Category: Culture and Ethnic Studies

Please see attached Assignment instructions and reading.
For answers regarding the questions, please use only the attached reading. Use of AI is not allowed and original work only. 350 words minimum
Ps. You (#19059) are my favorite writer. Thank you!

discuss the family interactions, discrimination and development, educational outcomes, and identity and self-esteem development of Latino/a families using the seven scholarly articles provided in the files

Please do not use chat gpt or anything I will leave a huge tip after I review it thank you so much for your help.
I also uploaded a writing guidelines paper and Midterm paper tips provided to us
ETST 001, Introduction to the Study of Race and Ethnicity. Winter 2024.
Take-Home Midterm Paper Assignment
The American paradox, a term that Edmund Morgan coined to analyze the vexing contradiction represented
by the existence of chattel slavery in a putative democracy, can also be used to describe the broader dilemma
posed by racial discrimination in a country committed, in principle, to individual freedoms for all
people. As the American Studies scholar Shari Huhndorf argues, “The history of America … born from
the genocide of Native peoples and built on slave labor, undermined the values of liberty and equality the
nation claimed to hold dear.”
Question:
•If race structures inequality, as Michael Omi and Howard Winant argue, then from the
colonial period to the turn of the twentieth century, did the United States either resolve or reaffirm
the American Paradox vis-à-vis not only African Americans, but also Native Americans and other
nonwhites?
Answer each component of the above question by constructing a clear thesis. The thesis equals your main
claim or assertion, along with supporting claims that make the overall argument persuasive. To substantiate
your argument and defend your position, you must use direct quotes from at least four different authors
from the weeks one through five assigned readings.
You may incorporate more than the minimum quota of course reading direct quotes, and you may
paraphrase authors in addition to, not in lieu of the verbatim quotes. However, you may not use block
quotes (4 double-spaced lines or more from verbatim quotations indented and single-spaced). The best
essays skillfully use specific examples and quotes, engaging deeply with multiple readings and placing the
authors in dialogue. In short, compose an effective essay by substantiating your argument with the evidence
presented in the class materials, balancing your analysis and your voice with a mix of interwoven key quotes
and paraphrasing.
There is no “correct” answer to the question. You do not have to agree with the authors, but you
must address their theoretical concepts and analytical assertions. You may dispute the authors’ claims to
advance your thesis, make an original point, or briefly acknowledge a possible counter argument. You may
also quote the lectures and videos from throughout the quarter, but do not use any outside sources or refer
to current events or personal experiences.
*Use the grading rubric on the next page as a general guideline + see posted on our Canvas course page
under “Midterm and Final Papers”: “ETST 001 Midterm Paper Tips” and “ETST 001 Writing Guidelines.”
Technical Requirements/Formatting Directions: Do not use footnotes or endnotes. The author and page
number of each reading quoted or paraphrased must be cited in parentheses at the end of the sentence that
contains the quotation, such as: (Horsman, p. 213)
Audiovisual material and other lecture citations should numerically specify the class month & date in
parentheses at the end of the sentence, such as: (Lecture, 8/10). Papers must be typed in 12-point Times
New Roman font, double-spaced with one-inch margins on all sides of each page, and each page numbered.
At the top of the first page type your name, and an original paper title and subtitle. No Works Cited page is
necessary. Including too many distracting typographical, grammatical, organizational, and/or formatting
errors will lower your grade, as will failing to follow these instructions. No plagiarism or AI writing
assistance.
*Print the Rubric (p. 2 of this assignment) and staple to the end of your paper.
•Papers must be four pages in length; due in class on Tuesday, Feb. 13 at the beginning of lecture.
ETST 001 Paper Grading Rubric
CORE/RESPONSE
Paper sustains engagement with the topic, consistently responds to the assignment, completely answers the question.
THESIS
Thesis is sound (i.e.; based on reasoning, accurate, thorough, substantial, forceful, strong, solidly constructed).
Thesis is logical, focused, and specific (avoids generalizations).
Argument (claim) is clearly explained.
ORGANIZATION
Paper is thoughtfully organized and structured.
There is an introduction, body, and conclusion.
Introductory paragraph sets the context for the paper topic.
There are topic and transition sentences.
Paper organization represents a clear strategy for persuasion.
Paper does not digress from central point—all material is relevant to supporting thesis.
DEVELOPMENT
Arguments are lucid and consistently supported with evidence (text citations); Position is defended well.
The central idea is developed through wisely chosen, appropriate, concrete details, persuasive points, and insightful examples.
Quotes deepen the paper discussion, and are set-up/introduced and incorporated seamlessly.
The reader can follow the construction of argument (chronological or sequential order, thematic grouping, comparison/contrast).
Argumentation guides the reader and propels the narrative forward.
Paragraphs are organized, unified, and coherent—they each have a controlling idea to help further the thesis.
Paragraphs flow smoothly together with effective transitions, and the paper presents a cohesive perspective.
Each part of the essay builds upon the next to illuminate logical connections, implications, and relationships.
Concluding paragraph is satisfying and convincing—brings all of the paper content together and “clinches” the argument.
Tight, powerful conclusion ties together related strands developed in the body of the essay.
CONTENT/ MASTERY OF IDEAS
Demonstrates proficiency in understanding by applying key concepts and relevant class material.
Displays theoretical depth by unpacking complex ideas.
Demonstrates the link between evidence and argument (explains the significance of evidence to claims and/or thesis).
Paper contains more analysis than description and summary (shows rather than merely tells).
Paper demonstrates excellent secondary research skills: comparison, contrast, and synthesis.
WRITING STYLE
Avoids conversational/colloquial tone, offensive language, and excessive or unnecessary jargon.
Avoids deterministic language- words such as always, never, the only.
Avoids passive voice (“to be” verbs), and tentative statements such as “We might find” and “It could be argued.”
Avoids vague, unclear, repetitive, wordy, or awkward phrasing.
Sentences evince variety of pattern and are rhetorically effective; Pacing is brisk.
Prose is fresh, vigorous, concise, and precise.
GRAMMAR
No grammatical, typographical, or spelling errors.
No run-on or incomplete sentences.
Paper uses consistent verb tense and proper diction/word choice.
TECHNICAL/FORMATTING
Sources cited correctly, and paper contains sufficient amount of references.
Paper formatted correctly; includes title and subtitle.
Meets, but does not exceed page requirement.

please look at the essay promo and documents, choose one of the pictures as a symbol and refer to online articles as sources to your points.

In a one page paper using APA format discuss your findings from the reading and discussion. Give examples of why you do or do not believe this is an honest portrayal.

Directions
For this activity, you will write a short paper on a diversity topic of your choice. TOPIC: The Voices of Black Musicians on Country Music Radio. Apply each lens to your topic by using its language and perspectives.
Specifically, you must address the following rubric criteria:
Describe your existing knowledge about your topic in diversity.
You might describe your personal experience with the topic, what you learned in school, or what your assumptions are about the topic. Ask, what do I know (or think I know)?
Apply the history lens to your topic.
Using the language of history as it is defined in your resources, and as it is used in history-focused journals, how would you write about your topic? Consider the following questions when applying the history lens to your topic. What events and dates have occurred that are important to your topic? Has the significance of the topic diminished or shifted with time? Who are the authors of the historical record(s) related to your topic?
Apply the humanities lens to your topic.
Using the language of the humanities as it is defined in your resources, and as it is used in humanities-focused journals, how would you write about your topic? Consider the following questions when applying the humanities lens to your topic. What meaning does your topic have within cultures? How do people express themselves with regards to your topic? What are people’s lived experiences with your topic?
Apply the natural and applied sciences lens to your topic.
Using the language of the natural and applied sciences as it is defined in your resources, and as it is used in natural and applied sciences–focused journals, how would you write about your topic? Consider the following questions when applying the natural and applied sciences lens to your topic. How might the scientific method be used to examine some aspect of your topic? How might your topic relate to the physical or material world? Are there any challenges to viewing your topic objectively?
Apply the social science lens to your topic.
Using the language of the social sciences as it is defined in your resources, and as it is used in social science–focused journals, how would you write about your topic? Consider the following questions when applying the social science lens to your topic. Who is affected by your topic? How might your topic affect interpersonal relationships? What social structures and systems relate to your topic?
What to Submit
Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

For this class, students are required to do an outside the class contribution that support Raza, Chicana/o Studies, Ethnic Studies, Social Justice, and/or Equity either on-campus and/or off-campus. You should have completed at least a total of six hours between both reports. Use the prompt below to write your report.
Report Prompt:
What did you do? How did it support Chicana/o communities and how did your involvement tie into this class and how did it add to your learning outside of the class?
The write up should be at least two pages long and submitted as a PDF or submitted as a hard copy. Format it with the usual college heading and title. It should contain the following two major parts. The first should describe the nature of your action. What did you do? Where? With who, for who? What did it require? How many people did you reach/help? What was that experience like? What kind of connections did you make? The second should touch on how it supports Ethnic Studies, Social Justice, and/or Equity. Can you connect your action to a topic in class? What is the greater significance to what your involvement is contributing to? What can be done to improve your action?

Include:
Explain the term culture
Connect cultural bias, cultural sensitivity, and cultural interpretation to how cultural evolution affects individual behavior
Include critical thinking in relation to intercultural knowledge, skills and attitudes
Include how to put intercultural knowledge, skills and attitudes
into practice
discuss how to be better world citizen and what lessons can be learned from understanding the term culture

Introduction, including why you chose the topic
Present the information researched and answer these questions: Why/how does your topic represent the culture of the country studied? How does it differ from your own cultural views? Does it represent certain cultural beliefs/attitudes
Conclusion: What have you learned? How has this project broadened your understanding or point of view?

Introduction
This week we examine what historians call the “sectional crisis” between Northern free states and Southern slave states that first flared during the early decades of the nineteenth century as slavery’s rapid spread to the west generated volatile political and economic questions: Should slavery be allowed in newly acquired territories and states in the west and who gets to determine that – the states or the federal government? And where does their authority come from to make that determination?
A growing abolitionist movement in the North, fueled in part by Christian revivalism and the powerful oratory and writings of formerly enslaved Black men and women, also intensified sectional fears and animosities. Many Southerners believed that abolitionist radicalism in the North threatened slavery and thus their social, economic, and political power. They also thought the abolitionist movement encouraged slaves to runaway to the North or into Canada. Conservative Southerners, who otherwise believed in states’ rights and limited federal power, now called for a vigorous fugitive slave law that empowered the federal government to deputize police and citizens in Northern states and use them to help capture and return escaped slaves.
The fury over the westward expansion of slavery and the fugitive slave law led to the creation of a new political party in 1854 – the Republican Party. For Southerners, whether Democrats or Whigs, the Republicans represented an existential threat. Though only a tiny minority of liberal Republicans advocated for the immediate abolition of slavery, many Southerners interpreted the Republicans’ anti-slavery platform – opposition to slavery’s westward expansion and the fugitive slave law – as dangerous first steps toward eventual abolition. When Abraham Lincoln became the nation’s first Republican president following the election of 1860, many Southern states, including Florida, seceded or left the union to form the Confederate States of America. Why exactly did the Southern states secede, though? Why did Lincoln’s election represent such a grave threat?
In addition to reading Chapter 13, and the first part of Chapter 14, in The American Yawp about the sectional crisis and secession, you’ll also read Chapter 1 from the best book on the history of the Civil War era in Jacksonville, Thunder on the River. This chapter provides a look at how the sectional crisis and secession played out in Jacksonville and in the state of Florida. Additionally, you’ll read primary sources – documents from Southern secession conventions and debates in 1860 and 1861 – that reveal the arguments some Southerners made to justify secession. You will then use evidence from these sources to answer the discussion forum question: Why did Southern states secede from the United States? As always, I care less about what you think than with how you think – that is, how well you interpret and use historical evidence to support your points.
Readings
“The Sectional Crisis,” Links to an external site. https://www.americanyawp.com/text/13-the-sectional-crisis/ .Chapter 13, The American Yawp
“The Election of 1860 and Secession,” Links to an external site. https://www.americanyawp.com/text/14-the-civilwar/#II_The_Election_of_1860_and_Secession Part II, Chapter 14, The American Yawp
Thunder on the River: The Civil War in Northeast Florida Links to an external site. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=nlebk&AN=655432&site=ehost-live&custid=fccj by Daniel L. Schafer. Read Chapter 1 only.
“The Decision to Secede and Establish the Confederacy: A Selection of Primary Sources,” Links to an external site. https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/the-decision-to-secede-and-establish-the-confederacy-a-selection-of-primary-sources The American Historical Association.
Film
The Civil War, Episode 1: The Cause Links to an external site. https://fscj-flvc.primo.exlibrisgroup.com/permalink/01FALSC_FSCJ/b590d6/alma991003321593106575
Discussion Forum Questions:
1. What do you think was the factor or issue that most motivated Southern states to secede from the United States in 1860-61?
2. What did you find most revealing or interesting about the debates Jacksonville residents had about secession during this time?
You can only use assigned sources to answer these questions. For question 1, you must use evidence from the “Declaration of Causes of Secession” sources found in the assigned reading titled, “The Decision to Secede and Establish the Confederacy.” You can use other assigned sources as well if you wish. For question 2, you must cite and explain examples from Chapter 1 of Thunder on the River: The Civil War in Northeast Florida by Daniel Schafer.
As usual, your main post should be about two paragraphs in length and you should cite your sources using brief parenthetical citations
.