Category: Ethnic Studies

Your applied portfolio has 3 sections that must be completed correctly.  Combine all sections into one assignment with a minimum of 750 words for the entire assignment. You will receive a zero for attachments and corrections will lose points afterwards. 
Section 1. Answer any 5 of the summary questions below from the 3 assigned chapters.  You can choose any five questions from this module’s questions that are listed. You do not have to answer all the questions.
Chapter 1 (Link in the attached doc)
REVIEW QUESTIONS
1 Describe the terms race and ethnicity.
2 Discuss racial framing and its influence on constructing ideas and perceptions about race.
3 Explain racial-ethnic group relations in the United States. Identify maladaptive and adaptive interactions between majority and minority groups and the three major patterns of race and ethnic relations influencing the system of stratification in the United States.
4 Use data and factual information to illustrate the impact of racial framing, intersectionality, otherness, and systemic racism on racial and ethnic oppression and inequality.
5 Explain why we need to participate in open and honest conversation about race and ethnicity.
Chapter 2 (Link in the attached doc)
REVIEW QUESTIONS
1 Discuss how culture and identify shape people’s observations and assessments about others.
2 Describe the ways intersectionality of race and other forms of identity persuade people’s perceptions, status, and access to resources in society.
3 Explain the influence of technology on collective and individual identity.
4 Analyze the impact of social labels and categories on identity, racial trauma, othering, and inequality.
5 Why might people of color keep certain aspects of their identity private? What aspects of your identity do you hide or change to fit in or be accepted by others?
Chapter 7 (Link in the attached doc)
REVIEW QUESTIONS
1 Discuss how culture influences social power and hierarchies in the United States.
2 Explain how cultural hegemony affects race and ethnic relations.
3 Analyze the causes and types of prejudice in society. Include your understanding or interpretation about why prejudice exists.
4 Assess the possible motivations behind racist ideologies.
5 Examine how racist ideas make it possible to maintain racist policies.,
Section 2. Review the following two Media and write a short reaction for each of them separately (minimum 100 words each reaction):
Racial and Ethnic Prejudice and Discrimination Crash Course
This is a YouTube video that can be viewed. (Link in the attached doc)
White Like Me: Race, Racism, and White Privilege in America (Link in the attached doc)
Section 3. Describe an personal observation in person, the news, or in politics that connects to three concepts you have learned in this module related to the difference between race, ethnicity, culture, and nationality.  You may also consider racism, prejudice, and discrimination (minimum 100 words).

Self-Evaluation Process
Competency
Tell me the story of your competency and provide evidence from all weekly activities. Be specific about the weeks and activities involved.
Write a narrative that explains your journey in developing competency throughout the course, supported by evidence from weekly activities. (Evidence)
Describe specific examples from your work that demonstrate how you addressed the assignment prompts. (Evidence)
Did you use evidence to support your logic beyond 2 or three Canvas pages or media resources in all my assignments? (Evidence)
Excellence
Tell me the story of your excellence and provide evidence from all weekly activities. Craft a narrative that illustrates your pursuit of excellence, supported by evidence from your assignments.
Did all my assignments meet the criteria? (Evidence)
When given a REDO opportunity, did I demonstrate improvement? (Evidence)
Did I acknowledge any feedback from a previous assignment and apply it to the next assignment throughout the session? (Evidence)
Did I respect our The 5R’s: Decolonizing Our Online Learning Space/Our Community Learning Agreements? (Evidence)
Growth
Tell me the story of your growth and provide evidence from all weekly activities. Write a narrative that reflects on your growth, supported by weekly evidence.
Did I grow intellectually and scholastically with effort? Provide specific examples showing your intellectual and scholastic growth. (Evidence)
Did my use of evidence increase from week to week when addressing the assignment prompt? Show how your use of evidence evolved over the course of the semester. (Evidence)
Did I apply the REDO Process or feedback to level up my performance in the consecutive week/assignment? Give examples of how you used the REDO process or feedback to improve your performance in the following assignment. (Evidence)
Did I allow myself to be challenged? Explain how you embraced challenges with specific examples. (Evidence)
Risk-Taking
Tell me the story of your risk-taking and provide evidence from all weekly activities. Write a narrative that illustrates your risk-taking journey, supported by evidence.
Did I take risks to enhance my academic performance? Provide examples of risks you took to improve your academic work. (Evidence)
Did I step out of my academic comfort-zone? Describe instances where you stepped out of your comfort zone. (Evidence)
Did I engage in multiple methods of addressing the assignment prompts? Show different methods you used to approach the assignment prompts. (Evidence)
Did I add to my work beyond the criteria? Provide examples of how outside research enhanced your assignments. (Evidence)
Proposed Earned Grade Reflect on the What Do Final Grades Look Like page and justify the grade you believe you earned. Be precise and connect to your OVERALL evidence. Include a conclusive statement justifying the proposed earned grade.
Make sure to reflect on the What Do Final Grades Look Like page and justify the grade you believe you earned. Be precise and connect to your OVERALL evidence. Include a conclusive statement justifying the proposed earned grade.
Something to keep in mind…
While engaging in this self-evaluation, it’s important to maintain a focus on evidence rather than emotion. Here are some statements to avoid in order to create a focused, evidence-based self-evaluation:
“I feel like I’ve done a great job.” Instead, provide specific examples and evidence to demonstrate your achievements and contributions.
“I think I’m good at this.” Instead, present concrete evidence of your skills, such as positive feedback from professors or successful outcomes.
“I believe I’ve improved a lot.” Instead, provide specific examples of how you have grown and developed throughout the semester, supported by evidence such as increased grades or completed projects.
“I feel like I earned a A because I spent lots of hours doing my work.” Instead, focus on the submitted work and the presented evidence.
Finally…
Remember, evidence-based self-evaluation is a powerful tool for personal and professional development. By concentrating on excellence, competency, growth, and risk-taking, and steering clear of emotion-driven statements, you can offer a thorough and objective assessment of your performance. Use this opportunity to gain meaningful insights into your progress and establish goals for your future growth.
*If there are any inconsistencies with the evidence and the performance, evidence from the overall performance will be presented by your instructor.
*Feedback will be provided in all student self-assessments. If a conference is requested by the instructor to negotiate a final grade, the instructor will inform the student. The student must respond to the conference request. Conference requests will be sent via the Assignment Feedback, Canvas Inbox AND Pronto.

In this reflection, pick one of these themes from the film and analyze it. Microaggressions
Liberal Racism
Complicity of White Women
Isolation
In 2 pages double spaced, answer the follow questions. Please make this detailed for full credit.
1) What drew you to picking one of these topics? 2) How does this film address the theme you discussed. Give examples from the film. Does Peele effectively portray this, why or why not?
3) Have you ever seen this play out in real life or your own life? Think: Social situations, social media, politics, etc.

“Empowering Immigrant and Disenfranchised Communities Through Accessible Healthcare Services” 
This short essay should explain why this material is meaningful to you and how it implicates your community. I’m writing about San Francisco.
Hi! I need 5 pages essay (5 page works cited) on this topic. I’m going to submit research below. Please write based in them. Format MLA. Please use all of the links provided. 
1. https://pubmed.ncbi.nlm.nih.gov/33778797/
2. https://www.researchgate.net/publication/344220919_HEALTH_CARE_SYSTEM_FOR_IMMIGRANTS_ACCESSIBILITY_QUALITY_COST
3. https://jamanetwork.com/journals/jamanetworkopen/article-abstract/2809604
4. https://www.thelancet.com/journals/landia/article/PIIS0140-6736(19)30035-2/abstract
5. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446276/
6. https://onlinelibrary.wiley.com/doi/abs/10.1002/hec.4270

After reading the article behind the Japanese American Memorial Monument (on Venice and Lincoln Boulevards) and watching the short video about the Ralf Lazo story, answer the following questions (1 paragraph each minimum); use the texts and video to support your answers. Here is the link to the video video link and here is the link to the text text link. I have attached a photo of the questions below, please answer each one carefully and use the links i provided to support your answers. please make sure this is all written in your own words, no ai. Do not use any other sources other than the ones i have provided.

This is sthe requirement, 6-8 pages MLA Double spce, must include works cited 
2 sources must be in class, The sources that are in class are, 400 souls by Ibam Kendai, 
(How-capitalism-underdeveloped-black-america-problems-in-race-political-economy-and-society,) 6 Credible sources, and Theese are the textbooks/readings from in class 
Four Hundred Souls, edited by Ibram X. Kendi and Keisha N. Blain(Looks like thiss, will be linked)
African American Studies, 2md edition By Jeeanette R. Davis, The black campus movement, and
war on drugs are another class sources. The thing i was struggling is figuring out, what my point is, make it more clear, Because my ressearch question is How are black peope being treated better in terms of economic/opportunites  education (the retrieve pdf is where i got most of my sources from)  and right now its more of a info dump, rather than figuring out my point, Edition by Jeanette R. Davidson

This is sthe requirement, 6-8 pages MLA Double spce, must include works cited 
2 sources must be in class, The sources that are in class are, 400 souls by Ibam Kendai, 
(How-capitalism-underdeveloped-black-america-problems-in-race-political-economy-and-society,) 6 Credible sources, and Theese are the textbooks/readings from in class 
Four Hundred Souls, edited by Ibram X. Kendi and Keisha N. Blain(Looks like thiss, will be linked)
African American Studies, 2md edition By Jeeanette R. Davis, The black campus movement, and
war on drugs are another class sources. The thing i was struggling is figuring out, what my point is, make it more clear, Because my ressearch question is How are black peope being treated better in terms of economic/opportunites  education (the retrieve pdf is where i got most of my sources from)  and right now its moer of a info dump, rather than figuring out my point, Edition by Jeanette R. Davidson

First, in a minimum of one page, but in a maximum of three pages, compare & especially contrast Frederick Douglass (1818-1895) &—indeed, vs.—Martin Delany (1812-1885); put another way: how were these two men (somewhat) similar, how were these two men (quite) different, & why, & what does this why tells us—indeed, teach us—about African-American history, especially mid-nineteenth-century black history? (Key Timeline & Key Themes: abolitionist movement & the Civil War.)
Second, in a minimum of one page, but in a maximum of three pages, compare & especially contrast W. E. B. Du Bois (1868-1963) &—indeed, vs.—Booker T. Washington (1856-1915); put another way: how were these two men (somewhat) similar, how were these two men (quite) different, & why, & what does this why tells us—indeed, teach us—about African-American history, especially late-nineteenth-century & early-twentieth-century black history? (Key Timeline & Key Themes: post-Reconstruction & Jim Crow.)
Third, in a minimum of one page, but in a maximum of three pages, compare & especially contrast Martin Luther King, Jr. (1929-1968) &—indeed, vs.—Malcolm X (1925-1965); put another way: how were these two men (somewhat) similar, how were these two men (quite) different, & why, & what does this why tells us—indeed, teach us—about African-American history, especially mid-twentieth-century black history? (Key Timeline & Key Themes: the civil rights movement & so-called “Black Power.”)
Nuts-n’-Bolts:
Formatting (FORM): the End-of-Term Written Assignment must be in Times New Roman typeface, must be in size 12 (or 11) font, must be double (or 1.5) spaced, & must have normal 1″ margins. Advice: use “P.I.E.” to think through & write out one’s paragraphs. Gen. Note (i): proofread the writing before submitting – indeed, spelling/grammar/punctuation/etc. counts. Also, please don’t write in the “we” – indeed, you weren’t there! And please write in the past tense – for it’s the past! (Also, please avoid the passive voice.) Gen. Note (ii): although it doesn’t matter which citation mode one uses (e.g., APA, MLA), one must demonstrate command of that citation mode, & hence have near-zero mistakes, citation-wise.
Secondary & Primary Sources (CONTENT): each section—i.e., Frederick Douglass vis-à-vis/contra Martin Delany, W. E. B. Du Bois vis-à-vis/contra Booker T. Washington, & MLK, Jr. vis-à-vis/contra Malcolm X—must cite a minimum of two scholarly/secondary sources (with one—& only one—being ES 121’s textbook) & each section must quote a minimum of two primary sources (i.e., historical documents; e.g., speeches, letters, laws). Tip: explore Encyclopedia Britannica & YouTube for leads on sources, secondary & primary sources alike. Note: although it’s OK to use the textbook as a secondary source, for each of the three sections, make darn sure to locate & use at least one non-textbook secondary source for each section, too – also, ideally, each non-textbook secondary source should be a peer-reviewed, that is, a scholarly source.
Tried-n’-True Outlines (optional, but recommended):
Example – Model 1 (somewhat less demanding than Model 2)
Douglass v. Delany: body paragraph one (½ page min., 1 page max.) = Douglass (mini bio); body paragraph two (½ page min., 1 page max.) = Delany (mini bio); & body paragraph three (½ page min., 1 page max.) = historical significance of the difference between these two men’s key ideas & high ideals, especially with concern to African-American history (generally), & most especially with concern to mid-nineteenth-century black history (specifically).
Du Bois v. Washington: body paragraph one (½ page min., 1 page max.) = Du Bois (mini bio); body paragraph two (½ page min., 1 page max.) = Washington (mini bio); & body paragraph three (½ page min., 1 page max.) = historical significance of the difference between these two men’s key ideas & high ideals, especially with concern to African-American history (generally), & most especially with concern to late-nineteenth-century & early-twentieth-century black history (specifically).
MLK v. X: body paragraph one (½ page min., 1 page max.) = MLK (mini bio); body paragraph two (½ page min., 1 page max.) = X (mini bio); & body paragraph three (½ page min., 1 page max.) = historical significance of the difference between these two men’s key ideas & high ideals, especially with concern to African-American history (generally), & most especially with concern to mid-twentieth-century black history (specifically).Grading Rubric (GIST): ⅓=Analysis | ⅓=Evidence | ⅓=Writing
Analysis includes the complexity of ideas that one explores & explains in one’s writing. (Put another way: are you merely “scratching the surface” or are you actually “sounding the depths”? – are you explaining the HOWs & WHYs or are you just stating the THATs?) Advice: explain, don’t just state; provide analysis, not just description.
Evidence includes how well one incorporates details, specifics, examples, citations (in-text), quotations (in-text), description, information, etc. (In short, evidence/data/proof.) Advice: show, don’t just tell; be specific, not vague.
Writing includes organization, punctuation, proofreading, structure, grammar, spelling, etc. (In short, mechanics & form.) Advice: read your work aloud to hear flow (then edit where needed). 

This was my assignment, i did two interviews and had to write on them with the following questions. I would just like you to read the essay, correct errors punctuation and if things need to be changed around that’s okay too. Thank you 🙂
One Paragraph: Address the purpose of the interview and write about yourself, addressing any biases you may have (we all do). For example, “I am a White Hispanic woman in my 40’s from a middle-class upbringing. As part of the dominant white race I have been afforded many privileges and opportunities that I may not have had if I was a darker skinned Hispanic… I approached this interview with a person of color _(name ethnicity/race)_ as somebody from a different background and with my own biases about race and ethnicity”. This is especially important if you are interviewing somebody of a different race/ethnicity/gender than you. You can choose to elaborate or leave it at that. There is no judgement here but rather an opportunity for openness, vulnerability, and growth.
Write 2 – 3 paragraphs for EACH interview: Using the answers from the interview guide, summarize the first interview. What did you learn, what were the main findings? Does interviewee think race relations have changed since they were a child? How did race shape the way they experience life?   
Include demographic information about the interviewee, eg. age, race/ethnicity, where they grew up, where they live now, etc. Use a fake name to protect their privacy.
Conclusion: 2 – 3 paragraphs. What were the differences/similarities in both interviews? What did you learn? Did it change your perspective on anything regarding race/race relations? Was the process comfortable or uncomfortable for you? Why or why not.

This week we will learn about Japanese American history including Japanese internment, military service, local communities, and solidarities. Next week we will be reading Ronald Takaki’s chapter on World War II and Excecutive Order 9066 (Japanese Interment). After watching this week’s lecture, reading the article behind the Japanese American Memorial Monument (on Venice and Lincoln Boulevards) and watching the short video about the Ralf Lazo story, answer the following questions (1 paragraph each minimum); use the texts and video to support your answers. 1. Describe the story (written by a Venice high school student) behind the Japanese American Memorial Monument (JAMM) on Venice and Lincoln Boulevards that was erected a few years ago. This answer should have two parts: the history of Japanese Internment during World War II, and the more contemporary story behind the monument and its meaning. Explain Executive Order 90066 and its impact on West Los Angeles. Also explain how the monument came to be built. According to the JAMM committee what is its meaning today? How do you feel about this meaning? (1-2 paragraphs)
https://venicejamm.org/
2. Watch the short video about the Ralf Lazo story. Describe the story in terms of solidarity. What motivated Ralf Lazo to do what he did? According to Lazo years later, and according to your own interpretation of the story, what is the lesson today of the Ralf Lazo story? (1 paragraph)