CITRUS COMMUNITY COLLEGE DISTRICT CREDIT COURSE OUTLINE

Transcription

1 CITRUS COMMUNITY COLLEGE DISTRICT CREDIT COURSE OUTLINE DEPARTMENT: Behavioral Sciences COURSE NUMBER: ETHN 101 C-ID NUMBER: TITLE: Introduction to Ethnic Studies COURSE FAMILY: COURSE PURPOSE(check all that apply) Degree Applicable [X] UNIT VALUE 3 LECTURE HOURS 54 LAB HOURS 0 HOURS ARRANGED 0 Transfer Options: CSU Transferable UC Transferable ENTRANCE SKILLS, PREREQUISITES, OR CO-REQUISITES MINIMUM QUALIFICATIONS Ethnic Studies REPEATABILITY: Student may receive credit for this course up to ( 1 ) time(s). MAXIMUM ENROLLMENT: 45 GRADING METHOD: Grade or Pass/No Pass. FEES

2 None CATALOG COURSE DESCRIPTION This course is a historical and cultural survey of ethnic groups and ethnic group relations in the U.S. among Anglos, Native Americans, Asian Americans, African Americans, and Mexican Americans/Latinos from the pre-columbian period to the present. COURSE CONTENT I. Introduction A. course format B. key terms 1. discrimination 2. acculturation 3. ethics 4. identity C. theoretical perspectives about racial and ethnic relations 1. locally 2. nationally 3. globally II. Introduction to European ideologies A. Colonization of the United States B. Demographics of the early settlers C. Early history of race relations in the U.S. from colonization through the Mexican American War D. Trends in immigration E. Native American/European and European/American/Native American relations F. English core culture and the effects of the economy on interracial interaction. III. Overview of Native American culture from a historical, social and anthropological perspective from pre-european contact to the present. A. Cultures and social structure of indigenous Americans B. Effects of early colonization, slavery, and Manifest Destiny C. Prehistory of Native American culture D. The role of economics in government policy E. Resistance and assimilation F. Critical legislation G. Important leaders H. Education I. Contemporary issues J. Native American contributions to U.S. culture and society IV. African American culture from a historical, social and anthropological perspective from West African to contemporary society.

3 A. Cultural history of African Americans B. The prehistory of the West Africans C. Atlantic Slave Trade D. The role of economics in government policy E. The African American slave F. The emancipated African American G. Resistance and acculturation H. Critical legislation I. Important leaders J. Education K. Contemporary issues L. Contributions to U.S. culture and society V. Mexican American/Latino culture in the U.S. from a historical, social and anthropological overview from pre-columbia civilizations to contemporary society. A. Cultural history of Mexican Americans/Latinos in the U.S. B. Prehistory of the Mexican American/Latino C. Colonial society in Mexico and the southwestern U.S. D. The Mexican American War E. Racial relations F. The role of economics in immigration policies and legislation G. Acculturation H. Resistance I. Immigration J. Education K. Civil rights, L. Critical legislation M. The Chicano movement N. Important leaders O. Contemporary issues P. Contributions to U.S. culture and society. VI. Asian American culture in the U.S. from a historical, social and anthropological overview of from east Asian cultures to contemporary society. A. Cultural history of Asian Americans in the U.S. B. Cultures of East Asian immigrants C. The early immigrants D. The role of economics in immigration policies and legislation E. Acculturation F. Resistance G. Immigration H. Education I. Civil rights J. Important legislation K. The Second World War L. The Korean War M. The Vietnam War N. Education O. Critical legislation

4 P. Important leaders Q. Contemporary issues R. Contributions to U.S. culture and society VII. Comparisons of the ethnic experiences in the U.S. A. Issues of identity B. Individual and group resistance C. The Civil Rights Movement and the resulting political empowerment of all minorities D. Critical legislation E. Backlash F. The use of the arts for social and cultural commentary VIII. Local, regional, national and global perspectives in multi-cultural relations in contemporary society A. Demographic realities of the U.S. B. Current and future trends of immigration in the U.S. C. How the growing ethnic population is affecting the U.S. lifestyle, government and educational policy D. Discussions on how to improve inter-ethnic and inter-cultural relations, and conflict resolution LAB CONTENT ARRANGED HOURS CONTENT: STUDENT LEARNING OUTCOMES Upon completion of this course, students will be able to do the following: 1. Communication (personal expression and information acquisition) A. OUTCOME: Demonstrate an understanding of issues surrounding minority groups in American society today RATIONALE: for the purpose of developing a deeper understanding of the relationships between majority and minority groups ASSESSMENT: through classroom discussion/presentation, written essay, and exams using college level vocabulary and proper grammar 2. Creative, Critical, and Analytical Thinking A. OUTCOME: Critically examine and evaluate written text materials, lecture materials, and visual or audio aids such as films, internet or audio files

5 RATIONALE: to model and apply critical thinking skills ASSESSMENT: through classroom discussion/presentation, written essay, and exams using college level vocabulary and proper grammar 3. Community/Global Consciousness and Responsibility A. OUTCOME: Develop and practice cultural relativity skills while critically examining and evaluating written text materials, lecture materials, classroom discussions, and visual aids such as films or internet sites RATIONALE: for the purpose of developing a better understanding of inter/intra-ethnic relations. ASSESSMENT: using discussion, written essay, and exams by means of college level vocabulary and proper grammar 4. Discipline/Subject Area Specific Content Material A. OUTCOME: Analyze the historical and cultural experiences of the four major ethnic groups in the United States (i.e., Native American, African American, Latino/ Chicano, Asian American). RATIONALE: in an effort to promote a better understanding of ourselves and others in hopes of improving contemporary inter/intra-group relations ASSESSMENT: through classroom discussion/presentation, written essay, video presentations and exams. OBJECTIVES 1. discuss the general history and development of intercultural relations in the United States.

6 2. understand the historical and cultural experiences of the four major ethnic groups in the United States (i.e., Native American, African American, Latino/ Chicano, Asian American). 3. understand government policies affecting these core groups and discuss responses to these policies. 4. compare and contrast the experiences of the different ethnic groups by discussing similar topics across all four cultures. 5. promote a better understanding of ourselves and those around us in hopes of improving contemporary inter/intra-group relations and to accentuate the positive aspects of our multicultural society. METHODS OF INSTRUCTION 1. Lecture 2. Guests Speakers 3. Audio Visual Presentations 4. Internet Research 5. Collaborative Group Work 6. Reading Assignments 7. Evaluation 8. Class Activities 9. Class Discussions 10. Lecture/Discussion METHODS OF EVALUATION/ASSESSMENT Typical classroom assessment techniques Exams/Tests Quizzes Research Projects Portfolios Papers Note: Length and type of writing assignments must be included for all Humanities/Fine Arts/Communications courses. Oral Presentation Projects Field Trips Simulation Required assignments Group Projects Class Participation Class Work Home Work REQUIRED TEXTS AND MATERIALS

7 Required McLemore,S. & Romo, H. Racial and Ethnic Relations (7th/e). Boston Pearson. (2005). Aguirre Jr. A., & Turner, J. H. American Ethnicity: The Dynamics and Consequences of Discrimination (6th/e). New York McGraw Hill. (2009). ADOPTED: 05/03/2011

8 DISTANCE EDUCATION Method of Instruction Lecture notes and materials are made available online. Class discussions occur online via the discussion board. Written assignments are submitted online, generally as attachments to s. Web links to pertinent websites and articles are provided to strengthen and reinforce assigned text readings. Adapted Method of Instruction Lecture notes and materials are made available online. Class discussions occur online via the discussion board. Written assignments are submitted online, generally as attachments to s. Web links to pertinent websites and articles are provided to strengthen and reinforce assigned text readings. Method of Communication Students regularly interact with the instructor through . Students send course assignments, questions and other communication through and the instructor provides assessments and replies in a thorough and timely manner. Students and the instructor also communicate in discussion board forums. Students and the instructor talk out ideas for the weekly assignments through the discussion board. Course announcements are another method of communication. A course web page is devoted to announcements and can be accessed asynchronously. Course announcements provide important basic information to the students and are regularly updated on the class web site. Students are also invited to visit or call their instructor during office hours. The instructor's office hours, office location and office phone number are listed on the course syllabus. Method of Evaluation Essays are one means of assessment to determine a student's comprehension and articulation of course material and themes. Essays for this course can be administered in the Testing Center or conducted online as "open-book" exams. Quizzes may also be administered through the Testing Center or online testing systems. Discussion forums are used to evaluate a student's ability to understand course assignments and readings. Student postings in the discussion forums serve as online versions of in-class discussions and presentations. Assignments and paper may be submitted via , attachments or through the course management system. Group projects are also an option for this course. Student may sign up, on the discussion board, to work with each other virtually in putting together a project to be graded. They may choose to post a video, use youtube, create a website, a blog, or a powerpoint, all of which can be attached to the course management system. Accessibility Class site will follow required accessibility guidelines, students are provided with guidance through the DSPS office, and all materials meet readability requirements through the use of readability software and alt tags. Sample Assignments Students will be asked to choose two ethnic groups and to do an analysis of their experiences in the United States. This may be done in the form of a paper, a blog, or some other electronic media. Outside Assignments

9 Suggested reading other than required textbook Journal articles, newspaper articles and websites. Examples of Required Writing Assignments Write an essay in which you analyze how race, class, and gender have shaped the ethnic experience in America. Examples of Outside Assignments Find a recent article in a newspaper or from a credible news website that discusses a minority group in the United States. Analyze and critique the article in terms of the concepts learned in the class.