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SYLLABUS – CMTY 111 Race in America – SPRING 2010 - VILLANUEVA m-w SH 327 PROFESSOR: Dr. Margaret Villanueva OFFICE HRS Mon-Th 5:00-6:00 pm; Weds 11 am-2 pm; T/Th 11 am-12 pm; or by appt EMAIL: mvillanueva@stcloudstate.edu FACULTY HOMEPAGE: http://web.stcloudstate.edu/mavillanueva
Ph. #: 308-2140 Faculty Office: Stewart Hall 341 Dept. Office: SH 365 ___________________________________________________________________________________________ The course goal is to provide students with the academic tools to understand racial and ethnic inequality in the U.S. through education, awareness, and personal growth. We discuss basic questions such as: Who is considered an “American”? Where did we get the idea of “race” and what has been the impact of that idea? How has systemic racism advantaged the white subpopulation and disadvantaged subpopulations of color in the U.S.? Will your generation of college students eliminate racism, and if so, how? The course is not about figuring out who is “racist” -- but about understanding the history, structure and workings of racism in U.S. society that affect everyone. Course readings and videos use social science perspectives from sociology, history, psychology, and anthropology to understand race, ethnicity and racism. By the end of the class, students should have a basic grasp of the history and social status of major racial-ethnic groups in the U.S., especially African Americans, American Indians, Latinos, Asian Americans as well as Arab Americans and White (European) Americans. A key inquiry for the course is "How do we become part of the solution, rather than part of the problem of systemic racism and discrimination in the U.S.A.?" STUDENT LEARNING OUTCOMES 1. Be able to explain how the “social construction of race” has created inequalities in the U.S., despite our ideals of “freedom and justice for all” 2. Identify how and why “race” and “ethnicity” impact our institutions and everyday lives 3. Respond satisfactorily to multiple choice/true-false questions regarding historical forms of systemic racism and institutional discrimination that have produced racial inequalities 4. Respond satisfactorily to multiple choice/true-false questions on the basic facts and data about racial-ethnic inequalities in wealth, income, employment, housing, health, and education 5. Develop and demonstrate critical awareness about how prejudice and discrimination contributes to systemic racism in the U.S. 6. Apply course concepts through written and oral reports about the heritage of the four major racial-ethnic minority groups in the U.S. and in Minnesota, and their efforts to gain equal rights (Blacks, American Indians, Latinos, Asian Americans as well as Arabs, Muslims, and other “new immigrants” of color) 7. Explore through writing and discussion: personal attitudes, feelings, and perceptions as they relate to stereotypes, myths, and misconceptions about others GUIDELINES FOR COURSE WORK AND CLASSROOM CONDUCT: Students are expected to do college-level work and conduct themselves as responsible adults in the classroom, following the UCSC Student Code of Conduct. The course is interactive, with substantial student participation. Each student will contribute to class discussions and make oral and multimedia presentations individually or with a group. Weekly REQUIRED READINGS should be completed before classes begin every week. Students will also develop academic skills for success in higher education. Through essay writing, discussions, group work, web-based research, use of PowerPoint tools, and oral presentations, students will improve their analytical and communications skills. Make an effort to include others in your teams and class discussions (bring quiet students into the conversation). We are not just “studying diversity” but living and respecting each other’s diversity! Because the course focuses on internet technologies, all students must access their HuskyNet email accounts. Students who are not familiar with correct academic essay and report writing styles are expected to consult the WRITE PLACE tutors and/or Write Place website ( http://www.stcloudstate.edu/writeplace/ ) for assistance. All written and oral reports must be based on valid, reliable sources that meet academic standards; students are expected to evaluate online sources for their reliability based on social science theory and methods, facts and data and not mere opinion. The WRITE PLACE can assist with developing PowerPoint presentations as well.
For additional assistance, email me or see me in my office at SH 341 and/or consult: WRITE PLACE: Bldg 51B – Room 117, or online guidelines: http://leo.stcloudstate.edu HOW TO APPROACH COLLEGE-LEVEL WORK? http://www.studygs.net AVOID INFORMAL WRITING !!: http://www.wikihow.com/Avoid-Colloquial-(Informal)-Writing REQUIREMENTS AND GRADING: All student work must demonstrate the correct use of sociological concepts and vocabulary presented in readings and lectures. All written work must cite your sources (authors/titles/websites) to avoid appearance of plagiarism. Doubts? Check the WRITE PLACE and/or: http://owl.english.purdue.edu/handouts/research/r_plagiar.html QUIZ dates and other DUE DATES appear on the syllabus. Both written assignments and class participation count towards your grade, thus, regular attendance is required to do well. "Cheating" or "Plagiarism" will result in a "0" for the assignment and/or an F for the course, and could jeopardize student status. ALL GRADING BASED ON SCALE OF 100: A (90-100%) = consistently outstanding; B (80-89) = above average; C (70-79) = average/satisfactory job; D 60-69, barely passing; F= below 60, failing. Final grades are “shaded” (A, A-, B+, B, B- ; 82 = B- ; 94 to 100 = A; 69 = D+, etc) FINAL GRADE BASED ON MEAN (AVG) OF EIGHT GRADED ACTIVITIES: 4 quizzes; 1 Reflective-Academic Essay; 1 Website Report; 1 team Web Quest; (1) Attendance/Participation; PLUS any extra credits (add 2-3 points to one regular assignment grade for each extra credit response paper. For example, a quiz grade of 70 + 2 + 3 extra credit papers = 75). STYLE FOR ESSAY, REPORT AND POWER POINT PRESENTATIONS: All course papers must have a title page, double-spaced text with normal margins & 12 pt font, correct in-text citations for quotations, and a reference page (bibliography) with correct format (APA or MLA). All PPT presentations must have title page & cite sources for graphics (photos, etc) and direct quotations on individual slides, with all sources on a reference slide at the end. YOU MUST HAND IN PRINTED ASSIGNMENT: DO NOT EMAIL PAPERS OR PPT !! [1] 4 QUIZZES: Quizzes must be taken on date announced; makeup’s only with written medical excuses (not taking test means a “0”). Multiple choice questions, true-false, matching. Quizzes test knowledge of key vocabulary, concepts and facts in the study of race and ethnic issues. Most quiz questions focus on American Ethnicity book by Aguirre & Turner, and also on key concepts in the book by Beverly Tatum and PBS video series Race, where indicated. STUDY GUIDES for texts and quizzes on faculty homepage. Students must be prepared for quiz questions on all assigned reading, whether or not the material was specifically covered in lecture or discussions.
[2] REFLECTIVE/ACADEMIC ESSAY: (4 pages) is your personal reflection and academic analysis on race relations in the U.S. The essay should focus on a reading of assigned chapters in Beverly Tatum’s book about race relations and racial identity development that young Americans go through in our society. As a personal reflection, the essay should be based on your own personal experiences and observations. As an academic paper, it must use vocabulary from course readings and sociology concepts from the two course texts and be formatted correctly for a college-level paper (academic-style writing, no slang, no contractions, in-text citations, reference page, and title page). For a favorable grade, the essay must demonstrate that you have read and understand Beverly Tatum’s chapters on racial identity development [“white identity development” or “black identity development,” and/or reflection on your own ethnic/racial identity – see also Tatum, Chap 8 and Chap 9 if they are helpful to you]. Essay should not be too personal to share with other students. Grade is based on academic paper standards: do not write simply an “opinion piece.” Provide specific details about your topic – be descriptive and do not write in vague generalities. In-text citations of specific pages in course readings and a reference page are required (paper will be returned without a grade if citations or references are missing). CONSULT Write Place web page or a Write Place tutor if you are not familiar with using in-text citations and references pages for college papers: APA preferred, MLA acceptable. Content: Your essay should reflect upon your own social position in U.S. society and/or your home society (examining your gender/ race/ethnicity /nationality/ generation/ economic class/type of hometown, etc), and the content should be based on your own observations and experiences of race and ethnic relations while employing the theories and concepts introduced in Tatum and the Aguirre & Turner texts. For example, you might ask yourself such questions as: When did I first begin noticing racial differences, and how does Tatum’s book help me understand that experience? How has my own racial identity [such as being a working-class white student, or a middle-class African American student, or an international student from Asia] influenced my current and future experiences and prospects in Minnesota and the U.S. ? What information and facts have the authors/videos presented that helps me understand how “race” and “racism” influenced my life? Why has the existence of racism been invisible to many or most white Americans, and what can be done by individuals, by communities to overcome the effects of discrimination ? Other questions that your essay might address are: What is the racial/ethnic composition of my hometown based on census data? What are the signs of "institutionalized discrimination" or "systemic racism" in my home community, workplace, former schools, college campus, etc.? How have people expressed prejudice or bias around me (in person, in the media, in school)? When I observe discriminatory actions, how have I reacted, and why? In the essay, clearly distinguish “opinions” from "facts” and "evidence." Providing examples is useful, but do not argue that one personal experience "proves" that a concept or theory is true or not true. Pay attention to the language used by social scientists writing our textbooks, such as "my observations support the idea / do not support the idea / that....." Points deducted for slang, grammar/spelling errors, and for incorrect, non-social science terms such as “colored people.” Remember, this essay should be written in academic style, not as a personal journal. College essays should always have a thesis statement or argument that holds the paper together, and overall organization that includes: 1) an introduction, 2) discussion section (body of essay), and 3) a conclusion that relates to the introduction. Add both a title page [with an original title] and a separate reference page to your paper. Readings must be cited by author, date and page number (Tatum 1997: 122-27), (Aguirre & Turner 2004: 56); each text, website or other source that you cite must appear on a reference page in correct bibliographic style. Papers will not be accepted if citations & reference page are not done correctly. See Write Place website or tutor for instructional assistance on writing college-level essays: http://leo.stcloudstate.edu/
[3] WEBSITE REPORT: (3-page individual report & in-class group presentation. OR: two-student report, 5 pages; 3-student report, 7 pages). Write and present a group website report on the history, accomplishments, cultural contributions, or organizations of one of the four major groups of color in the U.S. (American Indians, African Americans, Latinos or Asian Americans). Write in academic style, refer to course readings, and include a title page, in-text citations and reference page. See “Recommended Websites” link on Faculty Homepage for a list of websites to review; use these or websites of equal quality and validity: http://web.stcloudstate.edu/mavillanueva/WebReport.htm
INSTRUCTIONS FOR ORGANIZING THE ORAL & WRITTEN WEBSITE REPORTS: 1) Describe website appearance & structure; describe features & links, use of graphics, timelines, identify designer or sponsoring organization; analyze purpose or goals. 2) Explain content of website in relation to the course, be specific: What did you learn (e.g., facts, data, little-known information, new ideas)? Thoroughly discuss and analyze the website’s contents by giving concrete examples or “case studies.” Does website illustrate, expand, contradict readings?) 3) Evalute usefulness of website in relation to its purpose: Academic reliability/validity of the website and information? Intended audience? Educational use? Networking? Action-oriented or learning-oriented? Informational/ Persuasive? 4) Written report (only) should have at least one reference to a course text with correct in-text citation and bibliographical notation on reference page. Do not copy & paste sections of the website onto your PowerPoint slides or written report– This is plagiarism! BE SPECIFIC & THOROUGH IN BOTH ORAL AND WRITTEN REPORTS.
[4] WEBQUEST or (optional) APPLIED PROJECT: (Team PowerPoint presentation, PPT printout, and 1-page individual explanation and evaluation of your work on the project). WebQuests to be carried out by teams of 3 to 5 students. Explanation and list of WQ on my faculty homepage. [“Individual” rather than team final projects only with special permission.] Option of Service Learning/Applied Projects will be explained during first weeks of course (i.e., Service Learning in a community organization related to volunteer work; research in Special Collections in Miller Center or Stearns History Museum regarding local and campus history on race relations for CARE Team). SEE WEBQUEST INSTRUCTIONS & LIST OF WEBQUESTS: http://web.stcloudstate.edu/mavillanueva/webquest.htm [5] ATTENDANCE/PARTICIPATION: Attendance; Class notes on lectures and films or other in-class writing as assigned; Discussions & oral presentations. Some of the Required Readings will be discussed or included in a mini-lecture each week in class. In-class writing as well as oral presentations that contribute to this grade are marked with a plus (+) for outstanding work, a “checkmark” (√) for acceptable work, or an “OK” for presentations that were “done” but are substandard (for skimpy work). EXTRA CREDIT & MAKE-UPS: Make-ups for QUIZZES only with written medical excuse! Extra credit short papers can improve final grade by adding points to regular assignment grades. Only students with good class attendance qualify for doing Extra Credit – not meant to make up for excessive absences. All extra credit papers must cite the title and author/presenter for the event, film, or reading. Examples: Write brief (1- to 2-pg) paper about campus or off-campus events related to the class, on Optional Readings or Recommended Websites (magazines, etc) listed on faculty website, newspaper or public radio (MPR) coverage, or television specials on race issues, or videos/films (e.g., Crash; Real Women have Curves, etc). Videos in SCSU library are listed on faculty homepage. Limited Extra Credit work may also be done to make up unavoidable absences (with permission); if you missed a course film, you should view in library and write short paper for make-up. Each extra credit adds 2-3 points to one assignment grade (80 on quiz plus 3 points extra credit = 83). Higher points are sometimes available for attendance with written report at special events such as Anti-Racism Training workshops by CARE, or half-day or all-day symposiums on campus that are related to the course (announced in class when available). END-OF-COURSE EXTRA CREDIT: Reflective Epilogue: Submit 2-page response paper that looks back upon your understanding of racial issues before the course began and/or in your reflective essay. What has the class added to your earlier awareness and knowledge about “race & ethnic issues” in the U.S., in Minnesota, in your community? Use references to class readings, films, and websites to analyze what you have learned for 3 to 4 points extra credit. Attendance: Because this course is an interactive experience, irregular attendance will affect final grades. Absences will be excused only with medical verification. Frequent absences will result in 3 grade points deducted for each absence, and/or a failing grade for attendance/participation. _______________________________________________________________________________________________ REQUIRED BOOKS & WEB RESOURCES: 1) American Ethnicity: The Dynamics and Consequences of Discrimination, Adalberto Aguirre & Jonathan Turner [Sixth Edition, 2009] “A&T” A&T TEXT WEBSITE: http://highered.mcgraw-hill.com/sites/0073404217/student_view0/index.html PBS “RACE” WEBSITE: http://www.pbs.org/race/000_General/000_00-Home.htm Amer Anthro “RACE”: http://www.understandingrace.org/home.html 2) "Why Are All the Black Kids Sitting Together in the Cafeteria?" and Other Conversations on Race, Beverly D. Tatum, 1997 “Tatum”
TENTATIVE COURSE SCHEDULE
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