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Essential Objectives

Course Syllabus

Revision Date: 17-Nov-22

Spring 2023 | 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: 01-24-2023 to 05-08-2023
Last day to drop without a grade: 02-12-2023 - Refund Policy
Last day to withdraw (W grade): 03-26-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


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

General Education Requirements

This section meets the following VSC General Education Requirement(s) for Catalog Year 21-22 and later:
Social Sciences
  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 will examine different assumptions and attitudes about diversity and 'multiculturalism' and examine the changing demographics of the United States population.

Essential Objectives

1. Define ethnicity, race, class, and religion and explain how these concepts create unities and diversity among the population of the United States.
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. Explain why the United States has been described as a melting pot and later, a patchwork, and discuss the validity of these metaphors.
4. Discuss the issues of race and racism in the United States today.
5. Explore the concept of national character in light of the diversity of the U.S. population.
6. Discuss the homogenizing and divisive influences of media, education, the workplace, and the political process.
7. Discuss how media, education, workplace, and the political process reinforce diversity as a social and cultural reality.
8. Compare theories of social stratification and resulting inequalities among different ethnic, race, class, and religious groups.

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 low cost ($50 or less) textbook or resource class ***

This course uses one or more textbooks/books/simulations.

Spring 2023 textbook details will be available on 2022-11-14. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.


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 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:

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 
NPLess than 600

Weekly Schedule

Week/ModuleTopic  Readings  Assignments



The Social Construction of Race


- U.S. Census Race and Ethnicity 2010 (Marked sections ONLY)

- READ: Wade, L. (2022). Race, ethnicity, and the emergence of subcategories.. In L. Wade, Terrible Magnificent Sociology, pp. 67-70. Norton Books.

- Race: The Power of an Illusion, Episode 1: The Difference Between Us (Documentary 1 hr)

- READ: Takaki Chapter 1: A Different Mirror: The Making of Multicultural America


- Original discussion post

- Respond to 2 peer posts




The Invention of Whiteness


- LISTEN: Scene On Radio Podcast Season 2: Seeing White

Episode 1: Turning the Lens (16 min)

Episode 12: My White Friends (40 min)

Episode 13: White Affirmative Action (50 min)

- WATCH: Race: The Power of an Illusion, Episode 2: The Story We Tell (Documentary 1 hr)

- WATCH: Tim Wise: The History of Whiteness (7 min)

- WATCH: Anne Braden on The Other America (2 min)

- READ: Takaki Chapter 2: The “Tempest” in the Wilderness: A Tale of Two Frontiers

- READ: Takaki Chapter 6: Fleeing “the Tyrant’s Heel” —”Exiles” from Ireland


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment






- READ: Takaki Chapter 3: “The Hidden Origins of Slavery”

- READ: Takaki Chapter 5: “‘No More Peck o’ Corn”: Slavery and Its Discontents”

- WATCH: 13th (Documentary 1hr 40 min)



- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment




From Civil Rights to Black Lives Matter


- READ: Taylor, K-Y. (2016) Black Lives Matter: A movement, not a moment.” In K-Y. Taylor, From #BlackLivesMatter to Black Liberation, pp. 153-190. Haymarket Books.

- READ: Takaki Chapter 15 (pp. 396-402): “Raisin in the Sun: Dreams Deferred”

- WATCH: The First Rainbow Coalition (Documentary 1 hr, PENDING AVAILABILITY)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment




Asian America


- READ: Takaki Chapter 8: “Searching for Gold Mountain: Strangers from a Different Shore”

- READ: Takaki Chapter 10: “ Pacific Crossings: From Japan to the Land of ‘Money Trees’”

- WATCH: Why Do We Call Asian Americans The Model Minority?

- READ: “Minor Feelings” and the Possibilities of Asian-American Identity

- WATCH: Slaying the Dragon: Reloaded - Media Stereotypes of Asian & Asian American Women (Documentary 30 min)

- LISTEN: Chiura Obata’s Glorious Struggle on Sidedoor (Podcast 30 min)

- LISTEN: The Line [The first story “We Are Not Yellow Pearl” is required, the second story is optional] on Snap Judgment (Podcast 10 min)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment




Native America


- READ: Takaki Chapter 4: Toward “the Stony Mountains”: From Removal to Reservation

- READ: Takaki Chapter 9: The “Indian Question”: From Reservation to Reorganization

- WATCH: MTV Rebel Music: Native America (Documentary 25 min)

- WATCH: Mni Wiconi: The Stand at Standing Rock (Documentary 8 min)

- WATCH: American Outrage (Documentary 55 min)

- WATCH: Democracy Now interview with Nick Estes: Our History Is the Future: Lakota Historian Nick Estes on Thanksgiving & Indigenous Resistance (20 min)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment




Undocumented America


- READ: Chomsky, A. (2014). Introduction. In A. Chomsky, Undocumented, pp. 1-20. Beacon Press.

- Ten Myths About Immigration

- WATCH: Who is Dayani Cristal? (Documentary 1 hr 30 min)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment





Chican@s and Latinx America


- READ: Takaki Chapter 7: “Foreigners in Their Native Land”: The War Against Mexico

- READ: Takaki Chapter 12: El Norte: Up from Mexico

- WATCH: Latinos Beyond Reel (Documentary 1 hr 20 min)

- WATCH: Takeover: How We Occupied a Hospital and Changed Public Health Care (Documentary 40 min)

WATCH: Visiones: Latino Art & Culture - Episode 3 (Documentary 28 min)

WATCH: “¡Printing the Revolution! The Rise and Impact of Chicano Graphics, 1965 to Now" (Clip 7 min)



- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment




Mis-Representing Islam


- READ: Takaki pp. 418-426 War on Terror: Afghanistan

- WATCH: Reel Bad Arabs (Documentary 51 min)

- WATCH: Edward Said on Orientalism (Documentary 41 min)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment





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’”

- WATCH: Rose Schneiderman (Documentary 11 min)

- WATCH: Howard Zinn: You Can’t Be Neutral on a Moving Train (Howard Zinn is a Jewish American historian) (Documentary FIRST 30 MIN)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment




Looking Back and Re-Evaluating


- READ: Spring, J. (2016). Deculturalization and the claim of racial and cultural superiority by Anglo-Americans. In J. Spring, Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States, pp. 1-21. Routledge.


- Dialogue Journal (what did you learn about ethnicity and diversity in the US through your schooling experience?)




Queer America


- LISTEN: Snap Judgement Podcast Nov 13, 2020 episode: “Greetings, Prophet!”

- READ: Black Trans Women Seek More Space in the Movement They Helped Start in the New York Times

- READ: Sylvia Rae Rivera and Harvey Milk (short bios) from 101 Changemakers: Rebels and Radicals Who Changed US History

- WATCH: Stonewall Uprising (Documentary 1 hr 23 min)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment






- Crip Camp, Netflix documentary (free on YoutTube): Minute 39:29 - 47:06 (1972, dis/ability as deficit, exclusion, discrimination, the beginnings of 504 and the activism of "Disabled in Action")

- ada LIVE! (podcast), Episode 82: History and the Future of Disability Rights: A Conversation with Judy Heumann (includes interactive transcript)

- Black, Deaf and Extremely Online (NYT article)

YouTube video: How To Sign In BASL (Black American Sign Language) | Strong Black Lead

YouTube video: TikToker Teaches Black American Sign Language (BASL)


- Original discussion post

- Respond to 2 peer posts

- Video lecture + follow up assignment




TBD (student interest)




Another World Is Possible


- READ: Takaki Chapter 17: “We Will All Be Minorities”

- READ: “The Right to Dream” by Eduardo Galeano

- WATCH: There is No Hierarchy of Oppressions - by Audre Lorde (Read by Lauren Lyons)

(3 min)

- Precious Knowledge (Documentary 1 hr 10 min)


- Original discussion post



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

Missing & Late Work Policy

Attendance in the online format will be determined by your participation in discussions and submission of assignments. You are allowed 2 excused absences. Excused absences include illness, family and other emergencies, jury duty. The most important thing is to communicate with the instructor. Making up late work will be discussed with the student on a case-by-case basis. Missing assignments can be made at any point in the semester.

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.