Category: Ethnic Studies

We Will All Be Minorities?
Closing Lecture Remarks
To be minoritized means to be pushed to the margins often by means out of your own control ( Paniagua, 2015 ). There are many groups and individuals who might or are minoritized in our society. Power and privilege operate in society through this process of minoritization and, perhaps, you, too, have been marginalized by this process.
Now is your opportunity to demonstrate your ability to utilize course concepts and incorporate case studies in producing knowledge through cultural criticism in writing.
Most unit lectures close with this same class discussion format. If you read and closely follow all the instructions for this class discussion, you should be able to do well here on out. I will be leaving you feedback and a grade for this assignment. It is important you review my feedback so you can address any issues in the next assignment.
I look forward to reading each of your posts and comments. Contact me ahead of time if you need an extension. I accept late posts but not late comments or self-reflections. Feel free to contact me if you have any questions, doubts, or need additional assistance.
Saludos,
Professor Fuentes
Overview and Criteria
Post by Thursday, Reply by Saturday
The three (3) steps to complete this assignment are explained below in more detail, but here they are in a nutshell:
Answer at least 2 question(s) or prompts.
Incorporate at least 2 course concepts in your discussion.
Leave 2 substantive/expansive comments.
There are two (2) dimensions that add up to the total points possible from this assignment.
Possible 25 Points = Your Post (Due Thursday)
Possible 10 Points = 2+ Comments (Due Saturday)
You’ll be graded on your ability to utilize course concepts to critically reflect on the unit’s lecture material. You must closely follow guidelines to earn maximum points.
⚠️ Post Submissions
I only grade the first post left by each student. If you submit a second post, it will not be graded. I only grade the first attempt. All other attempts after the first post will be ignored and ungraded. Recommendation:Work on your post outside of Canvas and don’t submit it until it meets your standards for submission.
25 Points: Post Guidelines
Your post should be no less than 400 words in length.
Your post is worth up to 25 points. It should contain:
4 pt: proper grammar. free of spelling errors, meets min. word count,
4 pt: use proper in-text citations,
6 pt: apply course concepts,
6 pt: incorporate reading and/or lecture(s) material,
5 pt: directly address all aspects of the prompt(s).
10 Points: Peer Comments
Each comment you leave is worth up to 5 points (depending on quality of post). Being nice and respectful is important, but it doesn’t get you all the points. Your comments need to be substantive and expand on the conversation or original post in a meaningful way.
Comments should contain at least one of the following:
Comments should provide new information about the original post (“substantive”).
Elaborate on a point made by the Poster or someone else on the thread (“expand”).
In other words, compliments and salutations do not count as satisfactory comments.
Pro Tips
What mistake will cost you the most points?
Use of in-text citations for all prompts is required. Every student should develop the habit of attributing information to sources in college-level writing. You can use either APAor MLA style for in-text citations. An example of citing the book in your text is as follows: (Takaki 2008, p.33). An example of citing lectures in your text is as follows: (Fuentes, “Unit #: Name of Lecture.”). Both the green number and lecture title must be changed to the appropriate source for credit.
Don’t want to lose your work?
Copy and paste your posts on Canvas, but write them elsewhere (Word, Google, etc.). Canvas logs users out with inactivity. If this happens, you aren’t alerted and your work will be lost even if you try to “save” or hit “submit.”
Need assistance with Canvas?
Cuyamaca has the Online Student Help Teamwho are ready to provide you with any Canvas support in real-time. If you need help using Canvas Discussions, please review the following guide: Canvas Student Guide – Discussions.
Continuing the Conversation
You have a voice; what’s your say?
Guidance: Select course concepts (2+) introduced in this unit to answer two (2) or more of the below question(s) or prompts according Dr. Fuentes’ lecture materials or Dr. Takaki’s A Different Mirror (2008). You can also incorporate your own personal experiences or recent events, but there has to be a clear connection to concepts and case studies.*
Discuss the key differences from the label “minority” and the process of “minoritized.”
Discuss what Takaki means when he answers the question, “We will all be minorities?” (Ch 17).
Describe the effects of being minoritized at school, at home, or in society?
Discuss the ways individuals who identify as LGBTQ+ are affected from minoritization.
What are 2-3 social factors that affect the mental health of minoritized individuals?
Discuss the characteristics and analyze the importance of the Minoritized Student Model.
From your own lived experience, what is another example of minoritization?
Add your own link to an ig post, tweet, or tik tok and explain how it is an example of White Spatial Imaginary or ethnocentrism; OR Write your own question and incorporate course concepts to explain the importance behind your question (and the value of the potential answer).
*No external sources. Base your response on the lecture materials provided and, as an add-on, you can tie in your own personal experiences, stories, and examples.

Overview
You reached the end!
As your professor, I have been personally invested in your academic success in this class. I want to know about your experience during our time together and what motivated you to cross the finish line. I am interested in learning about any feedback or positive experiences you had while in my class.
To help me get to know you a bit more, I created a Google form to better understand you and your experience this semester. Click on the button below to begin the survey.
Once submitted, please give me up to 72 hours to see your points on Canvas.

Explain in detail the rise of maharaja ranjit singh and reasons of his empires fall after his death.

For this short essay assignment, you’ll be graded on your ability to demonstrate comprehension and critically reflect on the film.
Most students who do their work on time don’t need extra credit. Having said this, it’s a lot easier to get an “A” in this class when you do the extra credit. I’ve seen hundreds of “B” students earn a higher grade because they did the extra credit early on. Just make sure to follow directions and submit on time. They get easier to do the sooner you finish your first one.
Only one attempt per student. I don’t allow for late work when it comes to extra credit – it’s in our Late Work Policy.
B. Literary Essay Guidelines (20 Points)
You are writing a literary/media analysis in the form of an essay. Your essay is worth up to 15 points. It should have all of the following, and up to how many max points you can lose if you don’t add it to your essay:
Up to -2 Points | short intro (2-3 sentences) with highlighted thesis statement.
Up to -2 Points | proper grammar and free of spelling errors,
Up to -4 Points | use proper citations with timestamps,
Up to -9 Points | based on the assigned media (e.g. film),
Up to -2 Points | apply and highlight a course concept to argue your theme/thesis,
Up to -9 Points | directly address all aspects of the prompt(s).
Up to -2 Points | concise conclusion (2-3 sentences)
C. Media/Literary Analysis
How to use a social lens to watch media
First, it’s important to watch the film carefully with a critical eye. Consider why you’ve been assigned to watch a film and write an analysis. How does this activity fit into the course? Why have you been assigned this particular film? What are you looking for in connection to the course content? Here are some tips on how to watch the clip critically, just as you would an entire film:
Give the clip your undivided attention at least once. Pay close attention to details and make observations that might start leading to bigger questions.
Watch the clip a second time. For this viewing, you will want to focus specifically on those elements of film analysis that your class has focused on, so review your course notes. For example, from whose perspective is this clip shot? What choices help convey that perspective? What is the overall tone, theme, or effect of this clip?
Take notes while you watch for the second time. Notes will help you keep track of what you noticed and when, if you include timestamps in your notes. Timestamps are vital for citing scenes from a film! Critical Reflection / Media Analysis
In an essay, provide your response to the question(s) or prompts below according to the film. You can also add what you’ve learned thus far about the UFW in readings and lectures as part of your critical analysis.Identify and discuss the power relations during the 1960s in California’s economy and political system.
Discuss the contributions of Filipino Americans in improving farmworker conditions.
Analyze worker participation, labor organizing, and UFW leadership.
Discuss the impact and significance in collective struggle by Filipino and Mexican Americans.
*No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in your own personal experiences, stories, and examples.https://www.pbs.org/video/kvie-viewfinder-delano-manongs/

Paper can include copies of photos of the subject.
You’ll be graded on your ability to reflect on your foreign-born interview subject as part of the Oral History project.
*No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in lectures, multimedia, and your own personal experiences, stories, and examples.
B. Essay Guidelines (40 Points)
THE FORMAT (40 Points)
Introduction (80+ words) (5 points)
– Who is your foreign-born subject? Why did you chose him/her/they?”
– Present your thesis: overall argument or main concept(s) reflected in the person’s story.
Short Oral History (400+ words) (15 points)
– Give brief narrative – can be autobiographical or biographical.
– Identify any key themes, chronology, or topics
– Present subject’s origin/birth country.
Reflection & Analysis (220+ words) (20 points)
– Place narrative in historical perspective. Do some research on the birth country during the decade the parents gave birth to subject in order to help you gain perspective and context for the person’s story, constraints, and needs.
– What does this story tell us about certain themes in marginalized or disenfranchised communities in U.S. History?
– Link to course material and concepts.
You can combine or intertwine section #2 and #3. Another way is to write section #2 as an overview or big picture and when I start section #3 go into more detail into specific aspects of their story using course concepts to organize each paragraph. In short, most students write the essay in the order presented above (1, 2, 3).
C. Non-Essay Alternative
Tired of writing? How about you submit a video?
In lieu of a paper, you can submit a video recording.
The video submitted must:
Meet all guidelines stated above.
Include a 10+ slide presentation.
Uploaded and submit a YouTube link.
See example video (different class, different assignment)
Some important information:
Students don’t need to be seen (show face) in the video.
Slides must be viewable and readable in the video.
Professor is unavailable to assist with troubleshooting.
Do NOT upload video to Canvas.

For this short essay assignment, you’ll be graded on your ability to demonstrate comprehension and critically reflect on the film.
Most students who do their work on time don’t need extra credit. Having said this, it’s a lot easier to get an “A” in this class when you do the extra credit. I’ve seen hundreds of “B” students earn a higher grade because they did the extra credit early on. Just make sure to follow directions and submit on time. They get easier to do the sooner you finish your first one.
Only one attempt per student. I don’t allow for late work when it comes to extra credit – it’s in our Late Work Policy.
B. Literary Essay Guidelines (20 Points)
You are writing a literary/media analysis in the form of an essay. Your essay is worth up to 15 points. It should have all of the following, and up to how many max points you can lose if you don’t add it to your essay:
Up to -2 Points | short intro (2-3 sentences) with highlighted thesis statementLinks to an external site..
Up to -2 Points | proper grammar and free of spelling errors,
Up to -4 Points | use proper citations with timestamps,
Up to -9 Points | based on the assigned media (e.g. film),
Up to -2 Points | apply and highlight a course concept to argue your theme/thesis,
Up to -9 Points | directly address all aspects of the prompt(s).
Up to -2 Points | concise conclusion (2-3 sentences)
C. Media/Literary Analysis
How to use a social lens to watch media
First, it’s important to watch the film carefully with a critical eye. Consider why you’ve been assigned to watch a film and write an analysis. How does this activity fit into the course? Why have you been assigned this particular film? What are you looking for in connection to the course content? Here are some tips on how to watch the clip critically, just as you would an entire film:
Give the clip your undivided attention at least once. Pay close attention to details and make observations that might start leading to bigger questions.
Watch the clip a second time. For this viewing, you will want to focus specifically on those elements of film analysis that your class has focused on, so review your course notes. For example, from whose perspective is this clip shot? What choices help convey that perspective? What is the overall tone, theme, or effect of this clip?
Take notes while you watch for the second time. Notes will help you keep track of what you noticed and when, if you include timestamps in your notes. Timestamps are vital for citing scenes from a film!
D. Media Analysis Prompt
Film: Delano Manongs
Critical Reflection / Media Analysis
In an essay, provide your response to the question(s) or prompts below according to the film. You can also add what you’ve learned thus far about the UFW in readings and lectures as part of your critical analysis.Identify and discuss the power relations during the 1960s in California’s economy and political system.
Discuss the contributions of Filipino Americans in improving farmworker conditions.
Analyze worker participation, labor organizing, and UFW leadership.
Discuss the impact and significance in collective struggle by Filipino and Mexican Americans.
*No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in your own personal experiences, stories, and examples.
https://www.pbs.org/video/kvie-viewfinder-delano-m…

From A Different Shore
Xenophobia is a form of prejudice or behavior against people from other countries. Attitudes and behavior associated with xenophobia typically reject, exclude and often vilify persons, based on the perception that they are of a different racial group, ethnicity, religion, or culture. Xenophobia has little impact on society without social groups fomenting actions and influence toward public and foreign policy. Anti-immigration movements in the U.S. have always been characterized in part by their xenophobic attitudes. These U.S. movements are made up of key organizations, events, and people who were responsible for shaping public perception of non-whites as outsiders or foreigners. For example, Euroamerican companies, including news publications, profited from attacks and vilified Chinese immigrant workers after the 1850s. Anti-Asian violence is not new but it has long been part of U.S. history and American culture. Xenophobia towards Asian immigrants and Asian American has often been described by white politicians and news reporters as the “Yellow Peril.”
Orientalism is the way Western countries and cultures enact cultural imperialism. Coined by Edward Said in 1978, the concept of orientalismdescribes how western culture (literature, art, cinema, etc.) constructs images of the Orient or the East in such a way that validates the preference for Western civilization and culture. The image of Asians in U.S. society is constructed and generally utilized in three ways, according to Edward Said. Orientalism can be found in academia and English literary tradition. It is also found in the worldview, representation, and “style of thought” of Western countries. Third, orientalism is a powerful political instrument of domination. In other words, the word “Orient” does not describe a people or countries. Instead, the term is a construction of the Western gaze toward people east of the invention of Europe. In short, there is no such thing as an Oriental person but there is such a thing as an “Orientalist” (Western gaze).
Model Minority is a myth but believed to be true due to the process of racialization. There have long been policies and military actions that have promoted in American culture that African Americans, Mexican Americans, and indigenous populations are, for one reason or another, not desirable populations in the country. After the Immigration Act of 1965, on the other hand, there has been a popular perception that Asian Americans are closest to White Americans in regards to attitude and abilities in higher education and professional careers. While there have been numerous studies debunking this myth, the Model Minority stereotype continues to be placed as a cultural expectation on Asian Americans as a group that each individual will be naturally smart, wealthy, hard-working, self-reliant, living the “American dream,” docile and submissive, obedient and uncomplaining and/or spiritually enlightened and never in need of assistance. Asian Americans are a diverse group of individuals with diverse experiences, yet individuals who identify as Asian American may feel pressured to meet these cultural expectations and feel self-blame if unable to do so. The stereotype also reinforces the public perception that Asian Americans don’t need help, yet the pressures behind the stereotype impact mental health according to one study (2021). Although the Model Minority stereotype is untrue, the effects of the myth are damaging not only to Asian Americans but other marginalized groups as well. For example, the myth is often used to drive a racial wedge between the Black community and Asian Americans by using the term to blame Black people for not being like Asians.
Islamophobia is an extreme fear of and hostility toward Islam and Muslims. It often leads to hate speech and hate crimes, social and political discrimination, can be used to rationalize policies such as mass surveillance, incarceration, and disenfranchisement, and can influence domestic and foreign policy (Georgetown). Religion and culture outpace politics across all regions surveyed by Gallop as the root cause of tension between Muslim and Western worlds (2011). While countries in the Middle East usually come up in discussions around Islamophobia, larger muslim populations exist outside the region. For example, the largest muslim country in the world is Singapore in southeast Asia. The fear and hate speech toward muslims is highest in “isolated” regions of Western countries, yet hate crimes toward Muslims are most common in urban or suburban areas in the U.S.
Racialization is a cultural process from which members of a society make “race” matter to the functioning of said society. Omi and Winant define the term as “the extension of racial meaning to a previously racially unclassied relationship, social ptractice, or group” (Omi and Winant 2014: 111). As a concept, it explains how “race” matters to people and institutions no matter an individual’s beliefs about racism. Racialization happens at all levels of society. Xenophobia, or a distrust for other racial groups, promotes racialization of individuals according to group stereotypes or racial myths. An example is the racial myth that the best athletes are Black and smartest students are Asian. Neither is scientifically true as race does not exist, yet society makes “race” matter by racializing individual-group associations with natural abilities, social attitudes, and typical behaviors. Another example of racialization – how “race” is made to matter to a society – is the Model Minority myth.
Begin to think and think again
You have a mind; what’s it thinking?
Instructions: Write 100+ words on one (1) course concept above.*
Define what the concept means in your own words (3 pts).
Think of a useful description or example of the concept (4 pts).
Create your own reason that explains why this concept is significant to Ethnic Studies (3 pts).
Guidance: Follow the three (3) requirements above to receive maximum points. No other rules apply (citations, format, etc.). Base your response on what you already know, not the unit lecture. In other words, use your own knowledge to create knowledge about a concept: you can tie in your own personal experiences, stories, and examples. You can also use other concepts from this course to explain any aspect of your response.

From A Different Shore
Closing Lecture Remarks
So far in this unit you have learned about key concepts and theories on race and ethnic relations to historical events and current events that affect society through the lens of Asian Americans and their incorporation into American history. We looked at how the categories of race, ethnicity, socio-economic status, gender, sexuality, and citizenship influenced the first period of migration across the Pacific, as well is its parasitical lingerings in the American imaginary.
Understanding the influence and contribution of Asian Americans is key to unlocking a part of U.S. history. The influence of Asian American cultures, largely interpreted through racism, effects our everyday lives and not just the historical past through ideologies of yellow peril, model minority, and Islamophobia. Even so, this does not limit the role and impact of Asian Americans as individuals and as a group who gives back to this nation.
So much of our own circumstances are engrained in social inequalities produced by capitalism. Mode of incorporation explains, for example, how people join new societies without improving their status vis-a-vis inequality. If someone from another country has a better class status due to inequality in their home society, they are likely as immigrants to the U.S. preserve their social status. In the same scenario, someone from another country who is at the bottom of social inequality is likely to be incorporated into the U.S. as an immigrant with low social status. This transfer of social status when someone immigrates is referred to by sociologists as the “mode of incorporation.” Your status in gender, race, class, and sexuality in your home society is likely to remain the same in U.S. society when you first immigrate.
Power and privilege operate in society individually and systemically, through the categories of race, ethnicity, socio-economic status, gender, sexuality, and citizenship. Depending on the nation of origin, social class, educational attainment, gender and sexuality, as well as phenotype (“skin color”), the Asian immigrant experience in the U.S. is diverse and broad; and not as intelligent, submissive or passive, successful, or otherwise perceived by the White Spatial Imagination. Perpetuating the myth of the “Model Minority” is not social science nor objective. Instead, it is a form of xenophobia by the dominant group powerful to enforce strong cultural views toward racialized groups and individuals who are irrationally distrusted or feared.
Now is your opportunity to demonstrate your ability to utilize course concepts and incorporate case studies in producing knowledge through cultural criticism in writing.
Most unit lectures close with this same class discussion format. If you read and closely follow all the instructions for this class discussion, you should be able to do well here on out. I will be leaving you feedback and a grade for this assignment. It is important you review my feedback so you can address any issues in the next assignment.
I look forward to reading each of your posts and comments. Contact me ahead of time if you need an extension. I accept late posts but not late comments or self-reflections. Feel free to contact me if you have any questions, doubts, or need additional assistance.
Saludos,
Professor Fuentes
Overview and Criteria
Post by Thursday, Reply by Saturday
The three (3) steps to complete this assignment are explained below in more detail, but here they are in a nutshell:
Answer at least 2 question(s) or prompts.
Incorporate at least 2 course concepts in your discussion.
Leave 2 substantive/expansive comments.
There are two (2) dimensions that add up to the total points possible from this assignment.
Possible 25 Points = Your Post (Due Thursday)
Possible 10 Points = 2+ Comments (Due Saturday)
You’ll be graded on your ability to utilize course concepts to critically reflect on the unit’s lecture material. You must closely follow guidelines to earn maximum points.
⚠️ Post Submissions
I only grade the first post left by each student. If you submit a second post, it will not be graded. I only grade the first attempt. All other attempts after the first post will be ignored and ungraded. Recommendation:Work on your post outside of Canvas and don’t submit it until it meets your standards for submission.
25 Points: Post Guidelines
Your post should be no less than 400 words in length.
Your post is worth up to 25 points. It should contain:
4 pt: proper grammar. free of spelling errors, meets min. word count,
4 pt: use proper in-text citations,
6 pt: apply course concepts,
6 pt: incorporate reading and/or lecture(s) material,
5 pt: directly address all aspects of the prompt(s).
10 Points: Peer Comments
Each comment you leave is worth up to 5 points (depending on quality of post). Being nice and respectful is important, but it doesn’t get you all the points. Your comments need to be substantive and expand on the conversation or original post in a meaningful way.
Comments should contain at least one of the following:
Comments should provide new information about the original post (“substantive”).
Elaborate on a point made by the Poster or someone else on the thread (“expand”).
In other words, compliments and salutations do not count as satisfactory comments.
Pro Tips
What mistake will cost you the most points?
Use of in-text citations for all prompts is required. Every student should develop the habit of attributing information to sources in college-level writing. You can use either APAor MLA style for in-text citations. An example of citing the book in your text is as follows: (Takaki 2008, p.33). An example of citing lectures in your text is as follows: (Fuentes, “Unit #: Name of Lecture.”). Both the green number and lecture title must be changed to the appropriate source for credit.
Don’t want to lose your work?
Copy and paste your posts on Canvas, but write them elsewhere (Word, Google, etc.). Canvas logs users out with inactivity. If this happens, you aren’t alerted and your work will be lost even if you try to “save” or hit “submit.”
Need assistance with Canvas?
Cuyamaca has the Online Student Help Teamwho are ready to provide you with any Canvas support in real-time. If you need help using Canvas Discussions, please review the following guide: Canvas Student Guide – Discussions.
Continuing the Conversation
You have a voice; what’s your say?
Guidance: Select course concepts (2+) introduced in this unit to answer two (2) or more of the below question(s) or prompts according Dr. Fuentes’ lecture materials or Dr. Takaki’s A Different Mirror (2008). You can also incorporate your own personal experiences or recent events, but there has to be a clear connection to concepts and case studies.*
What are ways that xenophobia and “yellow peril” affect our understanding of American History?
Discuss Chinese immigration during California’s Gold Rush (Ch. 8).
How is the “Model Minority” or “Islamophobia” normalized and accepted in society?
Discuss Japanese immigration to the U.S. (1880s to 1920s) (Ch. 10).
Analyze the ways the racialization of Asian hurts or aids Asian Americans.
Discuss the concept of the “Color Line” during WII (Ch. 14).
From your own lived experience, what is another example of xenophobia or racialization?
Discuss the American (ethnic) dilemma of WWII (Ch. 14).
Add your own link to an ig post, tweet, or tik tok and explain how it is an example of White Spatial Imaginary or ethnocentrism; OR Write your own question and incorporate course concepts to explain the importance behind your question (and the value of the potential answer).
*No external sources. Base your response on the lecture materials provided and, as an add-on, you can tie in your own personal experiences, stories, and examples.

Film: The Blind Side
For the final project, you will analyze a feature film that has something to do with intercultural communication. As discussed in class, “culture” can be defined broadly and may include many types of things such as ethnicity, religion, race, family size, geographical location, generation, gender, and sexual orientation.
In a 5-7 page Word doc, describe how intercultural communication (using only those aspects that are meaningful to the film and that you wish to discuss) works in this film. Be sure that you are addressing the film as a film – something that has been created and edited for very specific purposes. Too often students talk about a film as if it were a piece of real life they were observing. Certainly, that is what a filmmaker wants, but for this assignment, I want you to look at not just the characters and the dialogue, but also the staging, lighting, camera angles, editing, etc. How did the director(s) and writer(s) specifically shape this film, and what does that shaping say about intercultural communication? For additional perspective on these aspects, consider bell hooks’ commentary from Week 3.
What you choose to examine in the film is up to you; however, some aspects of the dialogue and characterization you might look at include patterns of family interaction, expectations regarding marriage, music preferences, food preferences, style of dress, values,
sense of humor, political affiliation, behavior in public places, propensity toward competitiveness, ambition, gender roles, and conversational style. In addition to the specific aspects you select, also analyze nonverbal elements of how it was filmed, such as lighting, staging, the angle of the camera shots on characters (looking down at them, looking up at them), what type of actor is chosen to portray that character, etc.
After explaining what happens in the scenes you chose from the film, ask yourself questions about it. Here are examples of questions you might ask: In what ways are culture and identity communicated in the scene? What makes this intercultural? How are stereotypes used to communicate who the characters are? How does the script and/or choices by the director shape your perception of the scene? What is the relationship between identity and context for the characters? Do any identities undergo change? How are we “told” by the directors to view certain characters? By what means does the director try to get us to perceive the character in that way? What social forces, religions/traditions/values/norms have shaped these characters? To which culture or cultural assumptions does the film appeal? Whose social interests (in terms of social positions) are represented in this film? How are cultural spaces constructed? Are there conflicts of culture? How is power implicated in the social positions represented in the film? And so on…
Keep in mind that you are not expected to address every question listed here and that you might come up with your own questions. The point is to think critically about what is conveyed about culture in the movie you select. You will decide what aspects are most relevant to discuss for a thoughtful analysis; however, the following must be done to receive full credit on the assignment:
✓ Include a one to two paragraph summary of the film (keep it brief, please!)
✓ Examine film techniques used by the director to “talk about” culture and identity
✓ Discuss verbal and nonverbal communication as they relate to intercultural communication
✓ Convey insight and understanding of intercultural communication by incorporating concepts learned in class, demonstrate what you have learned in this analysis
✓ Include a minimum of 3 scholarly references in your analysis (one can be the course textbook, the other 2 must be outside sources that talk about culture — Wikipedia and sources giving just a synopsis or review of the movie do not count). When using material from a reference source, you must include in-text citations. Points will be deducted if they are missing. Additional sources are always welcome.
✓ Cite all references appropriately within the paper and in the Works Cited page, and consistently use APA or MLA style (for example, do NOT simply list the URL
✓ Finally, the paper must be 5 to 7 pages in length (the reference page is additional and no title page, please), clearly organized and well-written with minimum grammar and spelling errors
✓ Submit the paper to this assignment no later than the deadline

using the rough draft provided follow the directions in the ethics paper assignment with examples file to write an essay