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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus


Revision Date: 02-Jul-24
 

Fall 2024 | SOC-1020-VO01 - Ethnicity & Diversity in the United States


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
Open Seats: 15 (as of 07-13-24 3:05 PM)
To check live space availability, Search for Courses.

Faculty

Nina Kunimoto
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Gilberto Diaz Santos

General Education Requirements


This section meets the following CCV General Education Requirement(s) for the current catalog year:
VSCS Social Sciences
    Note
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Course Description

This course explores aspects of ethnic, regional, racial, religious, and economic diversity as they influence contemporary United States society and culture. Students examine different assumptions and attitudes about diversity and examine the changing demographics of the United States population.


Essential Objectives

1. Define the social categories of ethnicity, race, class, and religion.
2. Describe the population of the United States in terms of its various racial, ethnic economic and religious components, and examine methods through which social scientists conduct research on these components.
3. Compare theories of social stratification and the resulting inequalities among different ethnic, race, class, and religious groups.
4. Explore cultural narratives about diversity in the United States, including those propagated by dominant and privileged cultures and those that originate within communities with less privilege.
5. Explain how cultural mythology rooted in white supremacy has shaped perceptions of race, stereotypes, and social privilege.
6. Analyze contemporary issues of power and privilege related to ethnicity, race, class, and religion in the United States
7. Identify how social institutions, including government, media, education, workplace employment, and religious communities, influence our perceptions and experiences of diversity.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources


*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.


Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Prohibited: The use of generative AI is not allowed in this course, with the exception of spellcheck, grammar check and similar tools. This course rests in the value of students engaging in the learning process without relying on AI-generated content. Students will develop critical thinking and problem-solving skills independently, owning their learning journey from start to finish. If you use these tools, your actions would be considered academically dishonest and a violation of CCV's Academic Integrity Policy.


Methods

This course will be asynchronous, meaning there will be no meetings online. Each week there will be a set of readings from the textbook and other supplemental readings. There will also be short video clips, films/documentaries, and podcasts that are part of each week’s material. Using these materials, you will engage in discussion with your peers and the instructor.

Each week, the instructor will record a video presentation to summarize and further help you think about the material.

The Canvas site for this course is consistently designed, meaning, each week the assignments are the same while the content changes. This is so you won’t have to waste time figuring out the week’s assignments.


Evaluation Criteria

A+ through A-: For any work to receive an "A," it must clearly demonstrate keen insight and original thinking. It must not only demonstrate attention to detail and full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must demonstrate real growth in their comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-: For any work to receive a "D," it must minimally meet the expectations of the assignment. It demonstrates problems in comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It may demonstrate consistent problems with attendance, missing assignments, comprehension, organization, critical thinking, or supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Class 1 (9/3-9-9): The Making of Multicultural America

     
  • Discussion post and peer response
  • Introduction activity/discussion
  • Syllabus and pre-course survey
  • Quiz

 

2

Class 2 (9/10-9/16): Dis/Ability

     
  • Discussion Post & peer response
  • Quiz
 

3

Class 3 (9/17-9/23): Queer America

     
  • Quiz
  • Discussion post and response
  • Check in survey
 

4

Class 4 (9/24-9/30): Race and the Invention of Whiteness

     
  • Discussion Post and Response
  • Quiz
 

5

Class 5 (10/1-10/7): Enslavement

  
  • READ: Takaki Chapter 3: “The Hidden Origins of Slavery”
  • READ: Intro to Sociology Chapter 11, sections 11.3 (Theories of Race and Ethnicity) and 11.4 (Intergroup Relations and the Management of Diversity)
  • WATCH: 13th (Documentary 1hr 40 min)
  • WATCH: Black History is Our History
  • EXPLORE: National Gallery of Art-Black Artists
  
  • Discussion post and response
  • Quiz
 

6

Class 6 (10/8-10/14): From Civil Rights to Black Lives Matter to Black Joy

  
  • READ: Morris, A. (2021, Feb 3). From Civil Rights to Black Lives Matter. Scientific American.
  • WATCH: The First Rainbow Coalition (1 hr)
  • WATCH: The Black Feminist Project: Where Radical Joy and Resistance Meet (5 min)
  
  • Discussion post and response
  • Check in survey
 

7

Class 7 (10/15-10/21): Asian America

  
  • READ: Takaki Chapter 8: “Searching for Gold Mountain: Strangers from a Different Shore”
  • WATCH: Why Do We Call Asian Americans The Model Minority? (10 min)
  • WATCH: Slaying the Dragon: Reloaded - Media Stereotypes of Asian & Asian American Women (30 min)
  • WATCH: The Grace Lee Project (30 min)
  • WATCH: Why I love a country that once betrayed me | George Takei (15 min)
  
  • Discussion post and response
  • Quiz
 

8

Class 8 (10/22-10/28): Native America

  
  • READ: Takaki Chapter 9: The “Indian Question”: From Reservation to Reorganization
  • WATCH: MTV Rebel Music: Native America (25 min)
  • WATCH: Democracy Now interview with Nick Estes: Our History Is the Future: Lakota Historian Nick Estes on Thanksgiving & Indigenous Resistance (20 min)
  

Discussion Post & Response

 

9

Class 9 (10/29-11/4): Undocumented America

  
  • WATCH: Who is Dayani Cristal? (1 hr 30 min)
  • WATCH: “How Immigration Became Illegal”: Aviva Chomsky on U.S. Exploitation of Migrant Workers (12 min)
  • EXPLORE: Vermont Migrant justice
  

Discussion post & response

 

10

Class 10 (11/5-11/11): Chican@s and Latinx America

  
  • READ: Takaki Chapter 7: “Foreigners in Their Native Land”: The War Against Mexico
  • WATCH: Precious Knowledge (first hour)
  • WATCH: New York Times Takeover: How We Occupied a Hospital and Changed Public Health Care (38 min)
  • WATCH: Visiones: Latino Art & Culture - Episode 3 (Documentary 28 min)
  

Discussion post & response

 

11

Class 11 (11/12-11/18): Mis-Representing Islam

  
  • READ: Takaki pp. 418-426 War on Terror: Afghanistan
  • WATCH: American Muslim (1 hr - the documentary is cut off at 1 hour)
  • WATCH: Terror is | Ayah Elmallah | TEDxKitchenerED
  • WATCH: Reel Bad Arabs excerpt (30 min)
  
  • Discussion post and response
  • Quiz
 

12

Class 12 (11/19-11/25): Jewish America

  
  • READ: Takaki Chapter 11: The Exodus from Russia: Pushed by Pogroms
  • READ: Takaki Chapter 14 (pp. 371-380): “Jewish Americans: A ‘Deafening Silence’
  • EXPLORE: Jewish Americans in 2020
  • WATCH: Jewish Americans are 'terrified' amid rising anti-Semitic attacks. How can they feel safe? (8 min)
  • WATCH: Rose Schneiderman (11 min)
  • WATCH: The Jewish Americans: Justice Ruth Bader Ginsburg on Her First Experience with Anti-Semitism (2 min)
  • WATCH: "Jews in Sports" Presented by The Genesis Prize Foundation (12 min)
  • WATCH: GI JEWS: JEWISH AMERICANS IN WORLD WAR II (2 min)
  

Discussion Post & response

 

13

Class 13 (11/26-12/2): Turning Outward

  

None

  
  • Conduct an interview
  • Select reading for final reading response
 

14

Class 14 (12/3-12/9): Turning Inward

  

None

  

Critical reflection

 

15

Class 15 (12/10-12/16): Going Deeper - Reading Response

  

A list of readings will be provided - student choice

  

Reading response to prompts

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

Participation means responding thoughtfully on discussions and other weekly assignments, and communicating with the instructor when the student is unable to submit assignments on time.



Missing & Late Work Policy

I expect that you will submit assignments by the deadlines specified on the syllabus because your contribution to the discussion is part of everyone's learning. You are allowed ten days after the due date to complete the assignment. Thereafter, you need to make a plan with the instructor. I will not accept any assignments that are more than 3 weeks late unless the student communicates with the instructor and negotiates an adjusted timeline.



Experiential Learning Expectations

Hours: 1-5

One of the final projects in the course asks the student to interview someone or a group of people to have a discussion about topics they learned in this course.


Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.