Week One - Jan. 11, 2015
- Diversity involving the
prejudice and discrimination of culture.
Introduction to class
Turn in paper on Writing Assignment Number 1 on What is my
Ethnicity? Submit by email to
Frank Hemphill
at
hemphillfj@hiram.edu
or bring printed to the first class.
Distribute and discuss the
Rules for Debating, tolerating opposing points-of-view going over the
class website.
Establish debating groups, determine group names, assign individual
numbers, elect group captains
Discuss politically correct terms
for various races
Discuss Chapter 1 in American
Ethnicity-Ethnicity and Ethnic Relations
The Movie The Color of Fear
Discuss The Color of Fear and human alternative realities
Frank Hemphill: Class Experiment #1: Setting Boundaries
For the next class held in TWO weeks on
January 25:
Debating groups meet and organize for next debate
- 10 minutes
Writing Assignment Number 2
-
the film
The Color of Fear:
Write the paper on your opinion of the film's main point and include
answers to: (1) What do you think
the white man (David) was
having difficulty understanding? (2) Why do you think he was having
difficulty understanding this?
Read Chapters 2 and 3 in American Ethnicity
Week Two - Jan. 25, 2015
- Diversity involving the prejudice and discrimination of ethnicity.
Submit Writing Assignment 2 on
the movie The Color of Fear. Submit by
email to
Frank Hemphill at
hemphillfj@hiram.edu.
View A War for your Soul
at the top of this page and discuss in class afterwards
The movie Crash
Discuss Chapters 2 and 3 in
American Ethnicity pp. 24-60, Explaining Ethnic Relations and
The Anglo-Saxon Core and Ethnic Antagonism
Frank Hemphill: Class
Experiment #2
Debating Groups Organize for Debate 1
Debate 1:
Group 2 (YES) and
Group 1
(NO): Issue
13 in Edition 9,
Issue 4.1 in Edition 10: in
Taking Sides
-
Does Immigration Contribute to a Better America?
For the next class held in ONE week on
February 1:
Debating groups meet and organize for next debate
- 10 minutes
Take-home quiz 1 issued:
American Ethnicity - Chapters 1-2-3, will be handed out in class or
placed on this website. It
is due next class.
Writing assignment number 3 -
on the Movie
Crash -
On the last page of chapter one in
American Ethnicity there are Key Terms for Chapter One. Pick five
(5) of these terms and describe how they were depicted in the film
Crash.
This assignment is due next class.
Week
Three - Feb. 15, 2015- Diversity
involving the prejudice and discrimination of immigration policies and
criminal exploitation.
Turn in take-home Quiz One issued last class - printed and stapled
Follow up film on "A War
For Your Soul."
Turn in Writing Assignment 3 on the Movie Crash
Be prepared to discuss the movie
Crash
See the PowerPoint on Crash. "People see what they
are looking for."
Submit writing assignment number 3 about the movie
Crash. Submit by email to
Frank Hemphill
at
hemphillfj@hiram.edu
Collect take-home quiz 1 on
American Ethnicity -
Chapter 1-2-3. Submit printed to Roger Cram in class.
Pizza Party provided by the
instructors
Go over the National Geographic Society research project.
Debate 2: Group
3 (YES) and Group
4 (NO): Issue 3 in Edition 9, Issue 4.2 in Edition 10: in Taking Sides -
Do Recent Immigration Trends Challenge Existing Ideas of
America's White Identity?
Debate 3: Group 1 (YES)
and 2 (NO): Issue 1 in Edition 9, Issue 1.1 in Edition 10: in Taking Sides -
Do We Need a Common Identity?
For the next class held in TWO weeks on March
1:
Debating groups meet and organize for next debate
- 10 minutes
Study
Prisoner Privatization Concerns
at the top of this page. Prepare for a discussion
in the next class.
Read the Chapter in American Ethnicity-African Americans.
(The chapter number on African Americans varies with your text
addition). Be prepared to discuss it in the
next class.
Week Four - March 1, 2015
- Diversity involving the prejudice and discrimination of African
Americans and colonization.
Discuss the chapter in American Ethnicity
-
African Americans.
Discuss Colonization based on the
handout
A Painful
Look at Colonization.
(SEE BELOW THIS SYLLABUS)
View Movie Emmanuel's gift
(A remarkable and eye-opening film about
laws, cultures, and society in Ghana)
PowerPoint: Stigma of Mental Illness by
Roger Cram. Mental illness, affecting one in four adults,
provides opportunity for another form of prejudice and discrimination as
does gender, race, the handicap, and different religions.
For the next class
held in ONE week on March 8th:
Debating groups meet and organize for next debate
- 10 minutes
Take-home quiz #2 Click here. Below please find an essay entitled A Painful
Look at Colonization. This essay involves the colonization
history of the United States and the resulting prejudices and
discrimination. READ THIS CAREFULLY! Then integrate many of the
key points in A Painful Look at Colonization into your
test #2 which is an essay. This assignment will be due next class.
Week Five - March 8, 2015 - Diversity
involving the prejudice and discrimination of Native Americans and the
handicapped.
Be prepared to discuss the movie
Emmanuel's Gift
Collect take-home quiz number 2. Submit
printed to Roger Cram in class.
See the film "Half the Sky" in
preparation for our guest lecturer Carol Donley on March 15, 2015.
Debate 4: Group 3 (NO) and Group 4 (YES):
Issue 8 in Edition
9, Issue 2.4 in Edition 10: Are Native American Mascots
Racist Symbols?
The video/lecture: We Shall Remain:
Wounded Knee
Discuss the film
We Shall Remain at Wounded Knee Part 1
We Shall Remain at Wounded Knee Part 11
We Shall Remain at Wounded Knee Part III
We Shall Remain at Wounded Knee Part IV
We Shall Remain at Wounded Knee Part V
We Shall Remain at Wounded Knee Part VI
We Shall Remain at Wounded Knee Part VII
American Ethnicity,
read Chapter Six - Native Americans
Roundtable discussion -
cheese/crackers
For the next class held in ONE week on March
15:
Debating groups meet and organize for next debate
- 10 minutes
Writing assignment number 4:
American Ethnicity,
Chapter 6 –
“We
Shall Remain: Wounded Knee”
- The Chinese, Hungarian, Italians, Irish, blacks, and other
ethnicities have all, somewhat, assimilated into the American
Anglo-Saxon culture while hanging on to portions of their heritage,
history, and customs. Our Native Americans, however, are in danger
of having their culture and languages almost completely wiped out other
than being able to buy a rubber tomahawk in a cheap tourist souvenir
shop. How did this happen?
Week Six - March 15 -
Diversity involving the prejudice and discrimination women and the
mentally ill.
Submit Writing
Assignment Number 4 -
We Shall Remain: Wounded Knee.
Submit by email to
Frank Hemphill
at
hemphillfj@hiram.edu
Class discussion on Chapter Six - Native Americans
pp. 105-143
Debate 5: Group 1 (NO) and Group 2 (YES): Issue 16
in Edition 9, Issue 4.4 in Edition 10:
Should Children of Undocumented Immigrants Have a Birthright to U.S.
Citizenship?
Debate 6: Group 3 (NO) and Group 4 (YES): Issue 9 in
Edition 9, Issue 3.1 in Edition 10: Is Race Prejudice a Product of
Group Position?
Discuss the film "Half the Sky" involving female diversity and
discrimination.
Guest lecturer Professor Carol Donley
to speak on "Half the Sky."
Cram lecture: Instinct vs.
Ethnicity & Discrimination
For the next class
held in ONE week on March 29:
Prepare for guest lecturer next class by studying the links
under the next class below. Please prepare two question for our
speaker (per student) taken from these referenced links below.
Take-home final exam issued – due next class - turn
in printed to Roger Cram
Week Seven - March 29,
2015 -
Diversity involving the prejudice and
discrimination of African governments vs. tribal chief communities.
Optional
hors d'oeuvres party provided by students
Collect final exams. Submit printed to Roger Cram in class.
Diversity Through Debate: Celebration Dinner & Program - guests and
family are welcome; however, because of the intensity of the subject matter it is suggested only
family members 12 years and over attend.
LOCATION = Classroom:
Reception and welcome: 2:30
pm, Presentation: 3:00 pm. Dinner starts at 4:00 pm. Program ends 5:00 pm.
Speaker: John Kirubi from Engoshura, Kenya. John will
be speaking about the culture of Kenya, its prejudices among the 42 tribes, its 42 languages,
and the power of tribal kings over the national government.
Prepare for guest lecturer next class by studying
the links below. Please prepare two question
for our speaker (per student) taken from the two below links.
http://sweetness-light.com/archive/kenyan-election-riot-deaths-reach-250
http://www.usatoday.com/news/world/2008-01-02-kenya-au-visit_N.htm
Summary Class
Assignments
WRITING ASSIGNMENTS:
Writing Assignment #1 -
What is your ethnicity - due January 11 -
handed in at class or email to
hemphillfj@hiram.edu.
Writing Assignment #2 -
The Color of Fear - due January 25 - email to
hemphillfj@hiram.edu.
Writing Assignment #3 -
The Movie Crash - due February 1
- email to
hemphillfj@hiram.edu.
Writing Assignment #4 -
We Shall Remain at Wounded Knee - due March
15 - email to
hemphillfj@hiram.edu.
DEBATES:
January
25 -Debate 1:
Group 2 (YES) and
Group 1
(NO): Issue
13 in Edition 9,
Issue 4.1 in Edition 10: in
Taking Sides
-
Does Immigration Contribute to a Better America?
February 1
-Debate 2: Group
3 (YES) and Group
4 (NO): Issue 3 in Edition 9, Issue 4.2 in Edition 10: in Taking Sides -
Do Recent Immigration Trends Challenge Existing Ideas of
America's White Identity?
February 1 - Debate 3: Group 1 (YES)
and 2 (NO): Issue 1 in Edition 9, Issue 1.1 in Edition 10: in Taking Sides - Do We Need a Common Identity?
March 1 - Debate 4: Group 3 (NO) and Group 4 (YES): Issue 8 in Edition
9, Issue 2.4 in Edition 10:
Are Native American Mascots
Racist Symbols?
March 15 - Debate 5: Group 1 (NO) and Group 2 (YES): Issue 16
in Edition 9, Issue 4.4 in Edition 10:
Should Children of Undocumented Immigrants Have a Birthright to U.S.
Citizenship?
March 15 - Debate 6: Group 3 (NO) and Group 4 (YES): Issue 9 in
Edition 9, Issue 3.1 in Edition 10: Is Race Prejudice a Product of
Group Position?
TESTS / QUIZES
Test One - Due February 1st - turn
in printed to Roger Cram in class
Test Two - Due March 1st - turn in printed to Roger
Cram in class
Prepare questions for March 29th speaker -
see syllabus
Final Exam - Issued
March 15, due
March 29 - turn in printed to
Roger Cram in class
Diversity Through Debate
Syllabus - 3 Week Class
All Papers: Printed, double spaced, pages
numbered, and the first page is to indicate the student's name, date
of assignment, class title, and the title of the particular
assignment. All pages are to be stapled (not paper clipped or
the corner folded.)
First Assignment to be done before the
first class:
1. Write a 500 word essay on what you think your
ethnicity is.
2. Read Chapters 1 through 3 in
American -Ethnicity and Ethnic Relations
3-Week Class
- CLASS
ONE - November 22, 2014
Diversity involving the
prejudice and discrimination of culture.
Introduction to class, web site used for class,
contacting professors, submitting assignments
Turn in paper on Writing Assignment Number 1 on What is my
Ethnicity? Submit by email to
Frank Hemphill
at
hemphillfj@hiram.edu
or bring printed to the first class.
Discuss the
Rules for Debating, tolerating opposing points-of-view going over the
class website.
Establish debating groups, determine group names, assign individual
numbers, elect group captains
Discuss politically correct terms
for various races
Discuss Chapter 1 in American
Ethnicity-Ethnicity and Ethnic Relations
Setting Boundaries:
Frank Hemphill: Class Experiment #1:
The Movie: Crash
Discuss
the movie Crash
Discuss Chapters 2 and 3 in American Ethnicity
View A War for your Soul
at the top of this page and discuss in class afterwards
Practice Debate:
Debate 1: Group 2 (YES) and
Group 1
(NO): Issue
13 in Edition 9,
Issue 4.1 in Edition 10: in
Taking Sides
-
Does Immigration Contribute to a Better America?
Take-home quiz 1 issued:
American Ethnicity - Chapters 1-2-3 CLICK HERE. It
is due next class.
Writing assignment number 3 -
on the Movie
Crash -
On the last page of chapter one in
American Ethnicity there are Key Terms for Chapter One. Pick five
(5) of these terms and describe how they were depicted in the film
Crash.
This assignment is due next class.
View the PowerPoint on Crash.
View Movie Emmanuel's
Gift
(A
remarkable and eye-opening film about laws, cultures, and society in
Ghana)
Assignments due in
Class Two on December 6, 2014
Writing Assignment Number 2
- Emmanuel's Gift -
What was
Emmanuel's Gift? How do the national laws and customs of Ghana compete
with individual tribal laws and customs created by tribal chiefs?
Name several prejudices connected with the disabled in Ghana. What was
Emmanuel trying to do for the disabled? Why would Emmanual shine
shoes for $2.00 per day when he could get $10.00 per day from begging?
Writing assignment number 3 -
on the Movie
Crash
-
On the last page of chapter one in American Ethnicity there are Key Terms for Chapter One. Pick five
(5) of these terms and describe how they were depicted in the film
Crash.
This assignment is due next class or emailed to Frank Henphill
Take-home quiz 1:
American Ethnicity - Chapters 1-2-3
CLICK HERE
Read the Chapter in American Ethnicity-African Americans.
(The chapter number on "African Americans" varies with your text
addition). Be prepared to discuss it in the
next class.
WHAT WILL BE DUE NEXT CLASS?
Study
Prisoner Privatization Concerns
at the top of this web-page.
Prepare for a discussion
in the next class.
Writing Assignment Number 2
- Emmanuel's Gift
Writing assignment number 3 -
on the Movie
Crash
Submit
Writing Assignment 2 and 3 by
email to
Frank Hemphill at
hemphillfj@hiram.edu.
Hand in Take-home quiz 1:
American Ethnicity - Chapters 1-2-3
Discuss:
Prisoner Privatization Concerns
at the top of this web-page
Be prepared to
have the following debates in Class Two:
Debate 2: Group 1 (YES) and Group
2 (NO): Issue 3 in Edition 9, Issue 4.2 in Edition 10: in Taking Sides -
Do Recent Immigration Trends Challenge Existing Ideas of
America's White Identity?
Debate 3: Group 1 (YES)
and 2 (NO): Issue 1 in Edition 9, Issue 1.1 in Edition 10: in Taking Sides -
Do We Need a Common Identity?
Debate 4: Group
1 (YES) and Group 2 (NO):
Issue 8 in
Edition 9, Issue 2.4 in Edition 10: Are Native American Mascots
Racist Symbols?
3-Week Class
- CLASS TWO - December 6, 2014
Diversity involving the prejudice and
discrimination of African Americans and Native Americans
DUE THIS CLASS FROM THE LAST CLASS ASSIGNMENTS:
Writing Assignment Number 2
- Emmanuel's Gift
Writing assignment number 3 -
on the Movie
Crash
Submit
Writing Assignment 2 and 3 by
email to
Frank Hemphill at
hemphillfj@hiram.edu.
Hand in Take-home quiz 1:
American Ethnicity - Chapters 1-2-3
Discuss:
Prisoner Privatization Concerns
at the top of this web-page.
Discuss:
the Chapter in American Ethnicity-"African
Americans."
(The chapter number on "African Americans" varies with your text
addition. In Edition 7 it is Chapter 5).
Have the
following debates:
Debate 2: Group 1 (YES) and Group
2 (NO): Issue 3 in Edition 9, Issue 4.2 in Edition 10: in
Taking Sides -
Do Recent Immigration Trends Challenge Existing Ideas of
America's White Identity?
Debate 3:
Group 1 (YES)
and 2 (NO): Issue 1 in Edition 9, Issue 1.1 in Edition 10: in Taking Sides - Do We Need a Common Identity?
Debate 4: Group 1 (YES) and Group
2 (NO):
Issue 8 in Edition
9, Issue 2.4 in Edition 10: Are Native American Mascots
Racist Symbols?
The Movie
The Color of Fear
Discuss
The Color of Fear
and human alternative realities
Cram lecture: Instinct vs.
Ethnicity & Discrimination
Take-home quiz 2 issued -
YOU HAVE TWO CHOICES FOR THIS QUIZ. PICK BETWEEN
QUIZ A or QUIZ B.
Click here to go
to Quiz two.
The video/lecture: We Shall Remain:
Wounded Knee. View and Discuss the film
We Shall Remain at Wounded Knee Part 1
We Shall Remain at Wounded Knee Part 11
We Shall Remain at Wounded Knee Part III
We Shall Remain at Wounded Knee Part IV
We Shall Remain at Wounded Knee Part V
We Shall Remain at Wounded Knee Part VI
We Shall Remain at Wounded Knee Part VII
American Ethnicity,
read Chapter Six - Native Americans
WHAT WILL BE DUE IN THE NEXT CLASS - CLASS THREE?
Writing Assignment Number 4: the film
The Color of Fear:
Write the paper on your opinion of the film's main point and include
answers to: (1) What do you think
the white man (David) was
having difficulty understanding? (2) Why do you think he was having
difficulty understanding this?
Writing assignment number 5:
American Ethnicity,
Chapter 6 –
“We
Shall Remain: Wounded Knee”
- The Chinese, Hungarian, Italians, Irish, blacks, and other
ethnicities have all, somewhat, assimilated into the American
Anglo-Saxon culture while hanging on to portions of their heritage,
history, and customs. Our Native Americans, however, are in danger
of having their culture and languages almost completely wiped out other
than being able to buy a rubber tomahawk in a cheap tourist souvenir
shop. How did this happen?
Submit by email to
Frank Hemphill
at
hemphillfj@hiram.edu
Turn in Take-Home Quiz 2, printed,
to Roger Cram in class
Class discussion on Chapter Six - Native Americans
pp. 105-143 in Edition 7 of American Ethnicity
Read for next class:
Below please
click here to find an essay entitled A Painful
Look at Colonization.
This paper involves the colonization
history of the United States and the resulting prejudices and
discrimination. READ THIS CAREFULLY!
Debate 5: Group 1 (NO) and Group 2 (YES): Issue 16
in Edition 9, Issue 4.4 in Edition 10:
Should Children of Undocumented Immigrants Have a Birthright to U.S.
Citizenship?
Debate 6: Group 2 (NO) and Group 1 (YES): Issue 9 in
Edition 9, Issue 3.1 in Edition 10: Is Race Prejudice a Product of
Group Position?
Debate 7: Group 1 (NO) and Group 2 (YES): Issue
6 in Edition 9, Issue 2.2 in Edition 10: Is the Emphasis on a
Color-Blind Society an Answer to Racism?
3-Week Class - CLASS THREE - December 13, 2014 -
Diversity involving the prejudice and discrimination women and the
mentally ill.
DUE THIS CLASS FROM THE LAST CLASS ASSIGNMENTS:
Writing
Assignment Number 4 (The Color of Fear) and 4 (We Shall
Remain at Wounded Knee).
Submit by email to
Frank Hemphill
at
hemphillfj@hiram.edu
Turn in Take-Home Quiz 2, printed,
to Roger Cram in class
Class discussion on Chapter Six - Native Americans
pp. 105-143 in Edition 7 of American Ethnicity
Discuss:
Below please
click here to find an essay entitled A Painful
Look at Colonization.
This paper involves the colonization
history of the United States and the resulting prejudices and
discrimination. READ THIS CAREFULLY! We will discuss this in
class.
Debate 5: Group 1 (NO) and Group 2 (YES): Issue 16
in Edition 9, Issue 4.4 in Edition 10:
Should Children of Undocumented Immigrants Have a Birthright to U.S.
Citizenship?
Debate 6: Group 2 (NO) and Group 1 (YES): Issue 9 in
Edition 9, Issue 3.1 in Edition 10: Is Race Prejudice a Product of
Group Position?
Debate 7: Group 1 (NO) and Group 2 (YES): Issue
6 in Edition 9, Issue 2.2 in Edition 10: Is the Emphasis on a
Color-Blind Society an Answer to Racism?
PRESENTED
IN CLASS:
PowerPoint: Stigma of Mental Illness by
Roger Cram. Mental illness, affecting one in four adults,
provides opportunity for another form of prejudice and discrimination as
does gender, race, the handicap, and different religions.
Video:
RACE, the power of an illusion. Excerpt Part
1, 2, and 3. A class discussion will follow the video.
Pizza Party Lunch
at 1:00 pm.
Speaker:
John Kirubi from Engoshura, Kenya
TRI-C Classroom: Reception
1:30 pm, Welcome: 2:00 pm. Speech: 2:05 pm - 3:00 pm.
John will
be speaking about the culture of Kenya, its prejudices among the 42 tribes, its 42 languages,
and the power of tribal kings over the national government.
Diversity involving the prejudice and
discrimination of African governments vs. tribal chief communities.
Diversity Through Debate: Celebration Program - guests and
family are welcome; however, because of the intensity of the subject matter it is suggested only
family members 12 years and over attend.
Prepare for our guest lecturer by studying the links
below. Please prepare two question for our
speaker (per student) taken from these referenced links below.
http://sweetness-light.com/archive/kenyan-election-riot-deaths-reach-250
http://www.usatoday.com/news/world/2008-01-02-kenya-au-visit_N.htm
Take-home final exam issued –
see below - email to Frank Hemphill
hemphillfj@hiram.edu
by December 20th.
Hiram College
Diversity through Debate
Part of Test Two
A Painful Look at Colonization
by Roger F. Cram
Colonization is when a more powerful group of
people dominate by force a less powerful group of people. It is usually
not a nice thing, despite the original 13 colonies of United States
being founded by our courageous founding fathers.
There are two types of colonization. Let’s look at how they played
a role in the history of United States. Remember, we are looking at
human behavior, not that of any political or cultural entity.
External colonization occurs when a more powerful group of people
colonizes a less powerful group by forcing their way into the new
territory and gradually taking control of the political and economic
activities of the weaker group. Gradually the dominate group alters or
destroys the weaker group’s culture and their social organizations as
well as having dominate representatives present for maintaining this
control. In order to justify this aggressive behavior, the dominant
group creates prejudicial stereotype beliefs about the weaker group
(“Mexicans are unable to govern themselves…”) and often creates laws or
policies restricting the dominated group’s abilities to advance (Jim
Crow laws in the United States, and the segregation of schools helping
assure blacks get a poor education, all blacks must leave the city of
Cape Town, South Africa.).
Internal colonization can occur after the above dominant group has
established themselves and controls the new territory and its people. By
controlling the social, political, educational, and economic
activities of a less-powerful group within the new colony, the dominant
group maintains power and protects their assets needed for survival.
By controlling the ability for the weaker group to become educated,
to obtain good employment, to elevate socially, and to gain political
control, the dominant group assures it will remain on top with little
competition.
The dominant group needs cheap labor to harvest its crops and
manufacture its products so large profits can be realized. Therefore, it
would be in the best interest of the dominant group to keep the
weaker group uneducated, unable to run for political office, unable to
elect their representatives into managerial positions, and unable to
socially gain community status. That’s easy to do! Blacks cannot
vote. Women cannot vote. Native Americans cannot vote. Blacks, Italians,
and Jews cannot join our country club. “Now hiring, Italians need not
apply!” Keep the blacks poor and uneducated and they will be a source of
cheap labor to harvest our cotton. If the Nicaraguan government can keep
the peasants poor and uneducated, they will remain a source of cheap
labor to harvest our sugarcane. The former South African Apartheid
government kept the indigenous population poor and uneducated so they
could be used as cheap labor for harvesting coffee and working in
diamond and gold mines. Although our Declaration of Independence states
that “…all men are created equal,” by classifying blacks as property or
“chattel,” they lost their rights and remained slaves. Homosexuals may
not join our church, “God hates them.”
If any subgroup threatens our security, resources, or economy, first
we will instinctually challenge or insult (President Bush says “Saddam
Hussein is a danger to the world!”), then negotiate or barter (reveal
your hidden weapons of mass destruction and we will not invade your
country), and if unsuccessful, we will instinctually display our
aggression and dominance by attacking: Vietnam (1965) and Iraq-oil
(1991), Congo-rubber and ivory (1900-1905), blacks slaves classified as
sub-human to insure our labor supply (1776), United States attacks Iraq
(2003).
If any other tribe controls the land or resources we need for our
survival, identity, or expanding population, first we will instinctually
challenge and insult (“Mexicans are unable to govern themselves.”), then
barter (negotiate), and if unsuccessful, display our aggression and
dominance by attacking so we can possess and steal to gain control of
their resources: Mexican-American War (1846), Cherokee Indian “Trail of
Tears,” (1838).
If any other tribe threatens our customs, religion, or way of life,
humans respond the same as they do when their land is threatened:
Protestant/Catholic disputes in Ireland, Palestine and Israel,
prohibition against alcohol (1919), Franco of Spain bombing his
country’s town of Guernica for being too democratic (1937), Adolph
Hitler kills millions of Jews trying to create his own superior race
(1941-1945). Idi Amin kills and exiles thousands for his dream -“an all
black Uganda” (1972); Saddam Hussein uses poison gas on Kurd dissidents
in his own country (1987-1989).
We need to feel good about ourselves.
Unfortunately, humans often do this by degrading others below them
creating an artificial superiority for themselves.
The Celts
It wasn’t too long ago that the Celts from
Germany and Western Europe invaded England. This was the first step of
colonization by forcing their way into a new territory. The Celts then
proceeded to take control of the political and economic activities of
the English and put in place their dominate representatives for
maintaining this control. In order to justify this aggressive behavior,
the Celts created prejudicial stereotype impressions about the English.
This helped create hate and prejudice against the English giving the
Celts a sense of justification and superiority. The Celts gradually
merged their culture with the
English creating a new mixed society. This is an example of external
colonialism.
The Romans
The Romans then
sent forces from Italy and invaded the Celt dominated England as well as
many other territories. This was the first step of colonization
by forcing their way into a new territory. The Romans then proceeded to
take control of the political and economic activities of the Celts and
put in place their dominate representatives for maintaining their
control. In order to justify this aggressive behavior, the Romans
created prejudicial stereotype impressions about the Celts. This helped
create hate and prejudice against the Celts giving the Romans a sense of
justification and superiority. The Romans gradually merged their culture
with the Celts creating a new mixed society. This is another example of
external colonialism.
The Saxons and Angles
The Saxons and Angles left Northern Germany and Denmark on a great
adventure and invaded Roman-dominated England. This was the first step
of colonization by forcing their way into a new territory. The Saxons
and Angles then proceeded to take control of the political and economic
activities of the Romans and put in place their dominate representatives
for maintaining their control. In order to justify this aggressive
behavior, the Saxons and Angles created prejudicial stereotype
impressions about the Romans. This helped create hate and prejudice
against the Romans giving the Saxons and Angeles a sense of
justification and superiority. The Saxons and Angles gradually merged
their culture with the Romans creating a new mixed society. This is
another example of external colonialism.
The Normans
Let’s continue
as the Normans left Northern France lead by William the conqueror and
invaded England. This was the first step of colonization by
forcing their way into a new territory. The Normans then proceeded to
take control of the political and economic activities of the Saxons and
Angles and put in place their dominate representatives for maintaining
their control. In order to justify this aggressive behavior, the Normans
created prejudicial stereotype impressions about the Saxons and Angles.
This helped create hate and prejudice against the Saxons and Angles
giving the Normans a sense of justification and superiority. The Normans
gradually merged their culture with the Saxons and Angles creating a new
mixed society. We now have a
Celt/English/Roman/Anglo-Saxon/Norman mixed culture. This is a
continuous example of external colonialism.
The repetitions in history are
amazing. I suggest a requirement for anyone running for political office
is to be well versed in history to keep from making the same mistakes of
his predecessors, but that does not seem to be the case.
The Anglo-Saxon Americans
This
combined Celt/English/Roman/Anglo-Saxon/Norman culture invaded America
forming the original 13 colonies. For brevity, we will call them
Anglo-Saxon Americans. They were also called WASPs (White Anglo-Saxon
Protestants). This was the first step of colonization by forcing
their way into a new territory. The
dominant religion was now Protestant. The controlling race was now
white. Laws ruled the land decided upon and written by those in control.
The Anglo-Saxon core values were assimilated into the dominant culture
and served as guideposts for others. Such values consisted of hard work,
savings, individual recognition more than group, success measured by
material wealth, Protestant based values and salvation beliefs as well
as controlling temptations as a virtue. This is an example of
external colonialism.
Native Americans
The Anglo-Saxons managed the Native Americans
by controlling the political and economic activities of the Native
Americans and put in place their dominate representatives for
maintaining their control. Tens of thousands Native Americans were
forced into slavery helping insure the Anglo-Saxon economic superiority
and prevent the Native Americans from obtaining resources. In order to
justify this aggressive behavior, the Anglo-Saxons created prejudicial
stereotype impressions about the Native Americans. Indians are “savages”
and “stupid” and “the only good Indian is a dead Indian.” This helped
create hate and prejudice against the Native Americans giving the
Anglo-Saxons a sense of justification and superiority. The Anglo-Saxons
gradually merged (forced) their culture with the Native Americans
creating a new mixed society insisting that the Native Americans dress
like the Anglo-Saxons and learn the Anglo-Saxon language.
Over 100,000 Native American children were removed from their parents
and shipped to boarding schools where their hair braids were cut off,
they were forced to dress like white children, and were forbidden to
speak their native tongue. Many Anglo-Saxon Americans were afraid
if the Native Americans received valuable assets and rose to influence,
that Anglo-Saxon Americans would gradually lose their cultural identity,
access to their resources, and control over political influence. Tribes
with self-governing laws, schools, and communities were a threat to the
Colonist. The Cherokees adopted a written constitution that proclaimed
the Cherokee nation had jurisdiction over its own territory which
occupied a majority of Northwestern Georgia – sounds a little like our
Declaration of Independence. The Seminole tribe in Florida, the Creek
Indians in Alabama and Georgia, and the Chickasaw and Choctaw in
Mississippi were also considered a threat. The government forced these
five-civilized tribes to move to Oklahoma and guaranteed they could
occupy Oklahoma, other than the panhandle, “…as long as grass shall grow
and rivers run,” a promise lasting until 1906 when apparently Oklahoma
rivers stopped running. On this trip,
known as the “Trail of Tears,” over 4,000 Native Americans died, mostly
women and children, walking to Oklahoma in the winter months without any
provisions (food, shelter, water). Native Americans were
basically stripped of their culture.
This is an example of internal colonialism. Eventually, a
very few of the Native Americans were able to run for political office,
to obtain a good education, and to have access to other valuable
resources. Allowing the Native Americans to do these things has turned
out to be beneficial for all.
The Blacks
Anglo-Saxon Americans imported blacks as
slaves in 1619. The Anglo-Saxon Americans controlled the black’s
economic opportunities in order to insure cheap labor for large profits.
By keeping blacks from owning land, from voting, and from obtaining a
good education, and from access to valuable resources, the Anglo-Saxons
insured that they would remained in control of the blacks keeping them
from well-paying jobs, social privilege and status, and political
position. In 1776, the Declaration of Independence stated that “…all men
are created equal,” but blacks were then classified as “chattel,”
something like cattle, and not considered human. Many Anglo-Saxon
Americans were afraid if blacks received these assets and rose to
influence, Anglo-Saxon Americans would gradually lose their cultural
identity, access to their resources, and control over political
influence. Schools were segregated and underfunded assuring blacks would
receive an inadequate education, thus keeping blacks away from
high-paying technical and prestigious jobs. 1964 was the first time
blacks could vote without paying a poll tax.
This is an example of internal colonialism.
Eventually, however, the blacks were able to own land, to vote, to run
for political office, to obtain a good education, and to have access to
other valuable resources. Allowing the blacks to do these things has
turned out to be beneficial for all.
The Irish
1830-1860: Many Irish immigrated to America to
find a better life. The Anglo-Saxon Americans controlled the Irish
economic opportunities in order to insure cheap labor for large profits.
Many Irish were employed as indentured servants exchanging their cost of
passage for food and lodging under near “slave-like” conditions until
their debt was considered paid. By keeping Irish from owning land, from
voting, and from obtaining a good education, and from access to valuable
resources, the Anglo-Saxons insured that they would remain in control of
the Irish keeping them from well-paying jobs, social privilege and
status, and political position. The Irish had a 21-year waiting period
for citizenship, and many employment want ads specified, “No Irish Need
Apply!” Because of the poor education offered Irish children, the
Catholic Parochial School system gradually emerged as the Irish were
forced to educate themselves. In order to justify their aggressive
behavior against the Irish, the Anglo-Saxons created prejudicial
stereotype impressions about the Irish calling them “barbarians” and “no
nothings.” They were depicted as apelike drunks that were hostile and
immoral and considered to be the subhuman “missing link” between the
apes and Africans. The catch phrase “Americans shall Rule America”
continued this prejudicial treatment against the Irish encouraging their
continued mistreatment and suppression. Because the Irish were
restricted to low-paying, labor-intensive jobs, they did not support the
Underground Railroad movement where black slaves were fleeing the south.
The Irish felt the blacks would work for less money and, therefore,
threaten their job security.
Many Anglo-Saxon Americans were afraid if Irish received valuable
assets and rose to influence, Anglo-Saxon Americans would gradually lose
their cultural identity, access to their resources, and control over
political influence.
This is an example of internal colonialism. Eventually,
however, the Irish were able to run for political office, to obtain a
good education, and to have access to other valuable resources. Allowing
the Irish to do these things has turned out to be beneficial for all.
The Italians
1860-1930: Many Italians immigrated to America
to find a better life. The Anglo-Saxon Americans controlled the Italians
economic opportunities in order to insure cheap labor for large profits.
Like the Irish, many Italians were employed as indentured servants. By
keeping Italians from owning land, from voting, and from obtaining a
good education, and from access to valuable resources, the Anglo-Saxons
insured that they would remain in control of the Italians keeping them
from well-paying jobs, social privilege and status, and political
position. Many Italian men were used in work gangs for the railroads and
were shipped to various railroad projects throughout the country while
the women worked in garment industry sweatshops. In order to justify
their aggressive behavior against the Italians, the Anglo-Saxons created
prejudicial stereotype impressions about the Italians calling them
“gangsters,” “dagoes,” and “wops.” Italians were regarded as low class,
stupid, and inferior and were assigned the menial work no one else
wanted to do. Italian Americans were classified as non-Anglo and, next
to blacks, were the second most likely group to be lynched. Many
Anglo-Saxon Americans were afraid if Italians received valuable assets
and rose to influence, Anglo-Saxon Americans would gradually lose their
cultural identity, access to their resources, and control over political
influence.
This is an example of internal colonialism. Eventually,
however, the Italians were able to run for political office, to obtain a
good education, and to have access to other valuable resources. Allowing
the Italians to do these things has turned out to be beneficial for all.
The Mexicans
The Anglo-Saxon
Americans invaded Mexico (now Texas, New Mexico, Nevada, and
California). The Texas constitution was established and Texas was
admitted to the union on December 29, 1845, while it was still part of
Mexico. The Spanish-American war followed in 1846. This was the
first step of colonization by forcing their way into a new territory.
The Anglo-Saxons then proceeded to take control of the political and
economic activities of the Mexicans and put in place their dominate
representatives for maintaining this control. In order to justify this
aggressive behavior, the Anglo-Saxons created prejudicial stereotype
impressions about the Mexicans. This helped create hate and prejudice
against the Mexicans giving the Anglo-Saxons a sense of justification
and superiority Many Anglo-Saxon Americans were afraid if Mexicans
received valuable assets and rose to influence, Anglo-Saxon Americans
would gradually lose their cultural identity, access to their resources,
and control over political influence.
This is an example of internal colonialism. Eventually,
however, some of the Mexicans were able to run for political office, to
obtain a good education, and to have access to other valuable resources.
Allowing the Mexicans to do these things has turned out to be beneficial
for all.
The Chinese
1851-1900: The
Chinese immigrated into the United States. The Anglo-Saxon
Americans controlled the Chinese economic opportunities in order to
insure cheap labor for large profits. By keeping Chinese from owning
land, from voting, from obtaining a good education, and from access to
valuable resources, the Anglo-Saxons insured that they would remained in
control of the Chinese keeping them from well-paying jobs, social
privilege and status, and political position. Many Chinese were used to
build the railroad out west under horrible “slave-like” conditions. In
order to justify their aggressive behavior against the Chinese, the
Anglo-Saxons created prejudicial stereotype impressions about the
Chinese calling them “coolies” and “slant-eyes.” The depression of 1873
was blamed on the Chinese being willing to work for substandard wages,
thus taking away the Anglo-Saxon jobs. California citizens complained
that Chinese workers sent back to their families in China over $90,000
per day causing an economic catastrophe in California. Many Anglo-Saxon
Americans were afraid if Chinese received these assets and rose to
influence, Anglo-Saxon Americans would gradually lose their cultural
identity, access to their resources, and control over political
influence.
This is an example of internal colonialism. Eventually,
however, the Chinese were able to own land, to vote, to run for
political office, to obtain a good education, and to have access to
other valuable resources. Allowing the Chinese to do these things has
turned out to be beneficial for all.
The Latinos
In 2010, the
dominant community of Anglo-Saxon Americans has 11-million Latino
immigrants throughout America. The Anglo-Saxon Americans control
the Latino immigrant’s economic opportunities in order to insure cheap
labor for large profits. By keeping the illegal Latino immigrants from owning
land, from voting, from obtaining a good education, and from access to
valuable resources, the Anglo-Saxons insured that they would remain in
control of the Latino immigrant’s keeping them from well-paying jobs,
social privilege, and political position. In order to justify their
aggressive behavior against the Latinos, the Anglo-Saxons created
prejudicial stereotype impressions about the Latinos calling them
wetbacks and illegals. Latinos are often regarded as low class and
uneducated and are given the menial work no one else wants to do. Many
Latino immigrants are used to harvest crops and perform unpleasant
manufacturing jobs. Many Anglo-Saxon Americans are afraid if Latino
immigrant’s receive valuable assets and rise to influence, Anglo-Saxon
Americans would gradually lose their cultural identity (English as a
primary language next to Spanish), access to their resources
(Anglo-Americans are complaining that Latinos are not paying taxes yet
we are sending their children to school and paying for their medical
expenses), and control over political influence. Many Anglo-Saxons
believe America is for Americans and insist the Latinos learn English
and adopt the American culture. Many poor blacks working menial,
labor-intensive jobs are afraid the Latinos will work for even less
money and threaten these black’s job security.
This is an example of internal colonialism. Eventually,
however, the Latino immigrants might gain access to valuable resources.
Perhaps the Anglo-Americans might learn to speak another language. If
all this happens, well, this might turn out to be beneficial for all.
Breaking the original Anglo-Saxon
colonization dominance
Has the United States economy, politics, and
culture been dominated by our Anglo-Saxon founders? The United States is
the land of opportunity. It is called the “melting pot” of many
cultures, where anyone - if they work hard enough - can become
president. The first forty-three presidents of the United States have
been white, male, and Protestant other than John F. Kennedy who was
white, male, and Catholic. President Barack Obama breaks this trend of
the original Anglo-Saxon colonization dominance in the United States.
This is an extremely significant occurrence. Whether or not Obama is
judged as a good or bad president is not the issue, but instead that a
235-year old, stereotypical chain of culture in the United States
leadership has been broken. Will this open the gates for improved
acceptance of diversity and better understanding? Perhaps our next
president will be a woman or a Jew or a Latino. Only time will tell.
Source: American
Ethnicity – The Dynamics and Consequences of Discrimination Aguirre,
Adalberto and Turner, Jonathan McGraw Hill Publishing 5th
Edition 2007 New York, NY
THE SEVEN STEPS IN COLONIZATION*
- Colonization occurs when a more powerful group
of people colonizes a less powerful group by forcing their way into
the new territory and gradually taking control of the political and
economic activities of the weaker group.
- Gradually the dominate group alters or
destroys the weaker group’s culture and their social organizations
as well as having dominate representatives present for maintaining
this control.
- In order to justify this aggressive behavior,
the dominant group creates prejudicial stereotype beliefs about the
weaker group. (All Muslims are terrorists, all blacks are stupid
and lazy, all Italians are connected to the mob, Jews are cheap and
miserly, the only good Indian is a dead Indian, all Native Americans
are alcoholics, all the Irish are drunks, the Latinos are bleeding
our economic society, Irish are barbarians, they are apelike drunks
that were hostile and immoral and considered to be the subhuman
“missing link” between the apes and Africans.
- Laws or policies are created by the dominant
group restricting the dominated group’s abilities to advance. (The
Irish may not own land, the Italians may not enter politics, the
Chinese may not vote, Native Americans must leave their land, the
Mexicans are too stupid to govern themselves so God has empowered us
to take over their land and guide them, farmworkers may not organize
and their wages are not regulated.)
- The dominant group controls the social,
political, educational, and economic activities of a less-powerful
group within the new colony; the dominant group maintains power and
protects their assets needed for survival. By controlling the
ability for the weaker group to become educated, to obtain good
employment, to elevate socially, and to gain political control, the
dominant group assures it will remain on top with little
competition. (Italians may not become citizens for twenty-one
years, blacks are not allowed to vote, Jews cannot join our country
clubs, the Irish may not run for political office, the blacks may
not move into our neighborhood for they lower our property values,
HELP WANTED - Irish need not apply, blacks may only do menial jobs,
only whites may attend private schools.)
- The dominant group needs cheap labor to
harvest its crops and manufacture its products so large profits can
be realized. Therefore, it would be in the best interest of the
dominant group to keep the weaker group uneducated, unable to run
for political office, unable to elect their representatives into
managerial positions, and unable to socially gain community status.
(blacks were kept working in the fields, the Chinese were used
as slave labor building our railroads, Latinos are currently
harvesting our crops and doing undesirable factory jobs, the
picking of oranges and tomatoes in Immokalee, Florida.)
- If any weaker group threatens the dominate
group’s security, or occupies land desired by the dominant group, or
threatens the dominant groups culture, resources, or economy; the
dominant group will instinctually challenge or insult the weaker
group, then negotiates or barter with the weaker group, and if
unsuccessful, display their aggression and dominance by threatening
or attacking the weaker group. (The Sioux takeover at
wounded knee, The Cherokee Trail-of-tears march to Oklahoma, the
Kurds villages attacked by Sadam Hussain, Native Americans and the
early United States Government, when Mexico occupied the land of the
future Texas, Arizona, and California; the colonization of the
African Congo by Belgium, the formation of the seven original
colonies in Eastern North America, and the colonization of India by
Great Brittan.
**************************************************************
Hiram
Weekend
College
Diversity through Debate
TEST
ONE - LCCC Class Spring 2015
Take-Home Test One –
Chapters 1, 2, 3 - American Ethnicity
Please
print this test, answer each question, and bring the completed test to
class on September 21. For essay questions, use the number of words
you feel best answers the question based on the material you have been
exposed to both from the text and in class. Use extra sheets if
necessary.
Name
_________________________________________________ possible 100 points
SECTION
ONE: Chapter One: 3
points each - total 30 points. Matching, place the letter of the
definition that best matches the term in the numbered questions 1
through 10.
|
1.___Ethnicity
2.___ Ethnic group or ethnic
subpopulation
3.___ Minority group or subordinate group
4.___ Ethnic discrimination
5.___Reserve Discrimination
|
6.
___ Segregation
7.
___ Expulsion
8.
___ Genocide and ethnic cleansing
9.
___ Selective inclusion
10.___ Ethnic prejudice
|
NOTE:
YOU HAVE ONE MORE ANSWER THAN QUESTIONS: 11 answers, 10 questions,
read carefully.
(A)
A subpopulation of individuals who are
labeled and categorized by the general population and, often, by the
members of the group itself as being a particular type of ethnicity.
(B) The process by which the members of a more powerful and dominant
ethnic subpopulation deny the members of another, less powerful and
subordinate ethnic population full access to valued resources –
jobs, income, education, health, prestige, power, or anything that
society values.
(C)
The process of allowing members of ethnic subpopulations into certain
positions while at the same time excluding them from other positions.
A subpopulation’s shared historical
experiences as well as unique organizational, behavioral, and cultural
characteristics
(D) A subpopulation’s shared historical
experiences as well as unique organizational, behavioral, and cultural
characteristics
(E) Spatially isolating members of an ethnic subpopulation in
areas where they cannot have the same access to valued resources as do
people who are not isolated.
(F)
When a particular ethnic subpopulation is forced to relocate to a
selected area.
(G) A result of programs designed to overcome the
effects of past discrimination against members of a subordinate
population where some members of the dominate subpopulation are denied
equal access to valued resources.
(H) The less powerful ethnic subpopulation - the subordinate group
- that is subjected to the more powerful ethnic subpopulation’s power
to discriminate.
(I) A set of beliefs and stereotypes about
designated subpopulations that share certain identifying
characteristics – biological, behavioral, organizational, cultural –
or are at least perceived to share these characteristics.
(J) When members of an ethnic subpopulation are
killed or potentially an entire ethnic group is exterminated.
(K) A group of people who, because of their
physical or cultural characteristics, are singled out from others in
society in which they live for differential and unequal treatment and
who therefore regard themselves as objects of collective
discrimination.
SECTION
TWO: Chapter One: 3
points each, total 18 points. Multiple Choice & TRUE & FALSE
11. Which of the following is a type of
discrimination?
(a) genocide (b) ethnic cleansing (c) expulsion
(d) segregation (e) exclusion (f) selective inclusion (g) abusive
practices (h) all of the above
12. What process is the most important force
sustaining ethnicity, that is, the central process underlying ethnic
problems in today’s society?
(a) Discrimination (b) Expulsion (c)
Segregation (d) Stratification
13. What is NOT an example of self-segregation?
(a) China Town (b) Little Italy (c) A black Muslim community
(d) a mandatory American Indian reservation
14. What is NOT an example of expulsion?
(a) Japanese residents in American being sent to
camps after the bombing of Pearl Harbor
(b) the 1934 President Jackson
Indian Relocation Act required the Seminole, Choctaw, Cherokee, Creek,
and Chickasaw Indian tribes to migrate on foot 1200 miles to Oklahoma.
They were escorted by the U.S. Calvary in the middle of winter and
given no food or clothing. 4000 died in route, mostly the elderly,
women, and children.
(c) China Town
(d) In 1975, 3 million people were forced out of the cities of
Cambodia to perform slave labor in the country sides as part of the
“Rural Social Reform.” Over 1 million people died or were killed in
this process
(e) In South Africa, the Apartheid government
forbid any blacks to live in Cape Town and required them to leave the
city and fend for themselves in the bush
15. People from
China,
Japan, Vietnam, Korea,
Philippines, and Cambodia
are all from extremely different cultures with entirely different
histories and customs. But they have all been linked into one subgroup
(Aisan)
because their eye fold is different from others.
Similarly, the American Indian population such as
Cherokee, Black Foot, Iroquois, Sioux, Apache, Seminole, Choctaw, and
Navajo are also from extremely different cultures with entirely
different histories and customs, yet they have also been linked into a
new subgroup because of their similar role in our nation’s history -
Native American.
Linking unrelated groups of people into a new ethnic subgroup based on
prejudice is called: Circle One Answer
(a) ethnogenesis (b) passive acceptance (c)
assimilation (d) ethnic stratification
16.
TRUE
FALSE
Institutionalized discrimination produces ethnic stratification. When
members of a subordinate ethnic subpopulation receive only certain
types and levels of valued resources, it becomes possible to establish
their location on the social hierarchies of society. On the basis of
this location, the distinctiveness of an ethnic group is retained,
thereby making it a target of further prejudices and discrimination.
SECTION THREE: Chapter Two: Matching
Section and Short Answer – 4 points each, Possible 28 points:
Match the
letter (a through g) from the definitions in the blank space adjacent
the terms (1 through 7) that properly identifies each definition’s
meaning.
17)
TERMS
1)
Behavior-receptional assimilation
____
2)
Attitude-receptional assimilation
____
3)
Structural assimilation
____
4)
Identification assimilation
____
5)
Cultural
assimilation
____
6)
Civic
assimilation
____
7)
Assimilation Theories
____
DEFINITIONS
a.
the
absence of intentional discrimination by dominant ethnic groups
against subordinate ethnic groupsb.
when
migrant ethnic groups become members of the primary groups within
dominant-ethnic subpopulations – their families, close friends,
cliques within clubs, and groups and organizations.
c. the
process by which members of an ethnic population become part of the
mainstream of a society.
d.
the
reduction of conflict between ethnic groups over basic values and
access to the political arena.
e.
when
individuals no longer see themselves as distinctive and, like members
of dominant groups, stake their personal identities to participation
and success in the mainstream institutions of society.
f.
the lack
of prejudicial attitudes and stereotyping on the part of both the
dominant and migrant ethnic groups.
g.
when
values, beliefs, dogmas, ideologies, language and other systems and
symbols of the dominant culture are adopted.
18) SECTION FOUR-FILL IN THE BLANK
- 12 points -
Chapter 3 Anglo-Saxon
traditions and institutional structures came from many assimilated
cultures in England resulting from a mixing pot of many conquering
powers. The Celts, Romans, and Normans all invaded and conquered
inhabitants of England, each eventually assimilating, resulting in an
Anglo-Saxon culture. This culture consisted of:
Language:
English
Predominant skin color:
White
Predominant religion:
Protestant
Work ethic:
Work hard and the individual can get ahead
Basic Values:
1. _________________________________________
2.
_________________________________________
3
__________________________________________
4.
_________________________________________
Legal Tenets adopted from
eighteenth-century French philosophies:
1.
__________________________________________________________________________
2.
__________________________________________________________________________
3.
__________________________________________________________________________
4.
__________________________________________________________________________
Economic Institutions – emphasis placed
on:
1.
_________________________________________
2.
_________________________________________
3
__________________________________________
Political Institutions:
encouraged discrimination against ethnic groups to provide inexpensive
laborer....in the name of territorial expansion, industrial and
commercial development, private property rights and states’ rights.
Educational Institutions:
Anglo-Saxon Eurocentric =
core values of curriculum
SECTION FIVE - Essay Questions:
19)
12 points Under the Unified Theory of Ethnic Relations, what is
meant by “…a sense of threat.” And how does it work?
Not less than 250 words. Use extra sheets if necessary.
**********************************************************************
TEST TWO
A
LCCC SPRING 2015
Above
is the Essay "A Painful Look at Colonization." Read it carefully.
Write a paper addressing the following topics: Because immigration
history is repeating itself in this country, do you think it would be
beneficial for politicians to have some knowledge of colonization
history before taking office? Why or why not? President Obama used his executive privilege to pass an Executive Order on immigration
because Republicans have refused to vote on a similar bill. A link to an article and video is below. Do you feel this
Executive Order will change some of the repeated prejudices presented
in "A Painful Look at Colonization."? How will it change them?
Why will it change them? Both questions together must not total
less than 750 words combined.
http://www.bing.com/news/search?q=Obama's+Immigration+Executive+Order&qpvt=Obama%27s+immigration+executive+order&FORM=NWRFSH
TEST TWO B - SAMPLE
Take-home quiz 2 issued -
American Ethnicity –
quiz on
African Americans. (The chapter number on African Americans
varies with your text addition).
At the back of
the Chapter there are "Points for Debate." Pick one of them and write a paper
arguing for, against, or otherwise using the material in the chapter as
support.
******************************************************************
Diversity through Debate - Hiram College
Final Examination – Take
home
Final Exam Sample #1
In this
Diversity through Debate class we talked about human behavior,
instinct, discrimination, and prejudice. We have studied the history
of our country’s discrimination including such philosophies as
stratification, assimilation,
ethnogenesis, ecology theories, pluralism theories and manifest
destiny. We’ve explored the hardships suffered by the blacks, Native
Americans, Chinese, Irish, and Italians as they evolved through
assimilation in this country. Exploring diversity through the mentally
ill and the handicapped did not escape our attention either. Man’s
inhumanity to man take hundreds of forms.
In the United
States, we are currently undergoing a thorough examination of how our
military treats women. Equal pay for women and men doing the same job
was one of our military’s claims to modernization, yet repeated sexual
abuse, rape and protecting the victims of such crimes is currently
casting a shadow over our military’s integrity. At Harvard
University, the customary issued consequences for cheating on a test
is far greater than for rape.
Why is it that
females must fight for the right to be equal, respected, and treated
with dignity? More females have been discriminated to death in
the past fifty years than all the deaths suffered by all participants
in all wars in all countries of the world in the past 100 years
comprising the 20th century – 1900-1999. Now, today, there
approximately 80 million women missing from the earth’s current
population.
Just like the
Irish, blacks, Chinese, and Native Americans; just like the
handicapped and mentally ill; just like the poor and people of
different religions, females are a part of everyone’s diversity. They
make up approximately half of the human population.
Why are they a target of such intense discrimination?
Through your
independent and cited research, write a minimum of a 1000-word,
double-spaced, printed essay on what positive steps have been taken in
the past five years in the United States toward female equality and
appreciating the female’s diversity as an asset rather than something
to degrade. What problems in this area will be the most difficult to
change? What are the key points of our current military’s
investigation into sexual abuse among their ranks? Can you find
examples of where females are moving ahead of males, such as presently
more females are graduating from college than males? Do you have any
resolution for this problem? Do you have a reason why you think it
exists?
Cutting-and-pasting from
any resource will result in a failing grade. Don't even think about
taking that chance! Please use your own words! Give credit where you
obtained your information. No writing assignment may contain more than
20% of the required word count from quotes.
Diversity through Debate
Final Exam Sample #2
Hiram College
Team Taught WEC Interdisciplinary
Name
___________________________________________________PRINT
There are two essay questions on this final.
Each is to be not less than 750 words. You may use your texts or other
sources (documented) to obtain the necessary information to answers each
question. Write this exam in your own words. Give credit for your
sources. Any copying or cutting and pasting from other articles or
source without quotations and giving proper credit will result in an
"F."
Question I. The Indian Reorganization Act
of 1934, the Indian Self-Determination and Education Assistance Act of
1975, and the Tribally Controlled Community College Assistance Act of
1978 were intended to improve life and the future for Native Americans.
Other organizations like the National Congress of American Indians and
the American Indian Movement are also based on positive intentions. Have
these organizations been successful in reaching their goals? Why or why
not? What successes have they realized? What problems have they faced or
what circumstances have possibly rendered their progress slower than
anticipated? You may consider some of the below terms in developing an
answer. Use our text book, but also other sources for information (list
in paper’s bibliography).
Colonization
Discrimination
Prejudice
Stratification
Assimilation
Split-Class/Market
Caste System
Ethnogenesis
Ecology Theories
Pluralism Theories
Manifest Destiny
Question II. Judging others is at the root
of prejudice and discrimination. Write a paper about the worst president
you feel the United States ever had. The first 250 words are to describe
why you think he was the worst president (based on facts in office); the
remaining 500 words are to describe all the good things he accomplished
while in office.
Bring this Final Exam to the last class in in
a 7 week format, or email to the assigned address if you are in the
Three-Week format. Have it printed, double spaced, and STAPLED together.
Loose or paper-clipped exams will not be accepted. Please have the pages
numbered. Please have your name, date, course title, and the words FINAL
EXAM written on the first page especially if you are emailing the exam.
********************************************************
Diversity through Debate
Final Exam Sample #3
Hiram College
Final Examination – Take
home
Name
__________________________________________PLEASE PRINT YOUR NAME
There are two
essay questions on this final exam. You may use your texts or other
sources (documented) to obtain the necessary information to answers
each question. Each essay answer must be no less than 750 words double
spaced.
Question I.
Select at least three topics from Column A, three topics from
Column B, and one or more related ethnic groups from Column C and,
in no less than 750 words,
write how all of your selections relate to the problems and prejudices
of internal or external colonization.
Example:
A. Indian Removal Act of 1830, Indian Reorganization Act of
1936, Major Crimes Act
of 1885
B. Assimilation, Discrimination, Manifest Destiny
C. Native American
Column A – Legal Discrimination
Column B
Column
C
|
The
Naturalization Act of 1790 – blacks
Jim Crow Laws – blacks
Civil Rights Act of 1875 - blacks
Keyes v. Denver School
District No.1 – 1973 – blacks
Plessy v. Ferguson 1896 –
blacks
Civil Rights Acts of 1964 and 1968 – blacks
Weber
v. Kaiser Aluminum 1979 – blacks
Chinese Exclusion Act of
1882 - Chinese
National Origins Acts 1924 - Japanese
Immigration Act of 1917 – Japanese & Asians
Korematsu v.
United States 1944 - Japanese
Japanese American Evacuation
Claims Act 1948 – Japanese
Immigration Act of 1924 –
European immigrants
Immigration Act of 1965 – established
visa system
Blue laws / papist / Catholic School System
Illegal Immigration Reform & Responsibility Act 1996
Indian
Removal Act of 1830 – Native Americans
Major Crimes Act
1885 – Native Americans
Indian Reorganization Act of 1936 –
Native Americans
Indian Claims Commission Act of 1946 –
Native Americans
Relocation Act of 1944 and 1956 – Native
Americans
Immigration Reform/Control Act of 1986 –
employers hiring
|
Discrimination
Political
Economic
Educational
Housing
Social
Prejudice
Stratification
Assimilation
Split-Class/Market
Caste
System
Ethnogenesis
Ecology Theories
Pluralism
Theories
Biological Theories
Manifest Destiny
Affirmative Action
|
Anglo-Saxon
Blacks
Native Americans
Asians
Mexicans
Latinos
Japanese
Europeans
Irish
Italians
|
Question II.
Below are listed
three topics. Write a paper explaining the differences (not the
similarities) between these subjects listing the reasons, fears,
intentions, problems, and effectiveness of their outcomes.
(1)
Executive Order 9066 – Japanese Internment Camps 1942, (2) the Patriot
Act 2001, and (3) Guantanamo Bay Cuba – Detained Suspected Terrorist
Prisoners
EXTRA CREDIT - Given
here as a sample only
Extra Credit: (pick one) Minimum 750 words (worth up to 5 points of your
total grade based on quality and comprehensiveness).
(1) Write a
paper describing similarities between Willie Lynch and Jim Crow
(2) Write a paper about the worst president you feel the United States
ever had. The first 250 words are to describe why you think he was the
worst president; the remaining 500 words are to describe all the good
things he accomplished while in office.
(4) Go to the web site describing the world's 10 worst dictators:
http://www.parade.com/articles/editions/2006/edition_01-22-2006/Dictators
Research one of these dictators describing several of the good and beneficial
things he/she has accomplished while in office.
(5) On the top of
this page there is a link to an article entitled "Prisoner Privatization
Concerns." Write a paper comparing prison labor to slave labor and cheap
immigrant labor. Are the rich still controlling the poor or
disadvantaged keeping them in menial labor jobs to increase profits? Is
this exploitation? Is this taking advantage of the disadvantaged for
personal gain? Is this practice OK because it returns jobs to the U.S.
that were lost to overseas cheap labor?
(5) Write a paper about one of the following world heroes of peace
describing some of the unfortunate things he/she did during his/her
life that harmed or caused great distress for many people.
-
Mahatma
Gandhi
-
Dr. Martin
Luther King Jr.
-
Abraham
Lincoln
-
Nelson
Mandela
-
Florence
Nightingale
-
Eleanor
Roosevelt
-
Mother
Teresa
-
Desmond
Mpilo Tutu
-
Booker T.
Washington
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