American values and identity 2017
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This document discusses key concepts relating to American identity, values, and founding documents. It begins by defining important vocabulary words like identity, culture, ethnicity, and values. It then discusses the Declaration of Independence, noting that it established values of equality, life, liberty, pursuit of happiness, and freedom. The Declaration of Independence was an important document written in 1776 that declared independence from Britain and established these core American values that still influence society today.
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\
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YOUR COUNTERPART
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0
ne of my friends was in a spiritual growth group whose
members became quite close. They provided each other with
a warm, supportive environment to share their joy and pain.
Everyone except my friend and her husband were European
American, but this did not seem to be an issue until one
meeting, when my friend shared her pain about what she
believed to be a racist comment from someone outside the
group. Rather than validate her experience, the group asked
her questions about why the person would make such a com-
ment. They seemed to be looking for a way to justify it and, in
the process, implied that she was overreacting. As the tension
built, one member objected to the time being spent on this
issue, saying, "You know, this is a spiritual growth group, not
an antiracism group." My friend replied, "But racism is a spir-
itual issue for me." Unfortunately, the group members were
unanimous in their inability to see this situation from my
friend's perspective; the result was that she and her husband
decided to leave the group.
The dictionary defines privilege as a right or immunity
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trast, the term oppressed is described as the state of being bur-
dened spiritually or mentally, suppressed or crushed by an
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41http://dx.doi.org/10.1037/11650-003
Addressing Cultural Complexities in Practice: Assessment, Diagnosis, and Therapy
(2nd Ed.), by P. A. Hays
Copyright © 2008 American Psychological Association. All rights reserved.
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4 2 S E L F - A S S E S S M E N T
people can count on to make life easier. For example, European Amer-
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they want to be, they are not asked to speak for their race, they rarely
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specific minority groups that could be helpful and enrich their lives. In
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8.How is developing your communication with, and understanding of, diverse cultures helpful in your professional life?
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10.In what three ways might individuals in the United States work together to reduce prejudice and increase appreciation for diversity?
.
Gender & SexualityWeek 6SOC 101 OnlineAnnouncement.docx
This document summarizes key concepts about gender, sex, and sexuality from a college sociology lecture. It distinguishes between sex (biological attributes) and gender (social/cultural attributes). It discusses gender as a social construction and explores gender roles, stereotypes, and identity. It also covers sexual orientation, theories of sexuality (essentialism, social constructionism, queer theory), and LGBTQ identities. Racial and ethnic categories from US Census data are analyzed, showing how they have changed over time. The impacts of racism, prejudice and discrimination are summarized.
Race dividing the world
The document contains a series of questions about culture, race, and how definitions of race have changed over time in the United States. It asks how race has been used as a tool of division, how views of race may be challenged by recent immigration trends, and how the meaning of "whiteness" has changed as new immigrant groups arrived. It also discusses Supreme Court cases that helped define who was considered white and the immigration laws of the 1920s, 1960s, and 1990s that determined who was included or excluded from American citizenship.
Founding Fathers and Economics
The Founding Fathers had strong and often differing views about the future of the American economy. President George Washington believed the new nation should aggressively pursue economic growth and trade. Secretary of State Thomas Jefferson thought the country's future lay in farming rather than factory work. Secretary of the Treasury Alexander Hamilton believed the United States should establish a balanced economy based on both agriculture and industry.
Campaign 2020 Redo
The document discusses using visual arts in political campaigns, highlighting statistics on the power of visual marketing. It outlines an activity where students explore questions about a campaign visual, and then develop propaganda materials like slogans, posters, and ads for a candidate after researching their key issues. The goal is for students to create an essential visual message as a visual artist director for their chosen candidate in the 2020 election.
Social Reform 2020
This document discusses social reform movements in the 19th century United States, specifically related to westward expansion. It notes key events like the Louisiana Purchase and Homestead Acts that fueled westward movement. It then discusses the impacts of this movement, including on indigenous groups and the environment. The document also summarizes abolitionist and women's rights movements as examples of social reform efforts to improve unjust situations for certain groups. It suggests students research and present on the experiences of specific groups during this period and the tactics used in the fight for social change.
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Similar to American values and identity 2017
American values and identity
This document discusses key aspects of American identity, including values explicitly laid out in founding documents like the Declaration of Independence. It defines important vocabulary like culture, ethnicity, and values. It examines the Declaration of Independence, noting that it declared the colonies' independence from Britain and established new ideas about equality, life, liberty, and the pursuit of happiness as unalienable rights. Finally, it questions the impact the Declaration of Independence had on later founding documents like the Constitution and Bill of Rights.
Introduction to Social Studies
The document provides instructions for a lesson involving a review, preview, and homework assignment on social studies. Students are asked to discuss questions from a reading, share answers with classmates, and fill out a worksheet identifying different social science subjects and how they relate to being a television program director.
Ns20 courseplan SK curriculum
This document outlines the course plan for a Native Studies 20 class. It includes sections on Indigenous peoples' connection to the land and earth, the concept of the Fourth World, a case study on Bolivia and the Quechua people, Indigenous principles and ethics, factors that influence identity, and the importance of terminology when referring to Indigenous groups. Students will examine concepts like worldview, the socialization process, Indigenous relationships with nature and land, and a video on the Nisga'a land claim case in British Columbia. The course aims to help students understand Indigenous philosophies and appreciate the Indigenous worldview.
Main Discussion United States CensusDefining your racial and
Main Discussion: United States Census
Defining your racial and ethnic identities has to do with how you classify race and identity and how others categorize them as well. Race refers to the conception that people can be categorized into groups based on skin color, hair texture, and facial features. Japanese is an example of a racial group. Ethnicity refers to a group of people who share a sense of connectedness based on national origin, language, or religion. Irish-Catholic is an example of an ethnic group. The term
culture
also appears in discussions about race and ethnicity. Culture refers to shared attitudes and behaviors, such as customs. People of the same race and ethnicity often share culture as well, and you may notice some overlap between culture, race, and ethnicity.
There are different approaches used to define racial and ethnic identities. Your text emphasizes an approach called
constructionism
. Constructionists argue that definitions of race and ethnicity cannot be separated from social processes, such as political, legal, economic, and other outside influences. They believe that these outside influences "construct" definitions of race and ethnicity, and definitions change as social processes change. For example, black children in the 1950s may have felt they were not as valued, not as competent, and not as "good" as white children because social processes at the time supported these ideas. Political and economic influences favored white children over black children. Social processes in the current era reject favoring white children over black children. Constructionism has both benefits and limitations when you consider your own racial and ethnic identities.
To prepare for this Discussion:
Review the "Framework Essay" as well as the assigned pages in Readings 1, 4, and 7 from Section I of the course text,
The Meaning of Difference
. Pay particular attention to the concept of constructionism as it relates to race and ethnicity.
Think about how you define your own racial and ethnic identities.
Consider how the constructionist approach has influenced your racial and ethnic identities.
Reflect on the benefits and limitations of the constructionist approach as it relates to your racial and ethnic identities.
With these thoughts in mind:
By Day 3
Post
a brief description of your racial and ethnic identities; that is, how do you define your race and ethnicity? After reading about the constructionist model, explain how it influences your racial and ethnic identities. In your explanation, include specific references that are personal to your racial and ethnic identity. Finally, briefly explain what you see are the benefits and limitations of a constructionist approach to one’s identity.
Be sure to support your postings and responses with specific references to the Learning Resources.
ntly Reading
PSYC 3005:
Racial and Ethnic Identities in America
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Week 1: Defining Racial and Ethnic Identities
Welcome to ...
Demographic InformationINTERVIEWEE (pseudonym or alias) Name.docx
Demographic Information
INTERVIEWEE (pseudonym or alias):
Name:
in the neighborhood of ...
Age:
Gender:
Marital status:
Sexual orientation: Education:
Occupation:
Parents’ occupation: Father: Mother:
Migratory Background
1. Where were you born?
Probe: When did you move to the United States (if applicable)?
Length of residence in Los Angeles/CA: Immigration/Citizenship Status:
2. Where did you grow up? (If you moved around a lot, please describe where you mostly resided growing up.)
Probe: Please describe the community in which you grew up: mostly
White, mostly Asian American (which ethnicity), mostly Latino, or mostly African American, or was it quite diverse? If diverse, which ethnicities was the community made-up of?
3. Did you participate in ethnic organizations while growing up, such as church/temple, community centers, cultural performances, etc.?
Probe: Did you associate mostly with friends from school or from your ethnic community while you were in school? Or both?
4. Where did you attend college?
Probe: Did you associate with Koreans/Asian Americans at college?
Why?
Probe: Where did you attend graduate school (if applicable)? In what
subject(s)?
5. What part does religion play, if at all, in your everyday life?
I: Social Relation
2. Are there expectations from your family or community (or your own expectation) on how you go about your home life, such as what you eat, how you decorate, etc.? Do you feel you’ve lived up to those expectations?
3. How often do you cook Korean food? How often do you go out to eat it?
\
4. Why do you live/not live with your parents? Probe: How often do you talk to your family?
[Thinking about the last conversation you had with your parents], what did you talk about?
How does being Korean American affect how you approach a conversation?
5. Do you think your relationship with your family members is similar to your friends’, co-workers’, or members of the community’s?
6. [For women] how does being a woman shape the expectation of your home life?
Probe: What does being male or female mean? What standards are you held to? What are the empowering possibilities or restrictions associated with any of these male or female roles?
What are the major differences in how men and women are raised in the Korean American community? What are your thoughts on these differences?
In your opinion are there differences in being an American female vs. a Korean American female/American male vs. Korean American male?
7. What percentage of your friends is Korean American? Other Asian Americans? Other minorities?
Whites?
8. Are you religious? Are your Korean American friends religious (i.e., Christian)?
9. What did you do the last time you saw your friends? What do you typically do with your friends?
10. Do activities ever feel different based on the ethnic background? Example?
11. Thinking about your two or three close friends, what leads you to feel close to them?
12. Thinking of the last tim.
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
How the World Thinks - Jeffrey Foster
This document discusses cultural dimensions and how they vary between countries and impact behavior. It outlines Geert Hofstede's model of 6 cultural dimensions - individualism vs collectivism, power distance, masculinity vs femininity, uncertainty avoidance, long vs short-term orientation, and indulgence vs restraint. The US scores high on individualism, masculinity, short-term orientation and indulgence compared to countries like China which is more collectivist and long-term oriented. Understanding these cultural differences helps improve effectiveness in advertising campaigns and global business interactions.
Amst185 wk1 introduction
This document provides an overview and syllabus for an Introduction to Class, Race, and Ethnicity course. The course is divided into eight units covering topics like the civil rights movement, Asian localities, and Native Americans. Ground rules for the class emphasize tolerance and note that no question is "dumb." The course focuses on historical documents and materials to enlighten student experiences of various ethnic groups. Reading assignments will include short essays approaching each unit topic through open-ended questions.
Journal #2 Negotiation preparation -Name & Student #1. How wou.docx
Journal #2 : Negotiation preparation - Name & Student #1. How would you define the situation or the problem? What is the “gap”?
Current situation (your view/their view)
Ideal situation (your view/their view)
2. Is there potential for negotiation? Why? Explain
Problem to solve? Whose problem is it?
Conflict to resolve?
Value to create?
Resources to share?
Is there interdependency between the parties?
3. Who are the stakeholders? Primary (P) or Secondary (S) What is at stake for them? Explain shortly
Stakeholder
P or S?
At stake?
What is at stake? Commodities (C): land, $, material / Principles (P) : Values, beliefs, ideas, reputation / Territory (T): Physical, psychological / Relationship (R): power, role, prejudice…4. What is your goal? What are your interests/needs/wants? What are the goals and interests of the counterpart?
YOU
YOUR COUNTERPART
Goal(s)
Interests
Needs
Wants
5. What are your fears/concerns/worries?
YOU
YOUR COUNTERPART
Fears
Concerns
worries
6. Is there shared interest? Why?
7. Human factors
YOU
YOUR COUNTERPART
Personality
Emotions
Perception/ framing
Stress
Conclusion
8. Situation assessment
a) Is it one-shot, long-term or repetitive?
b) Do the negotiations involve scarce resources, ideologies or both?
c) Necessity or opportunity? Exchange or dispute situation? Is agreement required?
d) Is it legal to negotiate? Are there time constraints or time-related costs?
e) Is third-party involved (or potentially involved)?
f) Are there conventions or norms in terms of the process of negotiation (e.g., who makes the first offer; fairness norms, etc.)?
g) Do negotiations involve more than one offer?
h) Is there a power differential between parties?
i) Is there a precedent? An history?
9. In light of the previous questions, do you see it as distributive situation or an Integrative one? Why?
Integrative or Distributive
Why?
10. What are the issues? = what is negotiable?
Issues/items to negotiate
details
tangible
Intangible
Bargaining mix / packages
11. OPTIONS AND PREPARATION
YOU
YOUR COUNTERPART
Options
BATNA
WATNA
TARGET (realistic point)
Resistance point (walk away)
Opening/initial offer /stance
Concession planning
12. In light of the previous questions, which strategy and tactics do you plan on implementing? Which communication style and communication strategy will you use?
Running head: ETHENIC GENOGRAM 1
5
Ethnic Genogram
Darnetta Glover
JeremyLormis
CCMH/510CA
October 14, 2019
Ethnic Genogram
Annie McDonald Bond Grandmother
Albert Bond
Grandfather
Clavin Bond Uncle Deceased at birth
Floria Bond Lipscom Mother Deceased
Glenda Bond Bolden Aunt
Jame Bond Uncle
Skephenie Bond Cousin
Clinton Bond Cousin
Rebia Bond Brother
Muslia Bond Cousin
Hasan Jacobs Brother
Howard Jacobs Brother Deceased
Rodeny Bond Brother
Darnetta Bond Glover Me
...
Looking Into the Clinicians MirrorCultural Self-Assessment.docx
Looking Into the Clinician's Mirror
Cultural Self-Assessment
0
ne of my friends was in a spiritual growth group whose
members became quite close. They provided each other with
a warm, supportive environment to share their joy and pain.
Everyone except my friend and her husband were European
American, but this did not seem to be an issue until one
meeting, when my friend shared her pain about what she
believed to be a racist comment from someone outside the
group. Rather than validate her experience, the group asked
her questions about why the person would make such a com-
ment. They seemed to be looking for a way to justify it and, in
the process, implied that she was overreacting. As the tension
built, one member objected to the time being spent on this
issue, saying, "You know, this is a spiritual growth group, not
an antiracism group." My friend replied, "But racism is a spir-
itual issue for me." Unfortunately, the group members were
unanimous in their inability to see this situation from my
friend's perspective; the result was that she and her husband
decided to leave the group.
The dictionary defines privilege as a right or immunity
that gives the individual a distinct advantage or favor; in con-
trast, the term oppressed is described as the state of being bur-
dened spiritually or mentally, suppressed or crushed by an
abuse of power (Merriam-Webster, 1983). Mclntosh (1998)
compared White privilege to an invisible knapsack that White
41http://dx.doi.org/10.1037/11650-003
Addressing Cultural Complexities in Practice: Assessment, Diagnosis, and Therapy
(2nd Ed.), by P. A. Hays
Copyright © 2008 American Psychological Association. All rights reserved.
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4 2 S E L F - A S S E S S M E N T
people can count on to make life easier. For example, European Amer-
icans can usually choose to be in the company of their own race when
they want to be, they are not asked to speak for their race, they rarely
have trouble finding housing because of their race, and so on.
However, as discussed in chapter 2, privilege also tends to isolate
people, cutting them off from information and experiences related to
specific minority groups that could be helpful and enrich their lives. In
my friend's case, the privilege experienced by the European Americans
in the group led them to believe that racism was not the problem, and
because they all agreed with each other, their position of "rightness"
was affirmed. The only information they had to contradict their belief
was that provided by my friend and her husband, whose views were
easily dismissed because they were in the minority.
People all have their own unique identities and experiences, and con-
sequently the areas in which they hold privilege vary. In general, though,
these privileged areas are often those in which people hold the least aware-
ness. The challenge then is to recognize ...
Birthday Celebration Essay In Hindi. Online assignment writing service.
The document provides instructions for requesting writing assistance from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample work.
3. Writers will bid on the request and the client can choose based on qualifications.
4. The client will receive a paper and can request revisions if needed.
5. HelpWriting.net guarantees original, high-quality content and refunds if plagiarized.
Assignment 2 Cultural Sensitivity Paper-InternationalGlobal Pe.docx
Assignment 2: Cultural Sensitivity Paper-International/Global Perspective
(Total: 100 Points) – Competency 2: (P.B. 2.1, 2.2. & 2.3); Competency 4 (P.B. 4.1, 4.2, 4.3); Competency 5 (P.B. 5.3) – Due Date: September 14, 2020
A major value in social work is the respect and dignity of people of all cultures and races. Social workers understand how diversity and cultural values characterize and shape the human life experiences, and how they may oppress, marginalize, alienate, or create or enhance privilege and power. Cultural sensitivity is an important aspect of understanding, accepting, and appreciating differences in all people and aware of personal biases and values when working width diverse groups. Therefore, the challenge starts with the “self.” It is not necessary to know your exact family tree to be able to explore your “ethnicity.” If you know nothing, you can start looking for clues such as your racial makeup, the names in your family (English, German, etc.), or where you and other family members grew up. Then look at some of your customs, what your religion is, and think of some stories you may have heard as a child. Chances are you will be on the trail of discovering who you are. Even if you are not sure about your background, you can most likely identify with one group more than others. There is no minimum length of the paper, but the paper must be properly written and all the following items must be addressed:
A.
Exploration of your own cultural background:
1. What do you believe is your cultural background? With what ethnic group do you most identify? African American 2. Describe anything distinguishing about your culture that sets it apart from others, such as a common religion, a common geographic region, a separate language, etc.?
3. For the ethnic group you select, describe their customary behaviors and attitudes regarding each of the following: I am African American.
a. The role of each family member.... (i.e., how do they relate to each other? Mother and Father are both at home. Who makes the decisions? My father makes the decisions Who cooks? My mother and father both cooks. Who works outside home? both my parents work outside the home. Who has the most power?). My father has the most power.
b. Selection of a life-long partner (For you and/or for your parents when they were growing up.) Is marriage important? marriage is very important as both my parents are religious (missionary baptist) we attended church all of our lives.
c. Earning a living what does "success” mean in your culture? success is very important and getting a college degree is very important in our family. Does your family or culture consider some occupations better than others. no, just having a job is good.
d. Methods of communications: Is it okay to express affection? yes. Anger? yes. Other emotions? yes. Can everyone speak out or must they “hold their tongue? yes.
4. What are your earliest memories of meeting people wi.
Intro to S.S
The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
One Listen and react to Haunani-Kay Trask. How can we challeng.docx
One: Listen and react to
Haunani-Kay Trask.
How can we challenge white culture, and imperialism to decolonize the world we live in today?
Two: The goal of the project
Wins and Lessons
The goal of this project is to learn about some of the historical and current issues facing the Asian American community
Understanding past struggles and the different intersections that Asian Americans have faced in the United States
Who (Hero/Shero)
Who are our “Heroes and Sheroes”
What backgrounds and experiences did some of the Asian Americans come from?
What educational levels?
Socio-economic status in society?
ETC
What about this person and experience?
What is being fought for?
What is being questioned?
What actions and accountability are being taken by the person, community, government, etc.?
What was the action that was taken by the person and by the system?
Where and When do this movement and activism occur?
Where was the location of this struggle?
What did we know about the climate of the time in which these actions are taking place?
What precedent was established prior to?
Why do we need to know this story and person?
What is this person significant in the Asian American experience?
Why have you heard of this case?
Why have you not heard of this case?
Why should future generations know of these Heroes and She-roes?
How does this experience stand the test of time?
How were outcomes of the activism measured?
How has this person's legacy and impact shaped the future for both American and the Asian American community?
How has this fight continued?
How have the lessons of this experience evolved in society as we know it?
Project and Recording
Each of the 5 sections is worth 3 points. (15 points total)
You will be creating a slide and recording of your presentation via zoom.
Share your screen and talk about a Hero or Shero of your choice
Important Questions to ask when presenting
Why did you pick this person?
What about their story is important and why should it be told?
.
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The novel follows Tom Tapia, a gifted hacker who starts as a "script kiddy" in high school changing grades for money. He becomes increasingly skilled, learning multiple programming languages. By age 25, Tom has become a highly skilled "black hat" hacker, illegally accessing systems. The story explores Tom's journey in the dark world of hacking and his potential to choose a different path.
Paper Printable Images Gallery C
The document discusses three short works - Once Upon a Time by Nadine Gordimer, A Quilt of a Country, and The Vietnam Wall. It analyzes how each work portrays fear differently - Once Upon a Time shows how fear dictates the characters' thoughts and actions, causing them to wall themselves off from the outside world, while the other two works demonstrate how fear can bring people together or tear them apart.
Over the last four weeks, you have learned about cultural divers.docx
Over the last four weeks, you have learned about cultural diversity. You have considered your personal cultural awareness including experiences with stereotyping. You have researched a religion and race outside of your own to gain a better understanding of discrimination. You have also researched gender, sexual orientation, age, and disability discrimination as well as legislation to help the rights of these groups. Now it is time to reflect on what you learned, share why a diverse population is beneficial, and address how we can work to reduce prejudice.
Write
a 1,100 words paper on diversity.
Include answers for ALL
the following questions in your paper:
What you have learned about your own racial, ethnic, or cultural history?
1.What information about diversity in the United States has helped you better understand or relate to others in ways that you may not have in the past?
2.Trends in immigration will continue to shape the demographics of the United States. Extend these trends to the year 2050.
3.What do you think the U.S. population will look like in the year 2050? Provide an example.
4.What challenges does the United States face due to the diversity of its people?
5.What are some benefits of a diverse society?
6.What are the benefits of a diverse workforce?
7.Do you see your industry becoming more diverse?
8.How is developing your communication with, and understanding of, diverse cultures helpful in your professional life?
9.In what ways might the government and or media foster a climate of acceptance and cultural pluralism in the United States?
10.In what three ways might individuals in the United States work together to reduce prejudice and increase appreciation for diversity?
.
Gender & SexualityWeek 6SOC 101 OnlineAnnouncement.docx
This document summarizes key concepts about gender, sex, and sexuality from a college sociology lecture. It distinguishes between sex (biological attributes) and gender (social/cultural attributes). It discusses gender as a social construction and explores gender roles, stereotypes, and identity. It also covers sexual orientation, theories of sexuality (essentialism, social constructionism, queer theory), and LGBTQ identities. Racial and ethnic categories from US Census data are analyzed, showing how they have changed over time. The impacts of racism, prejudice and discrimination are summarized.
Race dividing the world
The document contains a series of questions about culture, race, and how definitions of race have changed over time in the United States. It asks how race has been used as a tool of division, how views of race may be challenged by recent immigration trends, and how the meaning of "whiteness" has changed as new immigrant groups arrived. It also discusses Supreme Court cases that helped define who was considered white and the immigration laws of the 1920s, 1960s, and 1990s that determined who was included or excluded from American citizenship.
Founding Fathers and Economics
The Founding Fathers had strong and often differing views about the future of the American economy. President George Washington believed the new nation should aggressively pursue economic growth and trade. Secretary of State Thomas Jefferson thought the country's future lay in farming rather than factory work. Secretary of the Treasury Alexander Hamilton believed the United States should establish a balanced economy based on both agriculture and industry.
Similar to American values and identity 2017 (20)
Main Discussion United States CensusDefining your racial and
Main Discussion United States CensusDefining your racial and
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The document discusses using visual arts in political campaigns, highlighting statistics on the power of visual marketing. It outlines an activity where students explore questions about a campaign visual, and then develop propaganda materials like slogans, posters, and ads for a candidate after researching their key issues. The goal is for students to create an essential visual message as a visual artist director for their chosen candidate in the 2020 election.
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This document discusses social reform movements in the 19th century United States, specifically related to westward expansion. It notes key events like the Louisiana Purchase and Homestead Acts that fueled westward movement. It then discusses the impacts of this movement, including on indigenous groups and the environment. The document also summarizes abolitionist and women's rights movements as examples of social reform efforts to improve unjust situations for certain groups. It suggests students research and present on the experiences of specific groups during this period and the tactics used in the fight for social change.
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The document discusses American identity and values as established in key founding documents. It introduces vocabulary related to culture, identity, and values. It then analyzes the Declaration of Independence, noting that it established the core American values of equality, life, liberty, pursuit of happiness, and freedom as unalienable rights. The Declaration announced the independence of the 13 colonies from Britain and was authored primarily by Thomas Jefferson and other founding fathers in Philadelphia in 1776.
Art, Society, Politics
This document provides an overview of a class that explores the relationships between art, society, and politics. The class will examine how art can both shape and reflect society and will debate whether all art is inherently political. Students will learn how to critically analyze various art forms and assess whether they constitute art, propaganda, or hate speech. They will also explore political identities and the roles of government, democracy, and free speech in society. The goal is for students to better understand how these concepts intersect and influence one another.
Slavery System 2019
This document provides background information on slavery and the impacts of the 3/5ths Compromise. It includes discussion questions for different identities to reflect on their feelings about the passage of the 3/5ths Compromise. It also provides context on prejudice, systems of slavery, the Columbian Exchange, the transition to the Triangle Trade, and the impacts on economics, politics, and society. Key events mentioned include the arrival of Africans in 1619, slave codes beginning in 1641, the 3/5ths Compromise of 1787, and the establishment of racism, stereotypes, and prejudice.
Building community 2018
The document discusses building community through civic engagement and understanding different perspectives. It introduces concepts like rights and responsibilities, security, and quality of life. Students will research these topics, compare data on local towns, and interview community members to learn more about how to help build security and connect diverse groups. They will analyze sources, create a graph synthesizing findings, and reflect on what more can be done to support community.
Opening Arts, Society, and Politics
This document discusses the relationships between art, society, and politics. It defines key terms like art, society, politics, government, democracy, propaganda, and hate speech. It presents examples of art that could be considered political or raise questions about freedom of speech. The document suggests activities for students like drawing a concept map connecting these ideas, researching examples of art representing hate speech and free speech, and assessing whether certain images constitute art, politics, or other categories. Students are prompted to reflect on what these concepts mean to them personally and politically.
Breaking the System SlideShow
The document discusses Westward Expansion in the United States after 1787 and its impacts. It led to Manifest Destiny, the belief that Americans were destined to expand across the continent. This resulted in the Homestead Acts of 1862, which gave land grants to settlers. Westward Expansion impacted society through social reforms like the abolitionist and women's movements, which fought to end slavery and achieve equal rights for women respectively. Key reformers discussed include Frederick Douglass, William Lloyd Garrison, Harriet Tubman, the Grimke Sisters, Sojourner Truth, and Elizabeth Cady Stanton.
ARES paper structure 2017
This document provides guidance on writing a persuasive academic paper, including how to structure each paragraph. It recommends beginning with an engaging introduction paragraph that provides context and states an argument or thesis. The next paragraph should give historical background and weave into the reasons supporting the argument. Following paragraphs should each contain an assertion, reasoning, evidence, and discussion of how the evidence supports the assertion and its significance. The conclusion should summarize the argument and reasons, draw connections, and leave the reader with a meaningful takeaway message. Citations and discussion of evidence's significance are emphasized.
Constitutional Convention 2018
The document discusses the Articles of Confederation, the first attempt at a national constitution after the American Revolution. It summarizes that the Articles created a weak national government with little power over the states. It then explains some of the weaknesses of this system, like conflicts between states over currency and trade. The document argues this showed the need to revise the Articles, leading to the Constitutional Convention of 1787 and the drafting of a new U.S. Constitution to replace the Articles of Confederation.
Scope and Sequence MLA 2017
This document outlines the scope and sequence of presentation and research paper expectations for grades 5 through 8. It introduces MLA format and bibliographic citations in 5th grade using NoodleTools. By 6th grade, students are expected to differentiate between paraphrasing, summarizing, and using quotations. Parenthetical citations are introduced in 7th grade and refined in 8th grade to create a Works Cited page. The document also provides guidance on citing images and includes sections on the components of parenthetical citations, differences between paraphrasing and summarizing, why these techniques are important, and steps for effective paraphrasing.
Roots of American Values
1. The document discusses the roots of American values and government from England, including the ideas of John Locke, the Magna Carta, and the English Bill of Rights.
2. Colonial governments were influenced by these English ideas and systems, adopting the concepts of natural rights, separation of powers, and representative government.
3. Dissatisfaction with British rule led to the American Revolution and the Declaration of Independence, establishing the United States as an independent nation based on the principles of life, liberty, and the pursuit of happiness.
Historiography factfiction (1)
This document provides guidance on critically analyzing news and information sources to draw your own conclusions about history. It outlines a three stage process: 1) Investigating current events carefully by identifying facts and opinions, questioning potential biases, and considering multiple perspectives; 2) Analyzing events critically by applying a set of "Big Ten Questions" about source credibility and considering one's own biases; 3) Breaking down arguments by identifying the main argument, supporting reasons, evidence, and significance. The overall goal is for readers to thoughtfully evaluate information by questioning sources and perspectives rather than passively accepting a single narrative.
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American values and identity 2017
- 1. Who are you? What is your story? How does your values and identity become part of being an American?
- 2. ●I. Who are you? ◦ A. Vocab ◦ 1. lens: the way a person sees and experiences the world; people, places, groups and situations ◦ 2. bias: slanted view with pre-judged ideas about peoples, places, groups and situations ◦ 3. identity: who you are based on your values, experiences and beliefs ◦ 4. values: defining what is important to you; providing moral or ethical structure to your life; a person’s principles and beliefs
- 3. Self and Group Identity ●I. Who are you? ◦ A. Vocab continued ◦ 5. culture: a person’s way of living and experiencing the world. A person’s values, languages, music, dance, traditions, clothing based on family, religion, media and experiences ◦ 6. ethnicity: a person’s place of original ancestry and bloodline, can define language, religion, race
- 4. Word Map Time….study skill work How do I practice these new terms and apply them to myself and to history?
- 5. How to make a ‘GOOD’ notecard Basic Definition: Add Meaning of word with full Detail here. Draw: Using visuals, create for the term. Write an example or two of the term here to fully demonstrate knowledge of term Vocab Connections: Find two other vocabulary words that have a relationship. Explain relationship.
- 6. American Identity, Culture and Values Can you identify any connection to these pictures?
- 7. Do you think that kneeling during the national anthem shows ‘disrespect’ to the flag? Does your lens, identity, and values play a role in your point of view on this matter?
- 8. Or are the players who have joined the protest trying to raise awareness of police brutality and racial injustice in America? Agree or Disagree?
- 9. If you were in the NFL right now, what would you do? Why? Agree or Disagree?
- 10. Why does the Constitution matter in this debate? What about symbols of America? Does your lens, identity, and values play a role in your point of view on this matter?
- 11. American Values:the core values that were established at the beginning of our country; these values were solidified in key documents at the birth of our nation
- 12. American Values:the core values that were established at the beginning of our country; these values were solidified in key documents at the birth of our nation Equality: to be treated the same or equally in rights, access, and everyday actions Freedom:the right to choose, act, move freely, to make your own decisons and actions without others interfering Justice: the ability to be treated and seen fairly under the law or by representatives
- 13. American Identity What is an American? What values are finding we have in common? Are different? How do these values shape us? Do other cultures agree with us? (Student led activity with packet… )
- 14. In the year 2050, how do we continue to strive towards our American values and identity?
- 15. Should Americans melt into one shared identity? ● Assimilate: the minority culture gives up or is forced to become like the dominant culture. There is a loss of culture of the minority group.
- 16. Or can Americans share ethnicity and become part of American identity? ● Acculturate: one the minority group (less in number or power) share, exchange and celebrate its culture with the dominant culture. There is not loss of either culture.
- 17. What’s in a Name Project? How does my values, culture, identity, and ethnicity tell my story as an American?
- 18. Asking Pertinent Questions Asking Pertinent Questions: How does your identity (name) influence your story? How do my identity and values shape me? Why does my identity matter? Interviewer Skills: Your job is to create questions that will dig deeper into your family history and story. Use what you have learned in 5th grade about “lower-order” and “higher-order” questions to make up 7 questions. At least 4 questions must be higher order. Remember that higher order questions really draw out more information that is interesting and explains deeper meaning. Lower-Order Prompts Higher-Order Prompts What. . . ? Why do you think. . . ? Where. . . ? What would you do if. . . ? Who. . . ? Because we are from. . . ? What is important and why. . . ? If you. . . ?
- 19. ARES: Creating an Argument It is one thing to have an opinion, (I do not like spinach) but it is another thing to argue a point.(St. Luke’s girl’s sports teams are treat differently…. Because….. For example and this is important because…..)
- 20. A R E S It is a crucial skill in speaking, writing and sharing to support your assertions to present a logical argument. Here are the key parts….. A- Assertion (argument/topic statement) R- Reasoning (because…….) E- Evidence (For example……) S- Significance ( This is important to the argument…..concluding)
- 21. Where do our American beliefs, values and identity come from? On to unit TWO………..
- 22. American Identity: Our Founding Documents What document is being signed? Who is in the picture? Any people you recognize? What socio-economic groups are represented? To whom did this document apply in 1776? Who could vote? Why did Thomas Jefferson use the phrase, “All men are created equal?” What value is implied? Effected our history as a country?
- 23. American Identity ● I. American Values- Why is the Declaration of Independence important to us as Americans? p. 173-175 ⚫A. Vocab *** Common Sense: 1776, British did not have right make laws, ◦ Thomas Paine wrote a fiery pamphlet to make the case they should break away Britain 1) Declaration of Independence: a document (broadside) to state 13 colonies were free and independent, all of the king’s wrongdoings, 2.) unalienable rights: rights that belong to all people from birth, cannot be taken away (natural rights) B. Date: July 4th, 1776 (July 18th, 1776 field trip) C. Place: Philadelphia
- 24. American Identity ● I. American Values- Why is the Declaration of Independence important to us as Americans? p. D. People 1.) Thomas Jefferson- one of the youngest delegates (33) to write the document with all of its ideas, eloquent writer 2. ) John Adams, Benjamin Franklin, Robert Livingston, Roger Sherman from CT (5 guys assigned to create ideas for document to break away) 3.) Founding Fathers- the 55 delegates chosen from the colonies to represent our new country E. Reasons for document with values 1.) break away from KING to make a new govt. 2.) establish new ideas of the country
- 25. American Identity ● I. American Values- Why is the Declaration of Independence important to us as Americans? P. ****Summary: Big Picture of the Value 1. equality: all people are equal in rights, access and actions “all men are created equal’ 2. Life, Liberty and Pursuit of Happiness: right to live, be free from Britain, be happy to go after job, education, family, etc.. (unalienable rights- cannot be taken away, birth) 3. freedom: right to choose to move, act, be yourself, have a voice 4. justice: ability to be treated fairly, equally under the eyes of the law or representatives (king was unjust to the people)
- 26. Declaration of Independence = American Revolution WHY????
- 27. This painting symbolizes what?
- 29. Old State House, Boston MA Reading of the Declaration of Independence
- 30. Digging Deeper…….. What impact did the Declaration of Independence have on the ideas of the Constitution and Bill of Rights? (these documents designed how our government works and what actual rights we have) BTW: Sept. 19th was Constitution Day!!!!