Due Date Sunday, Unit 3 by 1159pm Points 100
- 1. Due Date: Sunday, Unit 3 by 11:59pm Points: 100 Overview: For written assignments one and two, students will choose from the below prompts to answer in paper form. Each prompt will correspond to one of the chapter we will be reading during the semester. You will choose one prompt for written assignmet one and another for written assignment two. Instructions: All assignments are to be submitted by 11:59 PM Eastern Standard Time on the day it is due. The grade for any assignment handed in late will be reduced 20% for the first day it is late and 20% for each day it is late thereafter (see assignment guidelines for more specific information). You will be evaluated by completing the following activities: Students will be required to complete three written assignments during the module. The first written assignment is due in Unit 3, the second is due in Unit 5, and the third is due in Unit 7. Rubrics will be used to grade your work. Assignments should be written in the format of the most current edition of the APA manual. Each written assignment must be
- 2. submitted via Blackboard and emailed copies will not be accepted. Policies in regard to turning work in late also apply to these assignments. Requirements: • Written assignment will need to be in APA style • All margins should be one-inch • Times, New Roman 12-point font • Double-Spaces • Title Page • Reference Page • Please note, the title and reference pages do not count toward you page requirements • Written assignments should be 4-5 pages in length • You must use a total of three additional scholarly, peer - reviewed sources Be sure to read the criteria by which your work will be evaluated before you write and again after you write. Refer to the writing rubric for more details. Below are the prompts to choose from: SOC312 – Race and Ethnicity Written Assignment One
- 3. 1. Why is it important to look beyond the United States when analyzing dominant– minority relations? What can we learn by taking a global perspective? Besides immigration, what other effects does globalization have on American dominant– minority relations? 2. Define pluralism, and explain the ways it differs from assimilation. Why has interest in pluralism increased? Explain the difference between and cite examples of structural and cultural pluralism and cite examples of each. Describe enclave minority groups in terms of pluralism and in terms of Gordon’s model of assimilation. How have contemporary theorists added to the concept of pluralism? 3. Explain the various causes of prejudice, including the theoretical perspectives presented in this chapter. Explain and evaluate the research evidence that has been presented. Which theories seem most credible in terms of evidence? Why? Try to think of an incident—from your own experience, the news, or popular culture—that illustrates each theory.
- 4. 4. Explain the role of prejudice and racism in the creation of minority-group status. Do prejudice and racism help cause minority-group status, or are they caused by minority-group status? Explain. 5. What is modern institutional discrimination? How does it differ from traditional institutional discrimination? Explain the role of affirmative action in combating each. 6. Describe the differences between the southern Civil Rights Movement and the Black Power Movement. Why did these differences exist? How are the differences related to the nature of de jure versus de facto segregation? Do these movements remain relevant today? How? 7. Compare and contrast the effects of paternalism and coercive acculturation on Native Americans after the end of the contact period with the effects on African Americans under slavery. What similarities and differences existed in the two situations? Which system was more oppressive and controlling? How? How did these different situations shape the futures of the groups?
- 5. 8. Compare and contrast the protest movements of Mexican Americans, American Indians, and African Americans. What similarities and differences existed in Chicanismo, Red Power, and Black Power? How do the differences reflect the unique experiences of each group? 9. Compare and contrast the Japanese relocation camps with Indian reservations in terms of paternalism and coerced acculturation. What impact did this experience have on the Japanese Americans economically? How were Japanese Americans compensated for their losses? Does the compensation paid to Japanese Americans provide a precedent for similar payments (reparations) to African Americans for their losses under slavery? Why or why not? 10. Will assimilation for contemporary immigrants be segmented? After examining the evidence and arguments presented by both sides, and using information from chapter 10 and previous chapters, which side of the debate seems more credible? Why? What are the implications of this debate? What will the United States look like in the future if assimilation is segmented? How
- 6. will the future change if assimilation follows the “traditional” pathway? Which of these scenarios is more desirable for immigrant groups? For society as a whole? For various segments of U.S. society (e.g., employers, labor unions, African Americans, consumers, the college educated, the urban underclass)? 11. Compare the development of dominant–minority relations in Brazil and the United States. What important differences and similarities can you identify? How do these differences and similarities affect contemporary relations? Evaluation Rubric for Written Assignment 1 CRITERIA Deficient Development Needed Proficient Exemplary 0-23 Points 24-27 Points 28-30 Points 31-33 Points Structure Organizational structure and paragraphing have
- 7. serious and persistent errors. Directions were ignored and information provided was insufficient to meet assignment guidelines. Written work inadequate for college-level work; Paragraphing and transitions are inadequate; inappropriate guidelines outlined for paper were not met with several problems (see directions). Written work is clear and adequate college- level work;
- 8. Paragraphing and transitions are adequate; appropriate guidelines outlined for paper were met with a few noted problems (see directions). Written work is clear and excellent college-level work; Paragraphing and transitions are clear and appropriate; appropriate guidelines outlined for paper were met (see directions).
- 9. 0-23 Points 24-27 Points 28-30 Points 31-33 Points Mechanics Written work had serious and persistent errors in word selection and use; sentence structure, spelling, grammar, punctuation was inappropriate and with serious errors; APA style was completely unacceptable. Written work had serious and persistent errors in word selection and use; sentence structure, spelling, grammar, punctuation was inappropriate and with serious
- 10. errors; APA style was completely unacceptable. Written work was generally free of errors in word selection and use; sentence structure, spelling, grammar, punctuation was adequate; APA style was acceptable with a few errors. Written work has no major errors in word selection and use; sentence structure, spelling, grammar,
- 11. punctuation was appropriate; APA style was acceptable with no to few errors 0-23 Points 24-27 Points 28-30 Points 31-34 Points Content Written work does not cover the assigned topic; assertions are not supported by evidence; paper is seriously lacking in Written work does not do an adequate job of covering the assigned topic; The length of the written work is sufficient to cover the topic; assertions are
- 12. The length of the written work provides in-depth coverage of the content and detail; scholarly journals were not used or used properly. assertions are weakly supported by evidence; paper is inadequate in meeting the page and content area requirements; less than 3 scholarly journals were used. supported by evidence; does
- 13. not meet full required number of pages and content areas. 3 scholarly journals were used. topics, assertions are clearly supported by evidence; Paper meets required length of pages and content areas; 3 or more scholarly journals were used.