School of Arts and Humanities

School of Arts and Humanities POLS 314 Diversity in Politics 3 Credit Hours 8-Weeks Prerequisite(s): None Course Description Course Scope Course Objectives Course Delivery Method Course Materials Evaluation Procedures Grading Scale Course Outline Policies Academic Services Turnitin.com Selected Bibliography Course Description (Catalog) POLS314: Diversity in Politics (3 credit hours) This course examines the concept of diversity in politics in the United States and the impact of a multicultural system on political governance and social relationships. Through structured discussions, selected readings, written assignments and a final examination, students expand on theoretical arguments concerning current issues pertaining to diversity in politics. Course Scope This course is part of the Political Science undergraduate level courses. As a level 300-course, POLS314 offers an introductory examination to

the study and research of relevant concepts, such as, diversity, politics, and the diversity umbrella, with emphasis in the concept of diversity in politics, as it pertains to our society. The purpose and scope of this course is to contemplate, examine and explore issues related to diversity in politics by allowing the student to discuss various components of such issues, and by providing the student with the analytical tools to comprehend and explain how diversity and politics play a role and influence the development of our nation s political process. Course Objectives CO-1 Define the term diversity in politics. CO-2 Explain the components of the diversity umbrella as it pertains to the political process of our nation. CO-3 Define the characteristics of an ethnic group. CO-4 Explain why races are essentially social creations. CO-5 Describe the major components of the ideology of racism and the characteristics of sociological minority. CO-5 Explain the various ways in which multiethnic societies are formed. CO-6 Explain how prejudice differs from discrimination while differentiating between individual discrimination and institutional discrimination. CO-7 Explain the major features of an assimilationist society. CO-8 Examine what influences and motivates how and why the diverse groups vote during the political elections. Course Delivery Method This course will offer the student an interactive virtual classroom. Each week s lesson will have a course announcement, assigned readings, and both a written assignment and a forum question based on either

the course readings and/or on the additional materials/internet resources. The course will provide the student with the necessary knowledge ethics in society to better appreciate and comprehend world events and motivations of various global situations. Since the student is expected to fully participate in discussions and interact with the instructor and other students, reading assignments and assigned projects will be completed in a timely manner. Course Materials Diversity Readings. Weekly Readings provided under the Lesson Section of the course. Parillo, Vincent N. 2012. Understanding Race and Ethnic Relations, 4 th Edition. Pearson. - The VitalSource e-book is provided via the APUS Bookstore. Please visit http://apus.libguides.com/bookstore for more information. Evaluation Procedures Your final grade will be based on the following course requirements: Forums (8 Total) 800 points = 40% of final grade Assignments (7 Total) 700 points = 35% of final grade Final Exam (1 Total) 100 points = 25% of final grade Total Possible Points = 1600 points Late Submissions: Any assignment that is submitted beyond a deadline will result in an automatic/initial 5% point reduction and additional increment reductions (additional 5% daily increment) will apply for any further assignment submission

delays for that respective assignment. For example, if you score 100% on an assignment but submit the assignment after the deadline, your maximum grade will be 95% initially. However, if you submit your assignment two days after the additional submission date; that late submission deduction will equal to 5% initial deduction plus an additional 5% for the second late day; thus adding to a 10% deduction of the assignment grade. Forum submissions and interaction are essential for evaluating student participation and will not be scored beyond the designated deadline. Forum Posts (80% of Weekly Forum Score): Post as directed in each weekly lesson. Assignments are associated with various websites and links. Students must effectively complete each assignment and reply to the contributions of at least one of their peers. Demonstrate your ability to think. For example, if you are reporting on what you have read, do more than simply summarizing your reading; show that you are thinking about what you have read not just absorbing it. Postings should include an evaluation of the content of the information presented and how it relates to the course objectives. The postings should be analytic in nature and include comparisons/contrasts, and examples that can bolster your argument. Forums: As for the Forum posts, you need to answer the Forums (make your main/initial Forum response) BEFORE looking at anyone else's post. That is the right thing to do. Responses to other students (20% of Weekly Forum Score): Reply to at least two other students primary posting. Feel free to make multiple postings. But, note that brief, complimentary notes are not criticism. Additionally, each Forum assignment requires that each student provide at least two substantive replies to other student posts. The criteria for a reply include the following: 1. The reply is in a complete paragraph, and is at least 150 words in length. 2. The reply genuinely adds new information or fresh insight. 3. It does not simply summarize what another student has said. Example: I really like your post, especially when you

Course Online STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory said 4. The reply is supported by at least one source, similar to the original Forum response. Should a student fail to make at least two substantive replies, the penalty is a 20% of the total score; 10% for each reply. As well, if the reply is not substantive, then you may also be docked up to 10%. On the other hand, if the reply is exceptional, then additional points may be added to your overall score for that assignment. Additional Notes on Postings: Postings should be at least 3 paragraphs in length (replies can be half as long) and free of any spelling or grammar errors. The discussion groups are designed to enhance (and evaluate) student participation and interaction during the class. It will make your postings much easier to read on-screen when you double space between paragraphs. And note that paragraphs should not be longer than one screen long. If you compose offline and copy and paste into the Forum Discussion, don t use double spacing. Singlespacing is much easier to read on-screen. Please reply to a main message or use the sub thread button to respond to other replies to post your critique. That will keep your discussion points aligned inside the thread. If you select Threaded in the drop-down menu for message view, you will see the difference. Discussion Tab (located on the left side of the electronic classroom) is also known as discussion groups. Grading Scale Please see the student handbook to reference the University s grading scale. Week # Scope Objectives Reading(s) Required Action(s)

Week 1 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING TO RACE & DIVERISTY 1. To introduce the student to the concepts of diversity in politics. 2. To introduce students to the sociological perspective for the study of race and ethnic relations. 3. To present the concept of the stranger as a social phenomenon as the focus through which to understand majorityminority interaction. Parrillo, Chapter 1. Search the following website: http://w ww.pbs.o rg/race/0 01_WhatI srace/00 1_00- home.ht m Diversity Readings Instructor provided Materials/ Lesson Introduction - Required Forum Participation 1 Assignment 1: The Power of An Illusion. Race & Diversity. 4. To acquaint students with the basic concepts of minority groups, ethnocentrism, social behavior, social distance, and the difficulty of achieving objectivity.

5. To present the concept of the Dillingham Flaw and its relevance to acceptance of diversity. 6. Students will describe three theoretical approaches in the study of Ethnic Studies and define the origins of race. Week 2 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING TO CULTURE & DIVERISTY 1. To introduce the student to the concepts and issues pertaining to Culture & Diversity. 2. Students will examine of the role of culture and conduct research on a culture chosen cultural group. Parrillo, Chapter 2. Diversity Readings Instructor provided Materials/ Lesson Forum Participation 2 Assignment 2: Culture Case Study. Culture & Diversity. 3. To develop student

awareness of the differences in cultures and the role they play when people of different cultures interact. 4. To provide students with an understanding of how the social structure affects intergroup relations. 5. To examine the theoretical concepts and public expectations of how minorities should fit into the society. 6. Students will investigate minority integration theories. Week 3 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING TO CLASS & 1. To introduce the student to the concepts and issues pertaining to Class & Diversity. Parrillo, Chapter 3. Diversity Readings Instructor Forum Participation 3 Assignment 3: Service Plan Paper. Class &

DIVERISTY 2. Understand how social class and social standing affect race relations in the United States. provided Materials/ Lesson Diversity. 3. Understand the foundation of intergroup conflict in the United States. 4. Use sociological theories to understand ethnic stratification 5. Students will investigate intergroup conflict. 6. Students will examine ethnic and racial stratification and create a service plan to work in a low-income

community of another ethnic group. Week 4 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING TO PREJUDICE & DIVERISTY 1. To introduce the student to the concepts and issues pertaining to Prejudice & Diversity. 2. To develop student understandi ng of the nature of prejudice. Parrillo, Chapter 4. Diversity Readings Instructor provided Materials/ Lesson Forum Participation 4 Assignment 4: Our Experiences/ Prejudice Paper. Prejudice & Diversity. 3. To increase student awareness of the dangers of stereotyping and its perpetuation through ethnic humor and the media. 4. To explore the possible causes of prejudice and their elimination

5. Students will describe personal accounts of racism. 6. Students will examine the role that television plays in stereotypes Week 5 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING TO DISCRIMIN ATION & DIVERISTY 1. To introduce the student to the concepts and issues pertaining to Discriminati on & Diversity. 2. To introduce the student to the concepts and issues pertaining to Discrimination & Diversity. Parrillo, Chapter 5 Diversity Readings Instructor provided Materials/ Lesson Forum Participation 5 Assignment 5: Affirmative Action. Discriminatio n & Diversity. 3. To develop student understandi ng of the different aspects of

discriminati on. 4. To examine the complex interrelation ships between prejudice and discriminati on. 5. To examine the many facets of the affirmativeaction controversy. 6. Students will describe the controversies surrounding affirmative action. 7. Students will examine difficulties in eliminating institutional discriminati on. Week 6 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING 1. To introduce the student to the concepts and issues pertaining Parrillo, Chapter 6 Diversity Readings Forum Participation 6 Assignment 6: Critique of

TO ETHNICITY & DIVERISTY to Ethnicity & Diversity. 2. To examine minority response patterns to prejudice and discriminati on. Instructor provided Materials/ Lesson Cultural Music. Ethnicity & Diversity. 3. To develop student understandi ng of the concepts of negative self-image, the vicious circle, marginality, and middleman minorities. 4. To examine dominant response patterns to minority groups. 5. To introduce the threemiddlerange conflict theories about minority

group exploitation. 6. Student will explain how a negative self-image can derive from prejudice and discriminati on. 7. Student will discuss the split-labor market theory. Week 7 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING TO GENDER & DIVERISTY + IMMIGRATI ON & DIVERISTY 2. To introduce the student to the concepts and issues pertaining to Gender & Diversity plus Immigration & Diversity. 3. To examine variables influencing ethnic consciousne ss or ethnic revivals. Parrillo, Chapter 7 Diversity Readings Instructor provided Materials/ Lesson Forum Participation 7 Assignment 7: Family Tree. Gender & Diversity. 4. To discuss ethnicity as a social

process that has varying manifestatio ns. 5. To discuss current ethnic issues about immigration illegal aliens, and bilingual education. 6. To examine the varying concepts of multicultural ism and political correctness. 7. To suggest the possible future of minority relations in the United States. 8. Students will investigate problems dealing with immigration for native residents. 9. Students will examine

current immigration patterns. Week 8 STUDENTS WILL EXAMINE KEY CONCEPTS PERTAINING TO SOCIETY & DIVERISTY 1. To introduce the student to the concepts and issues pertaining to Society & Diversity. 2. Students will be asked to explain the various current concepts/pe rceived notions concerning the race and ethnic relations. Instructor provided Materials/ Lesson Diversity Readings Forum Participation 8 The final exam will be administered online. The Final Exam will be a Comprehensive Exam covering all the material previously discussed in the class during the term. 3. Students will explore, discuss and explain the current trends and will be asked to determine which concept(s) seems more appropriate in the future.

APUS Polices: 4. Students will examine the future trends and concepts related to the study of diversity in politics. 5. To explore what influences and motivates how and why the diverse groups, those falling under the diversity umbrella, may vote during the political elections conducted in our nation. Please see the student handbook to reference all University policies. Quick links to frequently asked question about policies are listed below: Drop/Withdrawal Policy Plagiarism Policy Extension Process and Policy

Plagiarism Penalty: The instructor has the option of awarding any assignment that has been found to have been plagiarized a zero. Subsequent violations may result in an F in the class. Instructor Policies WRITING EXPECTATIONS All written submissions should be submitted in a font and page set-up that is readable and neat. It is recommended that students try to adhere to a consistent format, which is described below. Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor). Arial 12-point font. Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations and online submission variances. CITATION AND REFERENCE STYLE All assignments for the School of Arts and Humanities (papers, essays, exams, and Discussion Boards) must follow the Chicago Style guidelines. Students should refer to the APUS On-Line Library Chicago/Turabian Style Manuals for the correct citation method. Students are strongly encouraged to practice good citation and reference style in all written assignments including worksheets and open-book exams. Sources: Please access the APUS Library for additional reference sources that will help you to support/counter the arguments that you provide in your work. Provide at least two reference sources in all your class work (forums, assignments, papers).

LATE ASSIGNMENTS Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. As adults, students, and working professionals, I understand you must manage competing demands on your time. Should you need additional time to complete an assignment please contact me before the due date so we can discuss the situation and determine an acceptable resolution. DISABILITY ACCOMODATIONS This institution complies with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the World Wide Web Consortium s (W3C) Universal Access Guidelines. Students with special needs should inform their individual instructors and the University s student services staff. NETIQUETTE Online universities promote the advance of knowledge through positive and constructive debate--both inside and outside the classroom. Discussions on the Internet, however, can occasionally degenerate into needless insults and flaming. Such activity and the loss of good manners are not acceptable in a university setting--basic academic rules of good behavior and proper Netiquette must persist. Remember that you are in a place for the fun and excitement of learning that does not include descent to personal attacks, or student attempts to stifle the discussion of others. Technology Limitations: While you should feel free to explore the full-range of creative composition in your formal papers, keep e-mail layouts simple. Humor Note: Despite the best of intentions, jokes and-- especially--satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add emoticons to help alert your readers: ;-), : ), DISCLAIMER STATEMENT

Course content may vary from the outline to meet the needs of this particular group. Academic Services ONLINE LIBRARY RESEARCH CENTER & LEARNING RESOURCES The Online Library Resource Center is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Center provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to orc@apus.edu. Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors publication, and services to search and borrow research books and articles from other libraries. Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format. Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services. Turnitin.com: Turnitin.com is a tool to improve student research skills that also detect plagiarism. Turnitin.com provides resources on developing topics and assignments that encourage and guide students in producing papers that are intellectually honest, original in thought, and clear in expression. This tool helps ensure a culture of adherence to the University's standards for intellectual honesty. Turnitin.com also reviews students' papers for matches with Internet materials and with thousands of student papers in its database, and returns an Originality Report to instructors and/or students. Please read more about Turnitin.com in under the Turnitin.com Section of the course syllabus.

Tutor.com: Students have access to ten free hours of tutoring service per year through Tutor.com. Tutoring is available in the following subjects: math (basic math through advanced calculus), science (biology, chemistry, and physics), accounting, statistics, economics, Spanish, writing, grammar, and more. Additional information is located in the Online Library. From the Online Library home page, click on either the Writing Center or Tutoring Center. All login information is available. Request a Library Guide for your course: (http://apus.libguides.com/index.php) The AMU/APU Library Guides provide access to collections of trusted sites on the Open Web and licensed resources on the Deep Web. The following are specially tailored for academic research at APUS: Program Portals contain topical and methodological resources to help launch general research in the degree program. To locate, search by department name, or navigate by school. Turnitin.com Turnitin.com is a web-based plagiarism prevention application licensed for campus use. Turnitin.com analyzes electronic submissions of student writing, compares them to the contents of a huge online database, and generates a customized Originality Report. The database used to produce this analysis contains a massive collection of documents available on the Internet from both free and commercial sources, as well as the full texts of all other papers that have been previously submitted to Turnitin.com. The Similarity index is based on the amount of matching text to a submitted paper: Blue = no matching text Green = one word to 24% matching Yellow = 25-49% matching text

Orange = 50-74% matching text Red= 75-100% matching text Your assignments will be automatically submitted to Turnitin.com through the assignment submission tab. There is no need for you to do anything. However, if your similarity index is above 25%, you should revise the submission and resubmit prior to the deadline. If it is above this percentage, generally it signals that you have not used enough of your own analysis or made an attempt to paraphrase the sources. You will find the APUS library writing center website helpful when trying to understand how to paraphrase from a source. Selected Bibliography Bonilla-Silva, Eduardo. 2009. Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America. 3 rd ed. Lanham, Maryland: Rowman & Littlefield Publishers, Inc. Farley, John E. 2009. Majority-Minority Relations. 6 th ed. Upper Saddle River, NJ: Pearson/Prentice Hall. Feagin, Joe R. & Booher Feagin, Clairece. 2011. Racial and Ethnic Relations. 9 th ed. Boston: Pearson/ Prentice Hall. Garcia, Chris & Sanchez Gabriel. 2008. Hispanics and the U.S. Political System: Moving into the Mainstream. New Jersey: Pearson /Prentice Hall. Kusmer, Kenneth L. & Trotter, Joe W. 2009. African American Urban History since World War II: Historical Studies of Urban America. Chicago: University Of Chicago Press. McLemore, S. Dale & Romo, Harriett D. 2005. Racial and ethnic Relations in America. 7 th ed. Boston: Pearson. Ngai, Mae. 2005. Impossible Subjects: Illegal Aliens and the Making of Modern America: Politics and Society in Twentieth-Century America. Princeton, New Jersey: Princeton University Press.

Parrillo, Vincent N. 2011. Understanding Race and Ethnic Relations. 4 th ed. Boston: Pearson/Ally & Bacon. Schaefer, Richard T. 2011. Race and Ethnicity in the United States. 6 th ed. Boston: Pearson/Prentice Hall. Scott, Gregory M., & Garrison, Stephen M. 2004. The Political Science Student Writer s Manual. 7 th ed. Upper Saddle River, NJ: Pearson/Prentice Hall. Spickard, Paul R. 2009. Japanese Americans: The Formation and Transformations of an Ethnic Group. Revised edition. New Brunswick, New Jersey: Rutgers University Press. Walton, Hanes Jr. & Smith, Robert C. 2009. American Politics and the African American Quest for Universal Freedom. 5 th Ed. Longman.