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UGS 303: Race in the Age of Obama
Fall 2011
UNIQUE # 64950
Lecture: MW, 10 – 11 AM, WEL 1.308
Cohort (Discussion) Class (day/time/location): Fridays, 11 AM – 12 noon, GAR 2.124
Professor:
Dr. Leonard Moore, Associate Vice President for the Division of Diversity and Community
Engagement; Professor, History Department
Office: GAR 1.118
Cohort Instructor/Advisor:
Elena M. Payne-Wiens, MA Ed.
Longhorn Center for Academic Excellence (LCAE)
E-mail: [email protected]
Phone: (512) 232-2921 (direct) or 471-1205 (LCAE front desk)
Office: SSB 4.402
Office Hours: Mon. & Wed., 11 AM – 1 PM, Thurs., 9 – 10 AM
LCAE Office: Student Services Building (SSB) 4.400
Course Objectives:
The purpose of this course is to enhance your ability to think critically about current issues related to race and
politics in light of President Barack Obama's presidency and the upcoming 2011-2012 election cycle. In doing
so, the hope is that you will be able to engage in critical dialogue, write clearly and effectively about such
topics, and be able to apply such learned skills to all aspects of your life. By the end of the course, you will
have the tools to engage in the following:
• Understand what is means to be a critical thinker and writer
• Engage in a fair-minded and intelligent conversation or debate
• Enhance awareness and understanding of the role of race in politics and government
• Develop an appreciation for diverse points of view
• Effectively present on a selected course topic with a group of your peers
Course Overview:
UGS 303 is a large format course and is not entirely lecture-based. The curriculum is enhanced through
ongoing interactive dialogue and activities that take place both in the lecture and discussion classes. As
class members, you are expected to participate enthusiastically, respectfully, and with a critical mind.
Required Reading:
1. Obama, B. (2004). Dreams from My Father: A Story of Race and Inheritance. New York:
Crown Publishers.
2. Nazario, S. (2007). Enrique's Journey. New York: Random House.
3. Walls, J. (2005). The Glass Castle. New York: Scribner.
4. Souljah, S. (2006). The Coldest Winter Ever. New York: Pocket Star.
Course Requirements: Your grade for this course will be based upon the criteria listed below and the
instructor’s judgment regarding the quality of your performance. The instructor reserves the right to make
changes to the syllabus when necessary.
1. Participation/Attendance: (20%) Students are expected to fully participate in each class by engaging
in discussions and assigned weekly activities. Additionally, students must familiarize themselves with
Blackboard, as this will be a regular means of communicating and may be utilized for online
discussions. In the discussion classes, you will have pop quizzes on material from the readings and/or
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lectures, other writing assignments, and additional assignments associated with your
Participation/Attendance grade. There will be several extra credit opportunities in this category
throughout the semester, which will be communicated by your Cohort Instructor/Advisor. There will be
no excused absences from the discussion classes. If you miss a discussion class or a quiz, plan to make
up these lost points through extra credit. You may make up a maximum of 5% of your overall grade
through extra credit.
2. Writing Component: (20%) Students are expected to write two 3-4 page papers during the semester.
Prompts and rubrics for these papers will be presented in the Friday discussion class, and students will
submit their work in hard copy AND via Blackboard. Papers must be typed in 12 point, Times New
Roman font, double-spaced with one inch margins, using APA format for citations. Each paper will be
worth 10% of the total grade (20% combined).
3. Exams: (30%) There will be two exams designed to test students’ understanding of the required
readings and lecture materials (each exam is worth 15% of the total grade). These exams will be closedbook and closed-notes, and will consist of a combination of multiple choice, short answer and essay
questions. The tests will be held in Dr. Moore’s lecture class from 10:00 – 11:00 AM in Welch
1.308. See Course Outline for exam dates.
4. Capstone Project: (30%) Four groups will research a topic from among those provided on p. 7 or
another approved by the Cohort Instructor/Advisor that will result in a final presentation. As a part of
this project, the following assignments will be due throughout the semester:
a. Capstone Project Proposal (Due Sept. 16, worth 5%)
b. Annotated Bibliography, at least six reputable sources (Due Oct. 7, worth 8%)
c. Capstone Reflection paper (Due Dec. 2, worth 7%)
d. Capstone Project Presentation (Nov. 11th & 18th, worth 10%)
*Refer to page 8, "Details of Capstone Project," for further instructions.
Grading Summary:
Participation/Attendance
Writing Component (two 3-4 pages essays)
Exams (2)
Capstone Project
Total
A=90% and above
B=80%-89%
C=70%-79%
D=60%-69%
F=59% or below
20%
20%
30%
30%
100%
(90%-92%=A- / 93%-100%= A)
(80%-82%=B- / 83%-86%=B / 87%-89%=B+)
(70%-72%=C- / 73%-76%=C / 77%-79%=C+)
(60%-62%=D- / 63%-66%=D / 67%-69%=D+)
** See Registrar’s website (http://registrar.utexas.edu/students/grades) for conversion to GPA points.
LCAE (Gateway & Longhorn Links) Writing Support and Academic Coaching offers free tutoring and
instructional sessions to help LCAE students improve their writing skills as well as time management, study
strategies and test-taking skills. To make an appointment for an individual writing or academic coaching
session, please contact Elena Payne-Wiens at [email protected] or 232-2921.
The Undergraduate Writing Center (471-6222) also provides free, professional consulting services for any
students who want to improve their writing. Students can bring their assignment to the UWC and work with a
consultant on any aspect of their writing. The UWC is located in FAC 211 and is open from 9 am to 8 pm
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Monday through Thursday and 9 am to 3 pm on Friday. It’s best to call to make an appointment. For more
information, go to www.uwc.utexas.edu.
Attendance policy: Class attendance is critical to your success in this course. You are expected to attend each
class session. This class is highly participatory and its success (and yours) depends on your active engagement
in the learning process. We realize that some of you may become ill or need to miss class for other reasons. If
you do, it is your responsibility to contact a classmate to obtain any lecture notes and/or announcements you
missed. There will be no excused absences from discussion sections. If you are absent from a discussion
section, plan to make up the lost points through extra credit options (see “Participation/Attendance” under
Course Requirements above).
Accommodations for students with disabilities: UT provides appropriate academic accommodations for
qualified students with disabilities upon request. If you have a physical or learning disability and you wish to
have accommodations, please notify me immediately. You must also notify Services for Students with
Disabilities in the Office of the Dean of Students before accommodations can be made.
Electronic Communication: All students should become familiar with the university's official e-mail student
notification policy. It is the student's responsibility to keep the university informed as to changes in his or her email address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with
university-related communications, recognizing that certain communications may be time-critical. When
sending correspondence, please write your question or discussion topic in the subject line and remember
to formally end your correspondence with your name.
Academic Integrity: University standards regulating academic integrity are strictly enforced. Plagiarism is a
serious offense in this and all courses. It is always necessary to identify the original source of supporting
information; you must cite the source of any material, quoted or paraphrased, that is used in your presentation.
The absence of this documentation constitutes plagiarism. Proper documentation requires a list of references of
any outside texts you have consulted including both traditional sources and on-line sources. ALL presentations
are to be your new, original work. Using speeches or presentations from previous semesters or other classes is
still considered plagiarism.
Your responsibility as a student is simply to distinguish between what are your thoughts and ideas and what are
not, and to credit those who have contributed to your presentation or paper. Infractions may result in a zero for
an assignment or a failing grade in the course.
Religious Holy Days: A student who misses classes or other required activities, including examinations, for the
observance of a religious holy day should inform the Cohort Instructor/Advisor as far in advance of the absence
as possible, so that arrangements can be made to complete an assignment within a reasonable time after the
absence.
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Course Outline
Week 1: Lecture, Wednesday, August 24
Topic(s): Introduction of Instructors & Course Structure / Sequence of Assigned Readings /
General Overview of Gateway Scholars Program / Reaching Our Expectations
Discussion, Friday, August 26
Theme: Introductions / Review of Syllabus / Blackboard Overview/ Email & Technology Etiquette
Week 2: Lecture, Monday, August 29 & Wednesday, August 31
Topic(s): One’s Origins/ Significance of Race
Discussion, Friday, September 2
Theme: Race as a Social Construct/ Sign-up for Capstone Project Groups
 Have Read: Dreams from my father, Preface-Ch.4
DUE:
Week 3: Lecture, (Monday, September 5-NO CLASS-Labor Day), Wednesday, September 7
Topic(s): Privilege and Power (in US, in political realm)
Discussion, Friday, September 9 (12th Class Day)
Theme: Privilege and Power, Writing Tips
 Have Read: Dreams from my father, Ch. 5-9
ASSIGN: Essay #1, due Fri., Sept. 23
Week 4: Lecture, Monday, September 12 & Wednesday, September 14
Topic(s): Colonization and Self-Hate
Discussion, Friday, September 16
Theme: Race in Politics – “A More Perfect Union”
 Have Read: Dreams from my father, Ch. 10-14
DUE: Capstone Project Proposal, 1 document/group (5% of total grade; See guidelines on p. 7)
Week 5: Lecture, Monday, September 19 & Wednesday, September 21
Topic(s): Immigration Policies (Dream Act, Issues of Citizenship)/American Identity
Discussion, Friday, September 23
Theme: The Dream Act
 Have Read: Enrique's journey, Prologue-3
DUE: Essay #1 (10% of total grade) – submit to Blackboard and bring hard copy to class.
ASSIGN: 2 multiple-choice questions from each: Dreams from my Father and Enrique’s Journey (4
questions total)
Week 6: Lecture, Monday, September 26 & Wednesday, September 28
Topic(s): Incarceration/Detention Centers/Family Separation
Discussion, Friday, September 30
Theme: Immigrant Detention Centers
 Have Read: Enrique's journey, Ch. 4-6
ASSIGN: Essay #2 (Due Fri., Oct. 21)
DUE: 2 multiple-choice questions from each: Dreams from my Father and Enrique’s Journey (4
questions total)
Week 7: Lecture, Monday, October 3 & Wednesday, October 5
Topic(s): Corrupt Governments/Abuse of Undocumented
Discussion, Friday, October 7
Theme: Exam Review
 Have Read: Enrique's journey, Ch. 7-Acknowledgements
DUE: Annotated Bibliography, 2 sources per group member (8% of total grade; See guidelines on
p. 7-8)
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Week 8: Lecture, Monday, October 10 & Wednesday, October 12
EXAM #1: Monday, October 10
Discussion, Friday, October 14
Theme: What defines a family?
 Have Read: The glass castle, pp. 1- 126 (Parts I & II)
DUE:
Week 9: Lecture, Monday, October 17 & Wednesday, October 19
Topic(s): TBA
Discussion, Friday, October 21
Theme: Cycle of Poverty/ Consumerism/ The American Dream
 Have Read: The glass castle, pp. 129-241 (Part III)
DUE: Essay #2 (10% of total grade) – submit to Blackboard and bring hard copy to class.
Week 10: Lecture, Monday, October 24 & Wednesday, October 26
Topic(s): TBA
Discussion, Friday, October 28
Theme: Rural vs. Urban Poverty (preview of The Coldest Winter Ever)
 Have Read: The glass castle, pp 245-288 (Parts IV & V)
DUE:
Week 11: Lecture, Monday, October 31 & Wednesday, November 2
Topic(s): Drug culture/Inner-City Crime/Deviant Social Structure
Discussion, Friday, November 4
Theme: ***Capstone Project Presentations*** (2 groups)
Have Read: The coldest winter ever, Ch.1-7
ASSIGN: 2 multiple-choice questions from each: The Glass Castle and The Coldest Winter Ever (4
questions total)
Week 12: Lecture, Monday, November 7 & Wednesday, November 9
Topic(s): Poverty/Ghettos/Access to Quality Education/Materialism & Capitalism
Discussion, Friday, November 11
Theme: ***Capstone Project Presentations*** (2 groups)
 Have Read: The coldest winter ever, Ch. 8-16
DUE: 2 multiple-choice questions from each: The Glass Castle and The Coldest Winter Ever (4
questions total)
Week 13: Lecture, Monday, November 14 & Wednesday, November 16
Topic(s): Nature vs. Nurture/ Drug Addiction/ Ethics & Morality
Discussion, Friday, November 18
Theme: ***Capstone Project Presentations*** (1 group) + Exam Review
Have Read: The coldest winter ever, Ch. 17-20
DUE:
Week 14: Lecture, Monday, November 21 & Wednesday, November 23
Topic(s): Gender roles & Expectations/Hip Hop Culture
Discussion, Friday, November 25–NO CLASS
HAPPY THANKSGIVING – STUDY FOR EXAM!
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Week 15: Lecture, Monday, November 28 & Wednesday, November 30
Topic(s): Review for Exam
EXAM#2: Wednesday, November 30
Discussion, Friday, December 2
Theme: Reflect/Evaluate Course
DUE: Capstone Reflection Papers (7% of total grade – see details on p. 9)
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UGS 303: Race in the Age of Obama
Fall 2011
Capstone Project Topics
Students will select their 1st, 2nd and 3rd choice of topics, and the Cohort Instructor will create groups. Students
may also propose a different theme with a similar set of sub-topics appropriate for critical analysis and
discussion.
Race and U.S. Immigration (medical Care, K-16 schooling, homeland security, civil liberties, criminality,
globalization, dehumanization)
Gender and Sexual Identity (gender equity and/or gender roles in the academy/military/private
sector/family/sports, relation to healthcare/maternity leave, advertising/media; Lesbian, Gay, Bisexual,
Transgender, Queer & Questioning (LGBTQ) issues in America in regards to marriage, health benefits, work
place issues, adoption or parenting, religion, schooling, politics)
Poverty, Socio-Economic Class and the American Dream (consumer culture, debt, impact on communities of
color, rural poverty vs. urban poverty, unequal history of family wealth and property/land ownership, economic
discrimination)
Politics in the US (ethics in politics, presidential power & policies post 9/11, homeland security and civil
liberties, influence of race/ethnicity in politics, racial bias as evidenced through public rhetoric of elected
officials and political commentators)
Equity and Access in Education (socioeconomic and/or ethnic minority issues in K-12/Higher Education, high
poverty/high minority schools, Blacks and Latinos in special education, role of standardized testing in K-12
education, role of SAT/ACT in higher education, affirmative action in college admissions, graduate education
issues)
Details of Capstone Project
UGS 303 Race in the Age of Obama
 Students are expected to research and present on one of the following topics (above) with three to
four other peers from class:
1. Race and U.S. Immigration
2. Gender and Sexual Identity
3. Poverty, Socio- Economic Class and the American Dream
4. Politics in the US
5. Equity and Access in Education
 Required Assignments for the Capstone Project (30% of total grade):
a. Capstone Project Proposal (Due Sept. 16, worth 5%)
b. Annotated Bibliography, at least six reputable sources (One document per group, Due
Oct. 7, worth 8%)
c. Individual Reflection paper (Due at time of presentation, worth 7%)
d. Capstone Project Presentation (Nov. 11th & 18th, worth 10%)
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 Expectations/Guidelines for Capstone Group Project Proposal:
Front page
a. Title of Capstone Project (should convey your main theme)
b. Names of all group members (first and last names), sub-topic titles, and intended order
of presentation
c. What issues are you exploring and how are they all tied together to the overarching
theme? (1 paragraph)
d. Why is this issue important to society? Why should people care? (1 paragraph)
e. What are your technology needs for your presentation? (1-3 sentences)
Individual pages (to be submitted in alphabetical order by last name after the front page)
f. Title of individual subtopic
g. Summary description of what your sub-topic is going to be about (1 paragraph)
h. 3 specific research questions about your subtopic that you intend to explore
i. What individuals/organizations might you contact as a resource? (list at least 3)
j. How do you plan on engaging your audience? (be creative)
 Expectations/Guidelines for Annotated Bibliography:
a. Header: Names of group members (first & last names), Title of Capstone Project
b. List the annotations (citations/summaries) of the books, articles, and documents you
intend to use for your presentation.
c. Each group member must write at least 2 entries
d. All annotations must be combined into a single document, with submitted by +
individual name following each one, showing which student wrote each entry.
e. Each annotation should consist of a citation followed by a brief (approximately 100
words) descriptive and evaluative paragraph highlighting the key points in the book,
article, or document.
f. Each entry should also answer these questions:
1. How does this article tie in or relate to your overall project?
2. What questions do you have after reading this article?
g. See example below
Sample Annotated Bibliography entry:
Capstone Topic: LBGTQ Issues in the US
Subtopic: Gay marriage and families
Waite, L. J., Martin, F. K., & Rodriguez, C. (2007). Growing up with gay parents. American
Sociological Review, 51 (4), 541-554.
Summary: This article provides the details of a qualitative research study where 20
teenagers whose parents are gay were interviewed to gain a deeper understanding of the
challenges they face both in and out of school. Students identified three main challenges:
being accepted at school by peers, feeling left out of conversations/events at school where
parents were invited, and questioning their own sexual identity. Students, however, also
noted many positive aspects of having two parents who loved them.
[continued]
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How it relates: This article relates to our overall topic of LGBTQ issues in the US by
focusing on the experience of children of gay parents, and some of the challenges and
advantages of this family model.
Questions: After reading this article, I wonder if there are larger studies that have asked
similar questions of more teenagers. 20 does not seem like very many students on which to
base a study. I also wonder if similar research has been done in different regions of the US,
and how the teens’ answers vary according to where they are growing up. For example, I’d
like to know how their experience differs between states where gay marriage is legal and
states where it is not.
Submitted by Jane Smith
[end]
 Expectations/Guidelines for Presentation:
a. Presentation should be 10-15 minutes in length, with 5 minutes for questions
and answers
b. If presentation uses multimedia or PowerPoint, follow the guidelines for quality
presentations (do NOT read the screen to your audience)
c. Presentation should reflect collaboration between all group members
d. Presentation should be organized, coherent, creative, demonstrating critical
thought about varying points of view
e. Presentation MUST engage the audience in some way (be creative!)
f. Ideas and resources introduced in presentation should be cited/referenced (tell
your audience where you got your information)
 Expectations/Guidelines for Individual Reflection Paper:
 1.5 - 2 pages, double-spaced in Times New Roman font with 1-inch margins.
 Describe what you learned and experienced while completing this project:
Personal reflection on the overall theme (1 – 1 ½ pages)
a. What do you think are the main “take-aways” from your presentation? What do
you really want your audience to know and understand?
b. What did you learn about your overall topic that you didn’t know before?
c. Describe how your personal beliefs or opinions on this topic were changed or
reinforced during the course of your investigation.
d. What final or lingering questions do you have that you might want to investigate
further? What questions emerged from your group presentations that you hadn’t
thought about before?
Individual performance & group collaboration (1-2 paragraphs)
a. How would you rate your own performance during the course of this project?
Why?
b. Describe your group’s collaboration. What might you have done differently?