Syllabus

Race and Ethnic Relations SSC-260-OM

Fall II March 18 to May 5, 2019  

Three Credit Course

Instructor:   Dr. Michael S. Elia, Ed. D.

Phone: (570) 357-8144 (Cell)

E-mail: EliaM@lackawanna.edu

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

Office Hours:            Please feel free to contact me through the Lackawanna College 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 8:00 a.m. and 9:00 p.m.

          

 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 over time.  Each group's size, place of heavy concentration, and sub-cultural characteristics are all covered in this courseThrough your work in this course by studying ethnic compositions and dynamics of other societies, you will be enabled to explore unfamiliar social terrains but develop an informed understanding of the structure and social forces of their own society.

 

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.

 

 

 

 

 

 

 

General Questions

The General Questions area is where you as students 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.

 

Assessments/Evaluations

 

Academic Honesty Pledge (4 Points) Due by the end of the first week of the course (March 24, 2019 by 11:55p.m.)

 

Course Navigation Quiz (10 Points) Due by the end of the first week of the course (March 24, 2019 by 11:55 p.m.)

 

The Course Navigation Quiz is in the assignment area as an online quiz. You will find the directions for the Course Navigation Quiz in the Assignment section of your course page.  No credit will be given if handed in late.

 

Getting to Know Each Other (10 Points) Due by the end of the first week of the course (March 24, 2019 by 11:55 p.m.)

 

Your autobiography should provide details into your journey to Lackawanna College, the reasons you are choosing to obtain a college education, why you feel this course will be of benefit to you and your future goals.  The autobiography is located in the Discussion area under the Topic “Let’s Get to Know One Another”.  No credit will be given if handed in late.

 

Syllabus Quiz (9 Points) Due by the end of the first week of the course (March 24, 2019 by 11:55 p.m.)

 

You will find the directions for the Syllabus Quiz in the Assignment section of your course page.  No credit will be given if handed in late.

 

Journal Responses (250 Points) Due by Sunday at 11:55 p.m. in Weeks 2-6.

 

In your HANDOUT section, each week (starting in Week 2) you will find a journal article related to the topic of Race and/or Ethnic Relations.  The purpose of these journal articles is for you to continue to expand your knowledge base in the areas of Race and Ethnic Relations.  Further, these journal articles will provide you with different perspectives from different authors above and beyond the information from the textbook. 

 

*Reading and critically responding to past and current research is a vital practice for you as college students.   

 

The journal articles will be graded weekly and are worth 50 points each.  Each of your journal responses will be graded using a rubric. 

 

The journal responses will include the following questions:

 

  1. What I know on the topic? (10 Points) (1 Paragraph)
  2. What I learned on the topic and what I want to learn more about? (20 Points) (2 Paragraphs)
  3. Two interesting (2) quotes from the article and personal reflection on each quote (20 points) (2 Paragraphs).

 

**Please refer weekly to the HANDOUT section for the weekly journal articles**

 

 

 

 

 

 

 

 

 

JOURNAL RESPONSE RUBRIC

Journal Rubric

Exemplary

Exceeds Standards

Meets Standards

Progressing

No Evidence

Total Points

 

       50

Detailed, thoughtful Paragraphs (5 total), including two or more quotes with details and reflection, no spelling and/or grammar mistakes.

Above Average Paragraphs (5 Total) including two quotes, spelling and/or grammar mistakes that do not interfere with overall responses.

Average Paragraphs (5 Total) in including one/two quotes, spelling and/or grammar slightly interferes with overall responses.

Underdeveloped Paragraphs (4 or less Paragraphs), one quote, spelling and/or grammar significantly interferes with overall responses.

No or little evidence of meeting writing requirements/reflection(s).

Question 1- What I know about the topic?

10

8

6

4

0-2

Question 2- What I learned on the topic and what I want to learn more about?

20

16

12

8

0-4

Question 3- Two interesting quotes from the article and personal reflection on each quote.

20

 

 

 

 

 

 

Total- 50 Points

16

 

 

 

 

 

 

Total- 40 Points

12

 

 

 

 

 

 

Total- 30 Points

8

 

 

 

 

 

 

Total- 20 Points

0-4

 

 

 

 

 

 

Total- 10 Possible Points

 

Discussion Questions

Initial Responses

In Week 1, you will be responsible to answer one initial question.  In weeks 2-7, you will be responsible to answer two discussion questions.  For you to maximize the most points available, you must respond to the initial questions by Wednesday before 11:55 p.m. of each week.  Your initial post each week must contain 2 full paragraphs (4-5 complete sentences per paragraph).  To receive the maximum amount of points, your answer must also contain an external research citation supporting your response.  Looking up additional research to support your answers is your responsibility as a college student.  (Don’t forget your research citation.)  Each initial response is worth 6 points.  Week 1 is worth 6 points.  Weeks 2-7 are worth a total 12 points (6 points for each initial response).

Follow-Up Responses to Classmates

A significant portion of the learning process is directly related to the reading and responding during the week to your classmates in the discussion posts. Your grade will depend on the depth and breadth that you give to each topic. In addition to your initial discussion posts, you are responsible for responding to four different students on four separate days by Sunday at 11:55 p.m.  These postings should be substantive 4-5 sentence paragraphs and on point regarding the topics.   

 

While it is not discouraged to support your classmates with general comments like, “great post.” or “I wish I said that.” you must follow these supporting statements with a substantial response (a full 4-5 sentence paragraph) to receive full credit.  Please include one external resource added as an in-text citation for at least one (1) of your four (4) responses to classmates). Your follow-up posts are worth 1 points each for a total of 4 points each week

 

I will also be participating in the Threaded Discussions as the moderator and I will interject some comments and questions. Please remember to post twice initially and then four more times to four different students which will contribute to fostering a great discussion.

Rubric for Discussion Questions (20 points 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 6 posts per week on at least 4 different days.

 130 possible points for the course

 

 

 

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

 112 possible points 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 6 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 p.m.

 

 

 

 

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.

 

 

 

 

Comprehensive Test

 

A 100 point multiple choice test will be given to all students on the Wednesday, May 1st of the final week.  The test will be placed in the assignment section of Week 7.  Students will be able to use their resources (textbook, power point notes, and class notes) for this exam.  This comprehensive test needs to be submitted no later than Friday, May 3rd at 11:55 p.m.

 

Online Policies

 

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. The grade will be determined based on the number of possible points available divided by the number of points earned.

 

You are required to post two (2) initial Discussion Questions each week by Wednesdays, and submit four additional replies before the end of each week. The Course Navigation Quiz, your autobiography and syllabus quiz are to be completed by the end of the first week. Your comprehensive test will be issued on Wednesday of the final week. You will be graded on all 7 weeks of work. 

 

ASSIGNMENTS                                                                                                                                 Point Value

Academic Honesty Pledge before the end of the first week of class                                                         4 Points                                         

Course Navigation Quiz before the end of the first week of class                                                        10 Points

Let’s Get to Know Each Other Assignment before the end of the first week of class                         10 Points                                  

Syllabus quiz on or before the end of the first week of class                                                               9 Points

Two (2) Initial Discussion Questions posts each week (Week 1- has only one post required)           78 Points 

 12 points each week (Weeks-2-7)

4 Additional posts each week                                                                                                                    52 Points  

(Week 1- 4 Points) (Weeks 2-7- 48 Points)

5 Journal Assignments (Weeks 2-6)                                                                  250 Points ---50 Points each assignment

1 Comprehensive Test                                                                                100 Points

TOTAL POINTS FOR COURSE                                                             513 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.

   

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

 

 

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

Week One

March 18-24

General Overview of course

Creates the groundwork for functional participation in course

Course Navigation Quiz and Syllabus Quiz. Academic Honesty Pledge are due by the end of first week. Let’s Get to Know Each other, an Initial post and four (4) responses questions.

 

 

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 1 and 2 in the text.

Week Two

March 25-31

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

Objectives 1, 2, 3, and 7

Journal Article written response.  Discussion input and review of Chapter 3 in the text.

 

Discussion topic will be assimilation and pluralism patterns

Objectives 4 and 5 

 

Discussion Input and review of Chapter 4.

 

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

Objectives 3, 5 and 7

 

Review of Chapter 5.

Week 3

April 1-7

Discussion topic will focus on Native Americans

Objectives 3 and 4

Journal Article written response.

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

 

Discussion topic other ethnicities

 

 

 

Discussion topic will other ethnicities

Objective 3 and 4

 

 

 

 

Objectives 3 and 4

 

Review input from discussion and input from students in discussion Review Chapter 7.

Discussion review of Chapter 8.

 

Week 4

April 8-14

Discussion topic will focus on other ethnicities

Objectives 3 and 4

Journal Article written response. 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 journal readings and reflections 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

April 15-21

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

Objectives  3 and 4

Journal Article written response. However, input from students helps to broaden instructor knowledge and increase awareness of individual student needs and requirements.

 

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

Objective 1 through 8

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

Week 6

April 22-28

Discussion topic will include discussion of societies in transition.

Objectives 4 and 8

Journal Article written response.

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 Journal Response area. Research is very important and this can be assessed through the Journal Response area. Chapter 15 will be reviewed.

Week 7

April 29-May 5

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

Objectives 1, 5 and 8

Comprehensive test given on May 1st.

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: Monday, March 18 to Sunday, March 24, 2019

  1. Completion of Academic Honesty Pledge, Course Navigation Quiz and the Syllabus Quiz are required during the first week. The Course Navigation Quiz and the Syllabus Quiz are listed in the Assignment section of this course. These must be submitted as online tests, after being completed. The Academic Honesty Pledge is worth 4 points, the Syllabus Quiz is worth 9 points, and the Course Navigation Quiz is worth 10 points each.
  2. Let’s Get to Know Each Other- 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 posting is worth 10 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. 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.
  3. Week 1-Initial Discussion

What basic knowledge do you have at present, regarding Race and Ethnic Relations? What do you expect to learn after taking this course? 

Each initial post must contain at least 2 full paragraphs (4-5 complete sentences). Your answer must also contain an external research citation supporting your input. The question is worth 6 points and your 4 responses to classmates are worth 1 point each.

 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 p.m. and your subsequent answers must be submitted by Sundays at 11:55 p.m.

  1. Please read Chapters 1, 2 and 3 for the Week 2 Discussion.

 

 

Week Two: Monday, March 25th to Sunday, March 31, 2019

 

  1. Chapters 1, 2 and 3 will be discussed in the Threaded Discussions

Week 2- Initial 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 5 for next week’s discussion and use the Power Points to support the reading.
  4. Choose the Week 2 Journal Assignment in the HANDOUT Section.  Critically read, review, and response in writing to the article.  Please use the Journal Writing Rubric as your guide.  Please use the Journal Writing Template also available in the HANDOUTS.  Please submit your Journal Response in the assignments area.

 

Week Three: Monday, April 1 to Sunday, April 7, 2019 

 

  1. Chapters 3, 4 and 5 will be discussed in the Threaded Discussions

               Initial 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 for next week’s discussion and use the Power Points to support the reading.
  4. Choose the Week 3 Journal Assignment in the HANDOUT Section.  Critically read, review, and response in writing to the article.  Please use the Journal Writing Rubric as your guide.  Please use the Journal Writing Template also available in the HANDOUTS.  Please submit your Journal Response in the assignments area.

 

Week Four: Monday, April 8 to Sunday, April 14, 2019 

 

  1. Chapters 6, 7 and 8 will be discussed in the Threaded Discussions

Initial 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 “post ethnic 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 11 for next week’s discussion and use the Power Points to support the reading.
  4. Choose the Week 4 Journal Assignment in the HANDOUT Section.  Critically read, review, and response in writing to the article.  Please use the Journal Writing Rubric as your guide.  Please use the Journal Writing Template also available in the HANDOUTS.  Please submit your Journal Response in the assignments area.

 

 

Week Five: Monday, April 15 to Sunday, April 21, 2019

 

  1. Chapters 9, 10 and 11 will be discussed in the Threaded Discussions

Initial 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 for next week’s discussion and use the PowerPoints to support the reading.
  4. Choose the Week 5 Journal Assignment in the HANDOUT Section.  Critically read, review, and response in writing to the article.  Please use the Journal Writing Rubric as your guide.  Please use the Journal Writing Template also available in the HANDOUTS.  Please submit your Journal Response in the assignments area.

 

 

 

 

Week Six: Monday, April 22 to Sunday, April 28, 2019

 

  1. Chapters 12, 13 and 14 will be discussed in Threaded Discussions

Initial 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 for next week’s discussion and use the Power Points to support the readings.
  4. Choose the Week 6 Journal Assignment in the HANDOUT Section.  Critically read, review, and response in writing to the article.  Please use the Journal Writing Rubric as your guide.  Please use the Journal Writing Template also available in the HANDOUTS.  Please submit your Journal Response in the assignments area.

 

 

Week Seven: Monday, April 29 to May 5, 2019

 

  1. Chapters 15, 16 and 17 will be discussed in the Threaded Discussions

Initial 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.

 

**Comprehensive Test given on Wednesday, May 1, due on Friday, May 3rd at 11:55 p.m.**

 

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