Anti Obama Graphics: The Hermeneutics of Racial Codes in Visual RepresentationsLayla Abdullah-Poulos
Searching for graphics with President Barack Obama will result in many interpretive examples. Although the nuances of the messages differ, these mini-billboards are created by supporters and detractors alike, who desire to have their feelings about this political figure quickly and succinctly known. Among these graphics, there exist those which, if surveyed through hermeneutical and racial theory approaches, demonstrate the attempt to incite racial code words and symbols as a tactic to disqualify president Obama.
Anti Obama Graphics: The Hermeneutics of Racial Codes in Visual RepresentationsLayla Abdullah-Poulos
Searching for graphics with President Barack Obama will result in many interpretive examples. Although the nuances of the messages differ, these mini-billboards are created by supporters and detractors alike, who desire to have their feelings about this political figure quickly and succinctly known. Among these graphics, there exist those which, if surveyed through hermeneutical and racial theory approaches, demonstrate the attempt to incite racial code words and symbols as a tactic to disqualify president Obama.
Avoid turning users away: Making inclusive design and content decisionsMark H. Anbinder
The Higher Ed community has come such a long way in using accessible and inclusive web design, but so much of the language we use, and so many of the web conventions we rely on, are still stuck in the past. We might be turning away prospects, in both student applicant and hiring processes, but with a thoughtful eye to our language choices, and a few updates to our web design, we can be much more inclusive.
Documenting a Century of Civil Rights Activism. Working with the NAACP Papers...ProQuest
NAACP Papers is one of History Vault’s top collections and it is an outstanding collection for the study of the civil rights movement. In this presentation use cases from universities are presented.
This presentation was provided by Erin Leach of the University of Georgia during the NISO Webinar, Can There Be Neutrality in Cataloging? A Conversation Starter, held on Wednesday, April 11, 2018.
Avoid turning users away: Making inclusive design and content decisionsMark H. Anbinder
The Higher Ed community has come such a long way in using accessible and inclusive web design, but so much of the language we use, and so many of the web conventions we rely on, are still stuck in the past. We might be turning away prospects, in both student applicant and hiring processes, but with a thoughtful eye to our language choices, and a few updates to our web design, we can be much more inclusive.
Documenting a Century of Civil Rights Activism. Working with the NAACP Papers...ProQuest
NAACP Papers is one of History Vault’s top collections and it is an outstanding collection for the study of the civil rights movement. In this presentation use cases from universities are presented.
This presentation was provided by Erin Leach of the University of Georgia during the NISO Webinar, Can There Be Neutrality in Cataloging? A Conversation Starter, held on Wednesday, April 11, 2018.
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Main Discussion United States CensusDefining your racial and PazSilviapm
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
| Week 1
Week 1: Defining Racial and Ethnic Identities
Welcome to ...
CCJ 240 Punishment and Corrections Short Essay Assignment 3.docxketurahhazelhurst
CCJ 240 Punishment and Corrections
Short Essay Assignment 3: Prison and Reentry
Please provide a one- to two-page written response to the question listed below.
Your response should address all parts of the question and integrate the
assigned readings and lecture material as appropriate. Your response should
adhere to APA format, with 1” margins all around, Times New Roman, 12-pt font,
with a left general alignment and double lined spacing. You must appropriately
cite all references used in your response. You do not need to seek out other
sources of information for this assignment as you have been provided with more
than enough information in class and through the assigned readings to address
this question. If you do refer to material not assigned in the class, you must also
list them in a supplemental reference page. To receive full credit, you must use
proper grammar and correct spelling, write in complete sentences, use
appropriate punctuation, and avoid using abbreviations. I strongly encourage you
to proof read your essay before turning it in.
Question
Terms such as “humanization” and “normalization” are increasingly being used in
reference to offender treatment and the prison experience. Oregon and other
state correctional systems have launched system-wide initiatives to incorporate
humanizing and normalizing practices, with the aim of increasing the chances of
rehabilitation and reducing recidivism. Many see the Norway prison system as
the standard for the way prisons should operate; while others believe such a
system jeopardizes facility safety and security and fails to serve as a deferent to
crime. What is meant by the terms humanization and normalization? What are
the primary differences between the Norway system and that of the US? What
are the differences in outcome measures such as recidivism between the two
systems?
1793 1846 1848 1850 1854 1857
Eli Whitney
Cotton Gin
Compromise of
1850
Dred Scott v.
Sandford
Kansas/Nebraska
Act
National
Election
Wilmot
Proviso
([Above timeline] U.S. National
Archive, 2016; [Below timeline]
Sheppard, 1869; Burkhardt, 2008;
Currier & Ives, 1848; Rothermel,
1855; Colton, 1855; Adams, 1865)
References
Adams, R. F. (1865). St. Louis courthouse [Photograph]. Retrieved from
http://collections.mohistory.org/resource/140771.html
Burkhardt, B. (2008). David Wilmot [Painting]. Retrieved from
https://commons.wikimedia.org/wiki/File:David_Wilmot.png
Colton, J. H. (1855). Kansas and Nebraska [Map]. Retrieved from
https://commons.wikimedia.org/wiki/File:Kansas-Nebraska_Act.jpg
Currier, N., & Ives, J. M. (1848). Grand national Whig banner: Press onward [Lithograph].
Retrieved from https://www.loc.gov/pictures/resource/cph.3a10198/
Rothermel, P. F. (1855). The United States Senate, A.D. 1850 [Painting]. Retrieved from
http://www.loc.gov/pictures/resource/ppmsca.09398/
Sheppard, W. L. (1869, December 18). The first cotton gin [Illustra ...
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
The 3D printing machine company is called Makerarm. Website Maker.docxmehek4
The 3D printing machine company is called Makerarm. Website: MakerArm.com
Here are what the research needs to be included. Length not restricted but please include adequate info according to following requirement. Please also provide a work cited page.
1. Advertising and marketing challenges: What would be the most efficient advertising and marketing channel?
2. Pricing and profitability: Based on the available information and your own assessment, what should be the price (or price range)? Under the estimated price, will the product be profitable?
3. Marketing Analysis
-4P’s
-How to hear about the voice of the customer
-define the audience by:
-psychographic
-demographic
-lifestyles
Academic Journal Article Review Guidelines
Academic Journal Articles:
“Childhood Slavery and Identity”- Thursday, February 25
“Freedwomen, Sexuality, and Violence”- Thursday, March 17
“Creative Conflict: Lincoln and Eleanor Ragsdale”- Thursday, April 28
“African American History in the Reshaping of the Twentieth-Century American West”- Thursday, May 5
Historians love to review the works of other historians. Whenever a new history book is written, the historical profession
selects experts in particular fields of studies to determine the value and contribution the new work will have on the
academic discipline. Upon completion of the course’s reading, each student will be considered an expert and be required
to read an academic article and submit a 2 page review. Students are encouraged to celebrate the author’s
accomplishments, but also challenge anything that seems substandard. Style and creativity play a crucial role in the
success of your review.
All papers must be 2 typed pages, double spaced, with 12pt font.
Please put your name, course name, and date at the top of the paper.
Article Review should address the following:
1. The author’s purpose in writing the article
2. The author’s main thesis
3. The author’s challenging of other historical viewpoints
4. The evidence utilized by the author (specifically primary sources)
5. Personal likes/dislikes
6. How the author could make the work stronger?
7. The recommend audience of the article?
8. Explain how this article contributes to understanding African American History
9. An example of how this article supports/contradicts The African American Odyssey (course textbook)
10. Suggested reading to accompany this work (not required, but helpful)
The Format should be as follows:
1. Introduction paragraph
The first paragraph introduces the author and the article you will review
A sentence should give an initial impression of the work
Express the purpose and thesis in the introduction paragraph
2. Body paragraphs
One paragraph should summarize the article
Several paragraphs should address the items listed above.
3. Conclusion paragraph
The final paragraph should express the importance of this work (or the lack)
Sugges ...
Welcome to Mexican American History I (HIST 2327). This.docxhelzerpatrina
Welcome to Mexican American History I (HIST 2327). This packet contains introductory reading and will assist
you with this week’s activities. In this first reading assignment students will explore information about identity,
the Mexican American Studies Program, the historian’s purpose, and the course learning objectives.
Identity
While this course is titled Mexican American History, the topics explored in this course will extend beyond the
Mexican-American experience of residents in the United States southwest. We will study the caste system in
New Spain, otherwise known as colonial Mexico. As we progress through the course students will develop an
understanding of ethnic distinctions, how different groups self-identify, and the historical aspects of institutions
governing these diverse groups. This class will explore the experiences of Puerto Ricans, Cubans, Philippinos; we
will investigate United States’ policies in Latin America. This course is not just a study of the Mexican-American
experience along the contemporary U.S.-Mexico border because doing so would undermine the importance of
recognizing similarities of life experiences among the broader Hispanic/Latino population. Based on the 2010
Census, one in four children in the United States is Hispanic. While the census data does reduce identity more
finely to account for distinction of native country, most day-to-day experiences with language, learning,
interactions with law enforcement, representation, etc. are experiences shared by all Latino/as, regardless of
national origin. The following passage, written by Puerto-Rican born Angel Oquendo, illustrates the importance
of broadening the scope of our course study:
Categorizing on the basis of physical features, of course is an
accepted practice in the United States. In fact, this society
has primarily used physiognomy to create the “Hispanic”
category. Yet what really unites Latino/as is their unique
history of oppression. Unlike other immigrant groups, the
largest Latino/as groups—Mexicans and Puerto Ricans—did
not come into the United States via Ellis Island; they entered
through the brutal process of U.S. imperial expansion. They
were militarily attacked, invaded, colonized, and annexed.
This common experience has caused them to form a unified
community, which now includes other people of Latin
American ancestry.1
In truth, most people who self-identify as Latino/a in the United States have entered the country due to U.S.
imperial activity in their native country, as we will see in later in the course. Those who did not enter the United
States, but instead witnessed the United States passing over into their country and annexing them have also
1 Angel R. Oquendo, “Re-imagining the Latino/a Race,” reprinted in A Critical Reader: The Latino Condition, edited by
Richard Delgado and Jean Stefan ...
Enslavement SystemDr. G. J. Giddings.docxkhanpaulita
Enslavement System
Dr. G. J. Giddings
Characteristics
forced,
resisted,
Codified/legal,
Contradictory …
(Evolving/evolutionary)
(indentured servitude; post-bellum …)
Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e., shaping it in their own image …
Forced … Chattel slavery
4
Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20
25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater, creoles.
Forced …by the numbers
Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …
Resisted …
Day-to-day
Small daily acts of defiance
Cultural
Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas
Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty
Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties
“Blackness” …
“Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule
.
PLEASE USE THIS FORM FOR THE ASSIGMENTBELOW IS A STUDENT EXAMPL.docxLeilaniPoolsy
PLEASE USE THIS FORM FOR THE ASSIGMENT
*BELOW IS A STUDENT EXAMPLE
* Last pages are the resources you can choose for the analysis
Newspaper Analysis
Name_______________________________ Date ____________
Buy and read 1 English language newspaper (or a language you can read, of course) aimed at a specific single group studies. Ethnic, religious, gay or lesbian, disability or any other marginalized or “other” group.
Please do not select “The Irish Times” if you are Western European. Do not read one from your own religion. If you have a held bias ( we ALL do BTW) select a newspaper from THAT group!
Complete this critical analysis.
Name of the publication: _________________________________________ *PROVIDE LINK IF DIGITAL
1. Which paradigm does this publication speak from, editorially? Explain how you know.
2. How many articles with a:
A. Political base ___B. Arts focus ___C. Cultural focus (accomplishments/news) ____
D. Educational __E. How many ads for jobs not specific to the culture ___
F. How many ads for general services ___G. How many personal ads____
3. Could you detect a special focus in this paper? Describe and reflect on why.
4. General summary: What did you learn? Give me a critical analysis. How will this new data inform your practice?
STUDENT EXAMPLE
Newspaper Analysis Name: August Galloway / Foundations/ Date 4/2/12
Name of the publication: The Circle, Native American News and Arts
1. Which paradigm does this publication speak from, editorially? Explain how you know.This paper has a Single Studies Group Paradigm as it focuses on the American Indian Communities, and their experiences, politics and events, specifically that of Minnesota. For example articles about Rep. Susan Allen, the first Native American Women to serve in the MN State Legislation, American Indian students who are wining education awards and about tribal innovations in recycling and waste disposal.
There is an element of Social Reconstructionism also to this paper as there is a lot political discourse, in particular of those items that have historical roots and the implications of this events on present day circumstances. There is examination of what should be done to strengthen the people and correct past discrepancies to the race. Some of the suggested reforms are controversial in nature, including for the white culture in Minnesota, but even within the American Indian community itself, which calls for critical thinking and collaborative problem solving. Examples that reflect this paradigm would be an article discussing the use if Indian names as college sports mascots – some tribes are OK with it, and some are not, and about tribal members different perspectives and validity of Tribal Elections.
2. How many articles with a:
A. Political base: 17
B. Arts focus: 2
C. Cultural focus (accomplishments/news): 10
D. Educational: 4
E. How many ads for jobs not specific to the culture: 10
F. How many ads for general services: 22
G. How m.
Expand upon your 5 page midterm paper. Develop it into a 10-12 pa.docxSANSKAR20
Expand upon your 5 page midterm paper. Develop it into a 10-12 page paper
In your final paper, you’ll need to cite the following:SELECT TWO ESSAYS (2)
· Asian American Studies: A Reader
SELECT TWO PIECES (2)
· Charlie Chan is Dead 2: At Home in the World – An Anthology of Contemporary Asian American Fiction
SELECT ONE (you may use more than one from this group of texts) (1)
· Bulosan’s America Is in the Heart
· Kochiyama’s Passing it On: A Memoir
· Prashad’s Everybody Was Kung-Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity
SELECT TWO OF THE FOLLOWING FILMS ON RESERVE (links to the Said documentary provided below) (2)
Fires in the Mirrorhttp://www.pbs.org/now/shows/232/index.htmlhttp://www.youtube.com/watch?v=hnkrUJny0CE
Yuri Kochiyama: A Passion for Justicehttp://www.wmm.com/filmcatalog/pages/c110.shtml
My America… Or Honk if you Love Buddhahttp://www.columbia.edu/cu/weai/exeas/films/my-america.html
Harvest of Empire: The Untold Story of Latinos in Americahttp://harvestofempiremovie.com/
Perfumed Nightmare (Mababangong Bangungot)http://movies.nytimes.com/movie/37745/The-Perfumed-Nightmare/overviewhttps://www.youtube.com/watch?v=r7lMMIs_7lQ
Reel Bad Arabs: How Hollywood Vilifies a Peoplehttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=412http://www.youtube.com/watch?v=Ko_N4BcaIPY
Slaying the Dragon
http://www.asianwomenunited.org/slaying-the-dragon-asian-women-in-u-s-television-and-film-1988/http://www.youtube.com/watch?v=N3Ka_xIPsHE&feature=channel_video_title
Stuart Hall – On Origins of Cultural Studies
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=414
Tim Wise on White Privilege: Racism, White Denial & the Costs of Inequalityhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
Who Killed Vincent Chin?http://www.pbs.org/pov/whokilledvincentchin/
Edward Said: On Orientalism (access from Dailymotion.com -- links below arranged in order – parts one to four) http://www.dailymotion.com/video/xcakwf_orientalism-1-edward-said_webcamhttp://www.dailymotion.com/video/xcbvfy_orientalism-2-edward-said_newshttp://www.dailymotion.com/video/xcasdg_orientalism-3-edward-said-methods-o_newshttp://www.dailymotion.com/video/xcasl5_orientalism-4-edward-said-palestini_creationhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=403 (Media Education Foundation website)
SELECT ONE OF THE FOLLOWING ITEMS ON RESERVE (1)
· Asian Americans: Movement and the Moment (edited by Louie and Omatsu)
· Asian American Sexualities: Dimensions of the Gay and Lesbian Experience (edited by Leong)
· The Big Aiiieeeee!: An Anthology of Chinese and Japanese American Literature (edited by Chin, et al.)*
· Dragon Ladies: Asian American Feminists Breathe Fire (edited by Shah)
· The Forbidden Book: The Philippine American War in Political Cartoons (edited by de la Cruz, et al.)
· Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (edited by Lai, et al.)
· Lone Heart Mountain ...
Assignment 1 ecree Please note that ecree works best in Firefox.docxfelicitytaft14745
Assignment 1 ecree
Please note that ecree works best in Firefox and Chrome.
Please do not use Internet Explorer or mobile devices when using ecree.
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 points After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Statement—in which you can take a pro or con position: Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position. After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.)
Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below.
This is guided research, not open-ended Googling. Source list for Assignment 1: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a differen.
Defining CultureCulture as a Shared System of Meaning.docxvickeryr87
Defining Culture
Culture as a Shared System of Meaning
Culture: the knowledge that people in groups share and learn, which helps them to interpret and generate behavior
Components of Culture
Abstract body of knowledge expressed in various things throughout society
Beliefs, values, ideals, expectations, explanations
Ways of acting and interacting
People in groups (can not have a culture of one)
Culture as communication from individuals to the group
Cultures spawn subculture (subset of larger culture)
Subcultures have more of an impact on an individual’s lifestyle because they are more specialized
Have mostly to do with how you construct your reality, although you are still part of the national culture
What are some subcultures that you belong to?
Enculturation: the process of learning one’s own culture—also known as cultural learning.
Primary learning period is from birth to age seven
Continue learning throughout entire life
Dual-process of enculturation
Tacit: understood learning (observed/experienced learning)
Tacit learning is more valuable
Explicit: stated or written
Formal codes, laws, institutions
Sanctions: system of rewards and punishments
*Example of cultural learning: Southern California freeways. How does being able to survive on the freeways of Southern California require a combination of tacit and explicit cultural knowledge?
Cultural knowledge helps you interpret behavior and generate your own behavior
Allows individuals to act among others and be understood
Evolves and changes
Question to consider:
What are some examples of the way cultural knowledge has changed over time?
For example, look at the way we understand
gender in the contemporary moment—how has what it means to be a woman changed since even the beginning of the 20th century?
Set of ideas to defend/rationalize the distribution of power
Inequalities are arbitrary in that they are socially constructed/socially agreed upon
So what does this mean?
System of beliefs about the world that involves distortions of reality at the same time it provides justification for the status quo.
Ideology serves the interests of groups in the society who justify their position by distorting social definition of reality.
Social control? Gives “us” a definition of reality that is false, yet it simultaneously orders our comprehension of the surrounding world, it constructs our reality.
Ideology: system of justification (or to make right) of arbitrary inequalities
A social construction, or social construct, is an idea which may appear to be natural and obvious to those who accept it, but in reality is an invention or artifact of a particular culture or society.
Social constructs are in some sense human choices rather than laws resulting from divine will or nature.
Obvious social constructs include such things as games, language, money, governments, universities, corporations and other institutions.
Less obvious social constru.
Central America and the United States Overlooked Foreign.docxaryan532920
Central America and the United States: Overlooked Foreign Policy Objectives
Author(s): Thomas M. Leonard
Source: The Americas, Vol. 50, No. 1 (Jun., 1993), pp. 1-30
Published by: Cambridge University Press
Stable URL: http://www.jstor.org/stable/1007262
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the Americas
L(1), July 1993, 1-30
Copyright by the Academy of American
Franciscan History
CENTRAL AMERICA AND THE UNITED STATES:
OVERLOOKED FOREIGN POLICY OBJECTIVES
Since the fall of Nicaragua's Somoza dynasty in 1979, nearly 900
books dealing with Central America have appeared. They repeat the
themes of imperialism, paternalism, and security that traditionally
have characterized studies about Central America and its relations with the
U.S. The imperialist theme is pursued by Walter LaFeber's Inevitable Rev-
olutions and Karl Berman's Under the Big Stick. They assert that the United
States economically exploited and politically controlled Central America in
general and Nicaragua in particular. A sense of moral righteousness is found
in Tom Buckley's Violent Neighbors and Richard Alan White's The Morass
while the security theme is pursued by John Findling in his Close Neighbors,
Distant Friends. Histories about Central America reinforce these themes.
For example, the Dean of the U.S. Central Americanists Ralph Lee Wood-
ward, Jr., and Costa Ricans Edelberto Torres-Rivas and Hector P6rez-
Brignoli, and Honduran Mario Argueta demonstrate that the American busi-
nessmen capitalized upon the ignorance of region's elite for their own eco-
nomic gain.' Despite their diversity, all of these volumes demonstrate that
the United States dominated the relationship and criticize it for so doing.
Walter LaFeber, Inevitable Revolutions: The United States in Central America (New York: W.W.
Norton and Co., 1986); Karl Berman, Under the Big Stick: Nicaragua and the United States Since 1848
(Boston: South End Press, 1986); Tom Buckley, Violent Neighbors: El Salvador, Central America and
the United States (New York: Times Books, 1984); Richard Allen White, The Morass: The United States
Intervention in Central America (New York: Harper, 1984); John Findling, Close Neighbors, Distant
Friends: United States-Central American Relations (New York ...
Online Actions in Writing - Julie Santosjosephbulls
Students will be provided feedback on two rubrics: One for the content and the other for writing.
Math Prompt 1: The prior lesson: (used for inspiration). The prompt was created by me as a continuation of the prior lesson on"Write Like a Sumerian"
6th grade Social Studies, Math
Created by Teaching with Primary Sources–MTSU
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Activity--Cuneiform.pdf
Math Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on building your own historic structures using CAD.
Grades: 7-8
Subjects: Career and Technical Education: Inven-tions & Innovations, Technological Systems; and Mathematics
Author: Perry F. Louden, Jr., Rockvale Middle School, Rutherford County Schools
Math Prompt 3: Florida State Standard MAFS.8.F.2.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph.
http://www.cpalms.org/Public/PreviewStandard/Preview/5502
Math Prompt 4: Florida Standard MAFS.6.EE.1.2
Write, read, and evaluate expressions in which letters stand for numbers.
http://www.cpalms.org/Public/PreviewStandard/Preview/5447
Science Prompt 1: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on science and technology – then and now.
Grade: 8th
Subject: Science, Social Studies, English/Language Arts
Author: Rob Hooper, Daniel McKee Alternative School, Rutherford County Schools
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdf
Science Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson The Wright Brothers’ Flying Evolution
Grades: 6
Subjects: Career and Technical Education, Science, Common Core: ELA Literacy in Science and Technical Subjects
Author: Perry F. Louden Jr. Rockvale Middle School, Technology Engineering Education
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Wright_Brothers.pdf
Science Prompt 3: Florida Sunshine State Standard: SC.8.N.1.2:
http://www.cpalms.org/Public/PreviewStandard/Preview/1817
Science Prompt 4: Florida Standard SC.8.N.2.1
Distinguish between scientific and pseudoscientific ideas.
http://www.cpalms.org/Public/PreviewStandard/Preview/1818
Science Prompt 5: Florida Standard: SC.8.E.D.12
Summarize the effects of space exploration on the economy and culture of Florida.
http://www.cpalms.org/Public/PreviewStandard/Preview/1838
2. Vocabulary Notebook
Words and Concepts
Congregate
Bourgeoisie
Indentured Servant
Emigration
Immigration
Internment
Jim Crow Laws
Manifest Destiny
Mason Dixon Line
Migration
Nativisim
Persecution
Primary and Secondary Sources
Residential Segregation
Refugee
Steerage
Tenement
Urbanization
3. Common Core States Standards
English Language Arts Standards » History/Social Studies »
Grade 6-8
Key Ideas and Details:
• CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary
sources.
• CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
• CCSS.ELA-Literacy.RH.6-8.3
Identify key steps in a text's description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or
lowered).
Craft and Structure:
• CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
• CCSS.ELA-Literacy.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively,
causally).
4. Common Core States Standards
English Language Arts Standards » History/Social Studies »
Grade 6-8
CCSS.ELA-Literacy.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose
(e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas:
• CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts.
• CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
• CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the
same topic.
Range of Reading and Level of Text Complexity:
• CCSS.ELA-Literacy.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in
the grades 6-8 text complexity band independently and proficiently.
5. Sunshine State Standards – 8th Grade History
SS.8.G.4.2 - Use geographic terms and tools to analyze the effects throughout
American history of migration to and within the United States, both on the
place of origin and destination.
SS.8.G.4.3 - Use geographic terms and tools to explain cultural diffusion
throughout the United States as it expanded its territory.
SS.8.G.4.4 - Interpret databases, case studies, and maps to describe the role
that regions play in influencing trade, migration patterns, and
cultural/political interaction in the United States throughout time.
SS.8.G.4.5 - Use geographic terms and tools to analyze case studies of the
development, growth, and changing nature of cities and urban centers in
the United States over time.
SS.8.G.4.6 -Use political maps to describe changes in boundaries and
governance throughout American history.
6. Investigate: Text 1 Fiction
Read this short article entitled:
Immigration
US Immigration Before 1965
http://www.history.com/topics/u-s-
immigration-before-1965
Are there any parts this article that
appear to reveal the writer’s
personal opinion, if so, which parts?
Look up the following words using
the online etymology dictionary. Be
prepared to discuss their origins
•Indentured
•Congregate
•Persecution
Online Etymology Dictionary:
http://www.etymonline.com/index.p
hp?allowed_in_frame=0&search=ind
enture&searchmode=none
7. Investigate Video 1 Fiction
Growth, Cities, and
Immigration: Crash
Course US History #25
http://www.youtube.com/
watch?v=RRhjqqe750A
Write a short story or
draw a picture that
includes these concepts:
• Bourgeoisie
• Tenement
8. Investigate Text Fiction 2
Migration “Trail of Tears”
Primary and Secondary Sources
• A primary source is a document or object written or created during the time period or event that is
being studied. These sources were present during that period. Some types of primary sources
include: (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews,
news film footage, autobiographies, official records Poetry drama, novels, music, art Pottery,
furniture, clothing, buildings, etc.
• A secondary source interprets and analyzes primary sources. These sources are one or more steps
removed from the event. Secondary sources may have pictures, quotes or graphics of primary
sources in them. Some types of secondary sources include: Textbooks, magazine articles, histories,
criticisms, commentaries, encyclopedias , etc.
Small Group Activity:
• Read the article “Trail of Tears” found at: http://www.angelfire.com/va2/pathways/tearstr.html
• Break into your assigned small groups and decide whether this is a primary or secondary source.
Each group will present their conclusion and rationale to the class.
10. Trail of Tears Map Activity
Individual activity:
Approximately how long would it take you to walk
1,000 miles? How much would this change if your
entire family – parents, grandparents, siblings,
aunts, uncles and cousins – were with you?
Be prepared to explain how you arrived at your
answer.
Note: The average can person walk about 3 to 4 miles per hour.
11. Investigate Text 3 Fiction
Read the short essay on the Trail of Tears and
answer the questions that follow:
Westward Expansion: Trail of Tears
This handout can also be found at:
http://www.readworks.org/sites/default/files/passages/820_westward_expansion_the_trail_of_tears.pdf
12. Investigate: Video 2 Fiction
Video: Up South: African-American
Migration in the Era of the Great
War.
http://www.youtube.com/watc
h?v=--8N42vDDTM
Key Terms:
• Jim Crow Laws
• Mason-Dixon Line
• Urbanization
Small group activity:
Discuss how each of the above
terms or concepts impacted the
migration of African Americans
from the south to the north at
the beginning of the 20th
century.
13. Investigate Map 2 - Fiction
Whole class activity:
Name some way that this migration pattern continues to influence American
society today?
14. Vocabulary Assessment
1. Bourgeoisie
2. Indentured
3. Emigration
4. Immigration
5. Internment
6. Jim Crow Laws
7. Manifest Destiny
8. Mason Dixon Line
9. Migration
10. Nativisim
11. Persecution
12. Primary and Secondary Sources
13. Refugee
14. Steerage
15. Tenement
A large building that has apartments or rooms for rent and that is
usually in a poorer part of a city
To confine or impound especially during a war
A return to or emphasis on traditional or local customs, in opposition to
outside influences
The periodic passage of groups of animals (especially birds or fishes)
from one region to another for feeding or breeding
A contract binding one party into the service of another for a specified
term
The belief that the US was a chosen land that had been allotted the
entire North American continent by God
The state boundary between Maryland and Pennsylvania: surveyed
between 1763 and 1767 by Charles Mason and Jeremiah Dixon;
popularly regarded as the dividing line between North and South, esp.
between the free and the slave states before the American Civil War
The middle class.
The section of a passenger ship, originally near the rudder, providing the
cheapest passenger accommodations
The systematic practice of discriminating against and segregating Black
people, especially as practiced in the American South from the end of
Reconstruction to the mid-20th century.
One who flees in search of refuge, as in times of war, political
oppression, or religious persecution
To leave one country or region to settle in another
To enter and settle in a country or region to which one is not native
The act or practice of persecuting on the basis of race, religion, gender,
sexual orientation, or beliefs that differ from those of the persecutor.
15. Wrap-Up Activity
Wrap-Up Activity
Click on the “readwritethink” logo below to create a
friendly letter. Your letter should be written in the
first-person (I, me) and from the perspective of an
Immigrant coming to American during 1900s, a
Native American on the Trail of Tears or an African-
American moving from the South at the beginning
of the 1900s. Please include at least 5 terms from
the vocabulary list.