11:55 pm and your subsequent answers must be submitted by Sundays at 11:55 pm.

#3 Please read Chapters 1, 2 and 3 for next week’s discussion.

#4 Your teamwork project for week 2 will be as follows:  

You will read and answer the discussion questions and research a topic I assign that will add to the knowledge base. Please post it before Wednesday at 11:55 PM each week. . Each member of the team will find a "scholarly" article to contribute on the subject and then each team member will read another team member's article and create a synopsis of the article and then post the synopsis as a reply.

 

Please contact me immediately if you have any questions.

 

Each week’s teamwork assignment will be worth a total of10 points. (The assignment is worth up to 5 points for the article posted and up to 5 points for the analysis and synopsis of the chosen article.) Teams will be assigned by me. Check the Teamwork Topic area for team listings.

 

 

 

Week Two: Monday, October 29th to Sunday, November 4, 2018

 

#1  Chapters 1, 2 and 3 will be discussed

#2 Threaded Discussions:

  1. Why are U.S. opinions and attitudes different when it comes to immigrants from Europe than when immigrants come from Latin America, the Middle East or Mexico?
  2. Explain the difference between pluralism and assimilation. What societies practice pluralism and assimilation? Is assimilation a societal goal for the U.S.? Why or why not? Should it be?

 

3. Please read Chapters 3, 4 and 5next week’s discussion, used the Power Points to research the topics

4. Make certain you participate in the Teamwork section of the Discussion area.

5. Use the Power Points to research the topics.

 

 

Week Three, November 5 to Sunday, November 11, 2018 

Chapters 3, 4 and 5 will be discussed

Threaded Discussions:

  1. How did segregation end in the U.S.? Provide four contributing factors and explain how they worked together to end segregation.
  2. Compare the assumptions Westerners typically make about the role of women in Arab societies to Arab and Muslim women’s perspectives of these roles. Distinguish between the terms Arab and Muslim. What are the main characteristics of each group?
  3.  Read Chapters 6, 7 and 8 and use the Power Points to research the topics.

 

Week Four, November 12 to Sunday, November 18, 2018 

 

Chapters 6, 7 and 8will be discussed

Threaded Discussions:

  1. Discuss the early 1960s arguments put forth by proponents of affirmative action. Explain why affirmative action may be considered both necessary and unfair.
  2. Discuss what kind of “postethnic age” the US may be entering and describe what this society might look like when and if ethnicity becomes a non-issue.
  3.  Read Chapters 9, 10 and 11and use the Power Points to research the topics.
  4.  Make certain you participate in the Teamwork section of the Discussion area.

 

Week 5, November 19 to November 25, 2018

 

Chapters 9 10 and 11 will be discussed.

Threaded Discussions:

  1.  Which age group votes more often than any other? How does this create a lop-sided political agenda for everyone?  How can this be corrected?
  2. Has the Baby Boomer generation changed the definition of “elderly”? Are 60 and 70 year olds functioning the same as 60 or 70 year olds in the 1950s and 1960s? Do they contribute to the voting situation as it stands today? Will the voting base change in the future?
  3. Read Chapters 12, 13 and 14 and use the Power Points to research the topics.

 

 

Week 6, November 26 to December 2,, 2018

 

Chapters 12, 13 and 14 will be discussed.

Threaded Discussions:

  1.  Has there been a decrease in civility and tolerance in the U.S. over the past 20 years? If so, what are the causes, and if not, defend your position.
  2. Do you think that the increase in the use of electronic media has dissipated society’s level of empathy and engagement with groups other than themselves? Are we increasing our isolation from others in society by using social media more often than face-to-face engagement?
  3. Read Chapters 15, 16 and 17 and use the Power Points to research the topics.

 

Week 7, to December 3 to December 9, 2018

 

Chapters 15, 16 and 17 will be discussed.

Threaded Discussions:

  1. After participating in this course, how have your views changed regarding sociology and what do you think you’ve learned after participating? If your views have changed, please let us know, if they have not, please explain.
  2. Please list any functions or items that you think could be improved so that future learners will have the benefit of your thought process and input.

 Thank you for participating in this Race and Ethnic Relations Course.