SOC 140
Race and Ethnic Relations
Course Package
Approved October 1, 2010
Effective Fall 2011
MCC Form EDU 0007 (rev. 09/01/10)
COURSE PACKAGE FORM
SOC 140: RACE AND ETHNIC RELATIONS
Team Leader and Members
Michele L. Bogue #4160(BHC); Social &
Behavioral Science Curriculum Cluster:
Stephanie Johnson, Rob Bridges, Jim Mahan,
Curt Clough, Ruth Williams
Date of proposal to Curriculum Sub-committee:
October 1, 2010
Purpose: Course repackage
__New
If this is a change, what is being changed?
(Check ALL that apply)
___
_X_
_X_
_X_
___
Effective Semester/Year
Fall 2011_____
_X_Change
Update Prefix
Title
Learning Units
Competencies
Format Change
Spring 20_____
__ Delete
_X Course Description
__ Course Number
_XTextbook
__ Credits
_X_Prerequisite
Summer 20_____
COURSE INFORMATION
Prefix & Number: SOC 140
Title: RACE AND ETHNIC RELATIONS
Catalog Course Description:
Examines characteristics of various race and ethnic groups, problematic issues of
prejudice, discrimination, and segregation faced by these groups within heterogeneous
societies, as well as emphases in encouraging cultural diversity and overcoming exclusion
at the local, national, and global level.
Credit Hours: Three (3)
Modality:
On-ground; Hybrid; Online
(course is offered in multiple
modalities)
MCC Form EDU 0007 (rev. 09/01/10)
Lecture Hours: Three (3)
Lab Hours: None (0)
Prerequisite(s)
Appropriate score on assessment tests for enrollment in
ENG 101 or successful completion of PCS 021 and TRE089;
SOC 131.
Co-requisite(s)
Students must have completed TRE089; SOC 131 and 140
may be taken concurrently.
Does this course need a separately scheduled lab component? ____Yes
__X_No
Does this course require additional fees? If so, please explain. ____Yes
__X_No
Is there a similar course in the course bank? ___Yes (Please identify.) _X_No
Articulation: Is this course or an equivalent
offered at other two and four-year
universities in Arizona?
___No
_X_Yes (Identify the college, subject, prefix,
number and title:
ASU—SOC 270: Race and Ethnicity
NAU—SOC 215: Race and Ethnic Relations
UA--- SOC 260: Ethnic Relations in the
United States
Writing Across the Curriculum Rationale:
Rationale
Mohave Community College firmly supports the idea that writing can be used to improve
education; students who write in their respective content areas will learn more and retain
what they learn better than those who don’t. Courses in the core curriculum have been
identified as “Writing Across the Curriculum” courses.
Minimum standards for the Writing Across the Curriculum component are:
are
1. The writing assignments should total 1500 – 2000 words.
For example, a single report which is 1500 words in length
OR
a series of essay questions and short papers (example: four 375-word
assignments) which total 1500 words could meet the requirement.
2. The writing component will represent at least 10% of a student’s final grade in
the course.
3. Formal research papers will be written using APA format to support preparing
students to write in the discipline of the social sciences.
Is this course identified as a Writing Across the Curriculum course? _X__Yes ____No
(See addendum for writing rubrics)
Intended Course Outcomes/Goals
Note: While the course has elements that meet MCC’s five outcomes for GENED (Communicate effectively,
Demonstrate effective quantitative reasoning and problem solving skills, Demonstrate effective qualitative
reasoning skills, Apply effective methods of inquiry, and Demonstrate sensitivity to diversity), SOC 140 has
been submitted to specifically address Outcome #1 (Communication) and Outcome #5 (Sensitivity to
diversity).
MCC Form EDU 0007 (rev. 09/01/10)
By the end of the semester, students will be able to:
1. Explain the difference between the biological meaning of race and the social
construction of race (Level: Comprehension)
2. Summarize the difference between race and ethnicity. (Level: Comprehension)
3. Define and explain the major theoretical perspectives on race and ethnicity. (Level:
Knowledge & Comprehension)
4. Compare and contrast the concepts of prejudice and discrimination and recommend
ways to reduce/end both at the local, national, and global levels. (Level: Analysis;
Evaluation)
5. Critique patterns of immigration as they relate to the history and development of the
United States (Level: Evaluation)
6. Summarize the sociological connection between ethnicity and religion (Level:
Comprehension).
7. Compare and contrast the status of major racial and ethnic minority groups in the
United States. (Level: Analysis)
8. Design an event or project aimed at overcoming exclusion at the local, national, or
global level. (Level: Synthesis)
Course Competencies and Objectives
By the end of the semester, students will be able to:
Competency 1: Summarize the meaning of race and ethnicity and explain the major theoretical
perspectives on both.
Objective 1.1 Define biological race (the idea of a genetically isolated human group).
Objective 1.2 Explain the social construction concept of race.
Objective 1.3 Summarize the difference between a racial group and an ethnic group.
Objective 1.4 Outline the major theoretical perspectives on race & ethnicity in society.
Competency 2: Analyze the impact of prejudice on individuals and society.
Objective 2.1 Define prejudice.
Objective 2.2 Explain how ethnocentrism contributes to prejudice.
Objective 2.3 Compare and contrast theories of prejudice.
Objective 2.4 Define stereotyping and give examples.
Objective 2.5 Evaluate various approaches to reducing prejudice in society.
Competency 3: Analyze the impact of discrimination on individuals and society.
Objective 3.1 Define discrimination.
Objective 3.2 Summarize how the practice of total discrimination impacts minority groups.
Objective 3.3 Define hate crimes and explain the major types of hate crimes.
Objective 3.4 Demonstrate the relationship between prejudice and discrimination.
Objective 3.5 Evaluate various approaches to reducing discrimination in society.
MCC Form EDU 0007 (rev. 09/01/10)
Competency 4: Summarize immigration patterns to the United States and the impact immigration has
had on the nation.
Objective 4.1 List the three major patterns of immigration to the United States.
Objective 4.2 Summarize the history of immigration from the 19th century to present day.
Objective 4.3 Explain the National Origin System legislation that was the foundation for immigration
policy from 1920 to 1965.
Objective 4.4 Explain the Immigration and Naturalization Act of 1965.
Objective 4.5 Compare and contrast contemporary social concerns regarding immigration.
Objective 4.6 Evaluate the effectiveness of the naturalization process.
Competency 5: Summarize the sociological connection between ethnicity and religion.
Objective 5.1 Discuss how immigration has contributed to an emergence and rediscovery of
ethnicity.
Objective 5.2 Explain Lerner’s concept of respectable bigotry and its impact on white ethnics (to
include Polish, Italian, and other European Americans).
Objective 5.3 Compare and contrast the diversity found among various religious groups in the
United States as a result of immigration and ethnic rediscovery.
Objective 5.4 Describe a situation where limitations of religious freedom have been imposed by the
government toward an ethnic group and its practice of religion.
Objective 5.5 Discuss ways to encourage positive interaction among religious groups.
Competency 6: Discuss the history, background, and current status of the original inhabitants of North
America.
Objective 6.1 Explain the importance of the terms tribal culture, American Indians, Native
Americans, and Indian culture to define the original inhabitants of North America.
Objective 6.2 Define internal colonialism as it applies to the treatment of Native Americans.
Objective 6.3 Summarize the major federal policies (19th century to present day) affecting the life
and work of Native Americans.
Objective 6.4 Summarize the current status of Native Americans in the areas of economics,
education, healthcare, religion, and family life.
Competency 7 Discuss the history, background and current status of African Americans in the United
States
Objective 7.1 Explain the major difference between most Europeans and Africans in relation to how
these people groups immigrated to America.
Objective 7.2 Summarize how the practice of slavery began in America, the abolitionist movement
against slavery, and the status of African Americans post-civil war through the turn of the 20th century.
Objective 7.3 Discuss the role of black protest (groups and/or movements) as a vehicle for social
change.
Objective 7.4 Outline key people and events in the Civil Rights Movement.
Objective 7.5 Summarize the current status of African Americans in the areas of economics,
education, healthcare, religion, and family life.
Competency 8: Outline the history, background, and current status of Hispanic Americans.
Objective 8.1 Describe elements of Latino (a) identity.
Objective 8.2 Define pan-ethnicity and explain its importance in the Hispanic/Latino (a)
communities.
Objective 8.3 Outline major areas of concern over the issue of language (bilingual education, English
immersion programs, and Proposition 227 of 1997, for example).
Objective 8.4 Discuss the significance of Cuban, Central, and South American immigration for the
United States.
MCC Form EDU 0007 (rev. 09/01/10)
Competency 9: Summarize the history, background, and current status of Mexican and Puerto Rican
Americans.
Objective 9.1 Explain the main geographical difference between Hispanic and Mexican Americans
(in relation to their general global locations before immigrating to America).
Objective 9.2 Discuss the significance of the Mexican—American War in terms of how that part of
the country was geographically divided and how Mexican nationals received U.S. citizenship.
Objective 9.3 Explain the impact of repatriation and bracero on the status of Mexicans in the United
States during the first half of the 20th century.
Objective 9.4 Describe ways in which social stereotypes of Mexicans has impacted society.
Objective 9.5 Summarize the current status of Mexican and Puerto Rican Americans in the United
States.
Competency 10: Compare and contrast the Muslim and Arab American communities in the United
States.
Objective 10.1 Explain the difference in identity between an Arab American and a Muslim American
(e.g. ethnic group versus religious group).
Objective 10.2 Explain how orientalism contributes to views that Arab and Muslim Americans are
the same.
Objective 10.3 Give an overview of Arab Americans (immigration, language, population, location,
etc.)
Objective 10.4 Give an overview of Muslim Americans (immigration, religious background, practices,
diversity among communities, etc.)
Objective 10.5 Summarize contemporary life in the United States within the diverse populations of
Arab and Muslim Americans.
Objective 10.6 Describe how the issues of prejudice and discrimination affect being Arab or Muslim
in the United States post-9/11.
Competency 11: Discuss critical issues of importance within the Asian American community.
Objective 11.1 Summarize the current status of the diverse people groups found among Asian
Americans (Filipino, Asian Indians, Southeast Asian Americans, Korean Americans, etc.)
Objective 11.2 Explain what is meant by the term “Model Minority” when used to refer to Asian
Americans.
Objective 11.3 Define “yellow peril” and explain what impact it has on how Asian Americans are
viewed and treated.
Objective 11.4 Discuss the importance of the state of Hawaii to the survival of Asian American
identity (to support unity in diversity, overcoming exclusion, etc.)
Competency 12: Chinese & Japanese Americans (Chapter 13)
Objective 12.1 Briefly outline the history of Chinese immigration to the United States.
Objective 12.2 Explain the diversity found within the collective group Chinese Americans.
Objective 12.3 Summarize recent social issues faced by Chinese Americans.
Objective 12.4 Discuss the role of the tzu, tongs, and hui kuan in the organization of Chinese
American life.
Objective 12.5 Discuss the on-going reality (and impact) of prejudice and discrimination toward
Chinese and Japanese Americans.
Competency 13: Jewish Americans (Chapter 14)
Objective 13.1 Discuss the concept of the Jewish people as a race, religion, and ethnic group.
Objective 13.2 Explain the process of “judaization” and its impact on Jewish identity.
Objective 13.3 Summarize the history of immigration of Jews to the United States.
Objective 13.4 Outline the origins of anti-Semitism, past and present.
Objective 13.5 Discuss ways in which Jewish American identity has found affirmation.
MCC Form EDU 0007 (rev. 09/01/10)
Competency 14: Discuss current locations throughout the world where subordination of racial and
ethnic groups is occurring, and offer approaches aimed at overcoming issues of prejudice and
discrimination that perpetuate subordination and exclusion.
Objective 14.1 Define ethno-national conflict.
Objective 14.2 Define the concept of color gradient and explain the impact of such a practice on
racial and ethnic relations.
Objective 14.3 Provide current illustrations of racial and ethnic conflict around the world (i.e. unrest
in Northern Ireland, Palestinian and Israeli conflict, overcoming the affects of apartheid in South Africa)
Objective 14.4 List various contributions that have been made to society by ethnic groups
discussed during the course.
Objective 14.4 Design an event or project aimed at overcoming subordination and exclusion at the
local, national, or global level.
Teacher’s Guide
Course Textbook, Materials and Equipment
Textbook(s)
Title
Author(s)
Publisher
ISBN
Software/
Equipment
Racial and Ethnic Groups, Census Update, 12th ed. (MCC will
continue to update to latest edition available as the text moves
through revisions in the future)
Richard T. Schaefer
Pearson
978-0-2058-0051-3
Student Resources:
• This text comes with a complete learning package for students. The
Companion Website (www.prenhall.com/schaefer) offers students
additional resources to assist in their learning along with the text.
Students can go to the above website and click on the edition of their text
to gain instant, free access to chapter learning objectives, online quizzes,
essay questions, and additional web links to other sources.
• Students may also elect to purchase access to MySocLab
(http://www.mysoclab.com/) for additional resources that go with the
text. These include pre and post tests, flash cards, chapter exams, and
videos. The MySocLab access can be purchased independently by a
student or bundled as part of a course text purchase by the instructor.
• Student course text is offered by publisher in hard copy or online version.
Instructor Resources:
•
Textbook
Costs
Instructors may go to www.pearsonhighered.com, input their ISBN
number for the text or type in the title or author of the text and access
(with an access code that can be obtained from publishing representative
or local fulltime resident faculty member for the department) the
Instructor Manual with Test Bank in a downloadable version. There is also
a set of PowerPoint slides for the text and a Test Generator tool.
Approximately $130.00
Potential for purchase as used and as rental
MCC Form EDU 0007 (rev. 09/01/10)
Course Assessments
Assessments
Description of Possible Course Assessments
(Essays, multiple choice, etc.)
1. Exams: (Objective in nature; multiple
choice, fill in the blank, listing,
describing, short answer essay, etc.)
Instructors should construct tests that include
both objective and essay formats. A scheduled
midterm and final (if standard exams are
utilized) is a minimum given the amount of the
material. Students will benefit from the
opportunity for additional exams or quizzes
because of the sheer amount of information.
Please adjust your testing methods to meet the
needs of your current student population;
however, please include questions on the course
material as noted in the objectives and
competency requirements. Because this is a
writing across the curriculum course, instructors
are strongly encouraged to include essay
portions that will also count toward that
assessment if no other activities are being
offered to satisfy the writing assessment
requirement.
2. Class activities
In support of a student-centered learning
environment, instructors are strongly
encouraged to make class activities an integral
part of overall grade assessment. MCC requires
Participation to be a minimum of 15% of the
overall grade. Class activities that get students
involved and interacting about the subject
matter have proven to be a very effective tool to
support learning outcomes.
3. Research/Writing Assignments
Instructors are strongly encouraged to
incorporate assignments that require students
to conduct academic research (inquiry) and
writing on topics related to course competencies
and objectives. Examples might include short
summary papers over journal articles, problemsolving summaries, position paper on an issue
presented in the text or lecture, a course
portfolio on a specific social issue, etc.
MCC Form EDU 0007 (rev. 09/01/10)
4. Homework Assignments
Exams standardized for this course?
__ Midterm
__ Final
_X_ Other (Please specify): Exams are not
standardized. However, given the amount of
material, when exams are utilized, a midterm
and final exam would be considered the
minimum.
Where can faculty members locate or access
the required standardized exams for this
course?
Instructors are strongly encouraged to
incorporate homework (out of class activity) into
the course. This provides students an
opportunity to take ownership of the course
material, as well as the opportunity to make
application of classroom concepts to out-ofclass situations. Homework can also serve to
reinforce concepts covered in class.
Are exams required by the department?
___Yes _X_No
If Yes, please specify: Exams are not mandated,
but highly encouraged as a part of the overall
assessment of learning outcomes.
If standardized exams are utilized, they will be
on file with the Academic Chair for each
campus.
Student Outcomes:
Outcomes: Identify the general education goals for student
learning that is a component of this course.
Check all that apply:
1. Communicate effectively.
a. Read and comprehend at a college level.
b. Write effectively in a college setting.
Method of Assessment
A1) In-class discussion over
text reading assignments
A2) Test questions for
comprehension of required
reading material.
A3) Discussion and writing
over selected material in
outside texts, journal
articles, and other materials
of interest on race and
ethnicity.
B1) Summary papers
B2) Position papers
B3) Essay questions on
exams
MCC Form EDU 0007 (rev. 09/01/10)
2. Demonstrate effective quantitative reasoning and
problem solving skills.
3. Demonstrate effective qualitative reasoning skills.
4. Apply effective methods of inquiry.
a. Generate research paper by gathering information
from varied sources, analyzing data and organizing
information into a coherent structure.
b. Employ the scientific method.
5. Demonstrate sensitivity to diversity
a. Experience the creative products of humanity.
b. Describe alternate historical, cultural, global
perspectives.
Analyze critical issues in
race & ethnicity at the local,
national, and global level (to
be demonstrated through
class discussions, debates,
and targeted questions on
exams)
A1) Course research papers
on topics of interest as
assigned
A1) Experiential Class
Activities
A2) Application questions in
writing or via exams from
experiential class activities
B1) Experiential Class
Activities
B2) Class Discussions
B3) Essays (via exam
questions, short papers, etc.)
Learning Units
**Note:
“Suggested Sites of Interest” section is offered as a potential resource for faculty use as it relates to
**
issues being discussed in the learning unit topic. Content (particularly on those websites with blogs) is
constantly changing and faculty members are directed to view these websites, gauge their suitability and
content to determine how resources might best be used in their course. The inclusion of a resource does not
constitute an endorsement on the part of MCC of the views expressed via the resource.
Learning Unit Topic 1: The Meaning of Race, Ethnicity, and Theoretical Perspectives on Race &
Ethnicity
Competency:
Objectives: 1.1--1.4
Activities/ Assignments: Interactive lecture, read Chapter 1, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities.
Suggested sites of interest:
• http://www.pbs.org/race/000_About/002_04-experts-03-02.htm
A short commentary on the difference between race and ethnicity, part of a program
sponsored by PBS.
• http://anthro.palomar.edu/ethnicity/ethnic_1.htm
An interactive web page sponsored by the Department of Anthropology at Palomar College
in San Marcos, CA that discusses the differences between race and ethnicity.
MCC Form EDU 0007 (rev. 09/01/10)
•
http://www.everyculture.com/North-America/index.html
A site operated by “Countries and Their Culture” that has a wealth of information about
cultures all around the world. The home site directs reads to click on different links for the
area of interest. This link goes to North America, where there are additional links (in
alphabetical order) for various ethnic groups found in North America.
Laboratory Activities: N/A
Learning Unit Topic 2: The Impact of Prejudice on Society
Competency:
Objectives: 2.1--2.5
Activities/ Assignments: Interactive lecture, read Chapter 2, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.gsdrc.org/go/topic-guides/social-exclusion/the-impact-of-exclusion
An interesting site that focuses on global exclusion (impact of prejudice, discrimination,
poverty, inequality, and various other issues on society as a whole); Sponsored by the
Governance and Social Development Resource Centre (University of Birmingham, Australia
Laboratory Activities: N/A
Learning Unit Topic 3: The Impact of Discrimination on Society
Competency:
Objectives: 3.1—3.5
Activities/ Assignments: Interactive lecture, read Chapter 3, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.vernonjohns.org/vernjohns/sthimpct.html
A very pointed and challenging article about the impact of race on American society, part of
the collective work “The Only Non-Racist History of the United States” as presented by the
Vernon Johns Society, Patrick L. Cooney, PhD (website creator).
• http://thesituationist.wordpress.com/2009/06/23/the-depressing-effects-of-racialdiscrimination/
The Situationlist,
Situationlist June 23, 2009: An interesting article discussing how discrimination can
have an impact on the physical health of those experiencing it. The Situationalist is a part of
The Project on Law and Mind Sciences at Harvard Law School which studies the effect of
social or situational forces on law, politics, social institutions, and beyond; Official home
website: http://thesituationist.wordpress.com/
Laboratory Activities: N/A
Learning Unit Topic 4: Immigration Patterns & The Impact of Immigration on the United States
Competency:
Objectives: 4.1--4.6
Activities/ Assignments: Interactive lecture, read Chapter 4, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
MCC Form EDU 0007 (rev. 09/01/10)
Suggested sites of interest:
• http://www.dhs.gov/files/statistics/publications/LPR09.shtm
Sponsored by the Department of Homeland Security, this document is produced each year
and provides details on immigration to the United States. To view another year, simply
change the year number (after “LPR” in the URL) to the desired year. Online access is
available for a previous year in full and partial current year reports are posted when
available.
•
http://borderbattles.ssrc.org/Hirschman/
An interesting article for discussion, written by Charles Hirschman. Charles Hirschman is the
Boeing International Professor in the Department of Sociology and the Daniel J. Evans
School of Public Affairs at the University of Washington.
Laboratory Activities: N/A
Learning Unit Topic 5: The Relationship Between Ethnicity and Religion
Competency:
Objectives: 5.1--5.5
Activities/ Assignments: Interactive lecture, read Chapter 5, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://dlxs2.library.cornell.edu/r/racerel/
A site developed “to facilitate informed study and discussion of issues related to race,
ethnicity and religion on the Cornell campus and in the U.S.” by Cornell University Library.
The site contains various resources (primary bibliographies and e-texts) on race, ethnicity,
and religion at the campus and national levels.
Laboratory Activities: N/A
Learning Unit Topic 6: Native Americans
Competency:
Objectives: 6.1--6.5
Activities/ Assignments: Interactive lecture, read Chapter 6, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.americanwest.com/pages/indians.htm
A site sponsored by AmericanWest.com that provides a rich resource of Native American
history, resources for Native Americans, Native American Nations homepages, and links to
additional resources.
Laboratory Activities: N/A
Learning Unit Topic 7: African Americans
Competency:
Objectives: 7.1--7.6
Activities/ Assignments: Interactive lecture, read Chapter 7 & 8, interactive student resources
online, student notes and/or handouts available on ANGEL, class discussion, interactive learnercentered class activities
MCC Form EDU 0007 (rev. 09/01/10)
Suggested sites of interest:
• http://www.lib.washington.edu/subject/history/tm/black.html
Sponsored by the University of Washington/Washington Libraries, this is the original site
constructed offering a wealth of African American history. The site is broken down into
major time frames and each event has a one or two sentence description of the historical
event or person, with a link that can be followed to more in-depth information.
•
http://guides.lib.washington.edu/content.php?pid=78827&sid=583725
This site is the continuation of the original site listed above and is updated continually.
Laboratory Activities: N/A
Learning Unit Topic 8: Hispanic & Latino(a) Americans
Competency:
Objectives: 8.1--8.5
Activities/ Assignments: Interactive lecture, read Chapter 9, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.everyculture.com/North-America/Latinos.html
“Countries and Their Culture” website, a wealth of information about culture, religion,
economy, marriage & family, etc.
Laboratory Activities: N/A
Learning Unit Topic 9: Mexican & Puerto Rican Americans
Competency:
Objectives: 9.1--9.6
Activities/ Assignments: Interactive lecture, read Chapter 10, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.everyculture.com/multi/Pa-Sp/Puerto-Rican-Americans.html
Laboratory Activities: N/A
Learning Unit Topic 10: Arab Americans & Muslim Americans
Competency:
Objectives: 10.1--10.6
Activities/ Assignments: Interactive lecture, read Chapter 11, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.everyculture.com/multi/A-Br/Arab-Americans.html
“Countries and Their Culture” website
MCC Form EDU 0007 (rev. 09/01/10)
•
http://www.differencebetween.net/miscellaneous/difference-between-muslims-and-arabs/
Sponsored by “Differencebetween.net”, this site provides a basic summary to assist
students in making the distinction between Arab Americans (as an ethnic group) and
Muslims (as a religious group). There is a place to leave comments and the parent site
offers a variety of other topics in the same format.
Laboratory Activities: N/A
Learning Unit Topic 11: Asian Americans
Competency:
Objectives: 11.1--11.4
Activities/ Assignments: Interactive lecture, read Chapter 12, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.asian-nation.org/
General site that provides additional background information on history, culture,
economics, and other issues of interest in the Asian American community.
Laboratory Activities: N/A
Learning Unit Topic 12: Chinese Americans
Competency:
Objectives: 12.1—12.5
Activities/ Assignments: Interactive lecture, read Chapter 13, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.everyculture.com/multi/Bu-Dr/Chinese-Americans.html
A site sponsored by “Countries and Their Culture” and includes on-going blog from readers.
Laboratory Activities: N/A
Learning Unit Topic 13: Jewish Americans
Competency:
Objectives: 13.1—13.5
Activities/ Assignments: Interactive lecture, read Chapter 14, interactive student resources online,
student notes and/or handouts available on ANGEL, class discussion, interactive learner-centered
class activities
Suggested sites of interest:
• http://www.pbs.org/jewishamericans/jewish_life/index.html
A PBS-sponsored site discussing Jewish life in America. Students can click through each
major theme and find a great resource for learning more about Jewish life (based on Jewish
Americans, a series by David Grubin)
Laboratory Activities: N/A
MCC Form EDU 0007 (rev. 09/01/10)
Learning Unit Topic 14: Racial & Ethnic Issues Around the World; Overcoming Subordination and
Exclusion
Competency:
Objectives: 14.1—14.4
Activities/ Assignments: Interactive lecture, read Chapter 16 & 17, interactive student resources
online, student notes and/or handouts available on ANGEL, class discussion, interactive learnercentered class activities
Suggested sites of interest:
• http://www.betterworld.net/links/links-racism.htm
An interesting website that provides informative e-texts, posters, and other links on many
topics of interest, including ending racism. The “Better World Issue: Racism” text is a free
downloadable short text of posters with quotes from famous government leaders, religious
leaders, actors/actresses, etc. around the world on ending racism.
• http://www.endracism.org/default.html
An interactive online museum where the viewer can enter in and cyber walk through
different areas (exhibits) that deal with issues related to racism. Topics include the history
of racism, forms of racism, a “lost souls” section (where viewers can see people who have
lost their lives because of some form of racism), interactive question and answer about
racism, and others.
Laboratory Activities: N/A
MCC Form EDU 0007 (rev. 09/01/10)