Ithaca CollegeRoy H. Park School of Communications

SELECTED TOPICS IN JOURNALISM: MEDIA LITERACY: RACE, GENDER AND ETHNICITY – FALL 2016

JOUR 39016-01/CRN 22785 Tuesday-Thursday 1:10-2:25 – PARK 283

INSTRUCTOR: James A. Rada, Ph.D.OFFICE: Park 248OFFICE HOURS: Thursday 10:00-Noon

& by appointmentOFFICE PHONE: 274-3637EMAIL: jrada@ithaca.edu

COURSE DESCRIPTION This course will engage students in a critical and analytical look at the construction, production, and reception of mediated messages as it relates to issues of race, class, gender, ethnicity, sexuality, and religion. Students will analyze mediated messages found in mainstream news and entertainment programming, televised sports coverage, popular magazines, and the internet.

MY DESCRIPTIONAs the title implies, this course encompasses a broad spectrum of, well, everything. The term media could be applied to almost any form of communication: books, television, paintings, sculptures, music, etc…. And pretty much anyone who qualifies as human would fall into certain categories based on their race, gender, and ethnicity.

Just as the title of the class is all-encompassing, the content of the class will be vast and varied. In short, this is a survey course wherein we will look at various elements of media representations of different groups of people.

In sum, through readings, other content such as videos, and class discussion – I will provide you with a wide breadth of material. Through class projects and exercises, you will provide us with a great deal of depth on the material.

Upon completion of the class, students will be able to:

Through class discussion, students will be able to identify the characteristics of a culture

Through classroom exercises and field study, students will gain an understanding of how culture is context and situation specific

Through classroom exercises and field study, students will gain an understanding of the concept of in-group versus out-group dynamics

Through classroom exercises and field study, students will gain an understanding of the concepts of cognitive schemata, cognitive dissonance, stereotypes and stereotype priming

Through a hands-on research project, students will analyze mediated messages for inherent and latent meanings

Through a hands-on research project, students will analyze the relationship between various elements of the media and society.

Through a hands-on research projects, students will analyze how the media influences society, and how the media is influenced by society

Through classroom exercises and field study, students will conduct a content and/or textual analysis of mediated messages

Students will produce a self-reflective project wherein they examine the cultures they belong to and how those cultures are portrayed in the media.

COURSE PREREQUISITE: JOUR21100

REQUIRED TEXTBOOKS and other material: Race/Gender/Class/Media 3.0: Considering Diversity across Audiences, Content,

and Producers (Edition #3) by Rebecca Ann Lind Negrophobia and Reasonable Racism: The Hidden Costs of Being Black in

America by Jody David Armour Take a Stand: Lessons from Rebels by Jorge Ramos

REQUIRED WEBSITES (These are some of the many we’ll use):http://www.pbs.org/wgbh/america-by-the-numbers/homehttp://journalistsresource.org/http://whomakesthenews.org/home

And here’s another one you might like… http://www.npr.org/sections/codeswitch

ADDITIONAL COURSE MATERIAL:

During the course of the semester, there will be supplemental readings that I will provide to the class.

COMMUNICATING WITH THE CLASS:

We will use email for one-on-one communication and for submission of SOME individual assignments.

SOME of your assignments will be presented in class and some will be online.

In addition, we have a Facebook page for this class. That means you will have to friend me (Ithaca Rada). Yes, I know the thought of that terrifies you. But don’t worry, I will create a group for the class and we can post all of our class material privately. Now, as for the material that you have on YOUR page, yes, I will be able to see it, as will everyone else. No, normally I don’t pay attention to it unless you post something worthy of celebration (i.e. you got a scholarship, won an award, got a job, etc…). In that case, I may share with others!

If you’re uncomfortable with that idea, then I suggest you create a second FB page – one that’s your personal page and one that you can use for class. BTW, a little bit of friendly advice. Many employers hire companies to research those things that you post on FB, YouTube, and other social media outlets. So, yes, anything you say electronically can and will be held against you down the road.

CLASSROOM ETIQUETTE: There is no eating or drinking in the computer labs. Use of personal laptops, cell phones, and other electronic devices is prohibited in

the classroom without instructor approval.

LEARNING OPPORTUNITIES1. BE THE JOURNALIST YOU ARE (6 @ 50pts each) 300PTS2. REFLECTIONS (8 @ 25pts each) 200PTS3. WATCHDOG PROJECT 200PTS4. FINAL PROJECT 200PTS

TOTAL POINTS POSSIBLE 900

Grading breakdown is as follows:100-93 A92-90 A-89-87 B+86-83 B82-80 B-79-77 C+76-73 C72-70 C-69-67 D+66-63 D62-60 D-60 and below F

*A NOTE ABOUT THE PROJECTS YOU PRODUCE IN THIS CLASS:Many of you are involved in campus media. Those projects that you produce in this class that are deemed private are to stay private. Those projects that are public are public. After you have produced the project for the class, you are allowed to re-purpose the public projects for your campus media outlet pending approval of your outlet’s advisor.

However, the reciprocal is not allowed. Meaning, you can’t take something that you did for your campus media outlet and use it in this class. If you do, I will not accept that project.

Finally, if you are going to use a project from this class for your campus media outlet, make sure you have the permission of all the sources you interviewed for, or cited in, the project. There’s a big difference between telling someone you’re doing a project for class and telling someone you’re doing a story for the campus paper, tv station, radio station, etc…

LEARNING OPPORTUNITIES

BE THE JOURNALIST YOU ARE: CULTIVATING SOURCES…[CONFIDENTIAL]Many of you can recite the SPJ Code of Ethics chapter and verse. And we all know that a good journalist strives to be objective and NOT present the story from only one perspective. That’s fine in principle, but let’s look at it in practice. In order to complete this exercise, you are going to take stock of your Twitter account. And I will warn you now – you will have to do some math.

Take a look at whom you follow on Twitter and answer the following questions. How many legitimate news organizations do you follow? What % are traditional broadcast news outlets. What % are traditional print outlets? What % are online only sites?

How many individual, professional journalists do you follow? What % are the same gender you are? What % are the same race as you? What % are the same ethnicity? What % are of the same political leaning (at least that you can tell)?

How many student journalists and friends do you follow? What % are the same gender you are? What % are the same race as you? What % are the same ethnicity? What % are of the same political leaning? What % are from the same geographic region as you?

Email me the results in a simple format wherein you state the question, and then provide the percentage.

BE THE JOURNALIST YOU ARE: WHITENESS…[PUBLIC]I will have presented you with a lot of research into the portrayals and coverage of African Americans in the media. Now, let’s flip the script. You are to find an authoritative article – whether from academic/scientific research or a legitimate news story/commentary that defines Whiteness – or what it means to be White in America. Now, find a news article that serves as an example of that definition.

You will post this to our FB page in the form of a one-two sentence definition of Whiteness and the characteristics thereof (with citation) and a link to the example that you found.

BE THE JOURNALIST YOU ARE: PERSPECTIVES…[PUBLIC]One of the articles you will have read in this class shows what happens when journalists look in the mirror and reflect on their own newsroom practices for covering race. For this exercise, you are to do just that; however, you will not need to limit it to “just” race.

Find 2-3 people who are of a different race and/or ethnicity than you are. At least one of them must also be a different gender. The ideal circumstance is that you can interview your subjects together (at the same time). Your objective is to conduct an open, free-flowing interview/conversation wherein you discuss the topics of the day and how the media has done/is doing in covering them in the context of race, gender, ethnicity, religion, etc… You are welcome, and encouraged, to expand the discussion beyond current events to bigger picture of how the media cover, or don’t cover, the aforementioned groups.

You will post your project to our FB page in the form of a Storify page with links to examples, both good and bad. Don’t limit your story to what the media is doing wrong. Ask for examples where they got it right. ALSO, your story MUST include 1-2 paragraphs that offer up policy/protocol suggestions for newsrooms/journalists to produce better reportage on a day-to-day basis – not just on special occasions.

Oh yes, and there’s one more catch…the people you interview CANNOT be from the Park School!!!!!!!!!!!!!!!!!!

BE THE JOURNALIST YOU ARE: HEADLINES…[PUBLIC]

Pick a date, any date. Pick something BIG that’s happening on that date. By BIG, I mean global. Now, go to your hometown newspaper and see how they covered it. If your hometown doesn’t have a newspaper, or if it’s not a daily paper and they don’t have any coverage that day, find a daily newspaper from the town/market closest to your hometown (i.e. Ithaca – Syracuse). Next, find a major-market newspaper and see how they covered it. Then…find a major U.S. news outlet that’s not a paper, see how they covered it. Finally, find a news outlet from somewhere outside the U.S and see how they covered it.

You should now have four different versions of the same story. Compare and contrast and post your results in the form of a commentary that you publish on Storify with links to all of the news stories you’re comparing.

*Make sure the stories you’re using are produced by reporters from those news outlets and are not just wire reports that they reprinted.

BE THE JOURNALIST YOU ARE…ORAL HISTORY PROJECTOMG! Oh no he’s not! He’s not giving us an assignment over Fall Break, is he? Oh yes he is!

Interview family members in order to learn the story of how your relatives came to the U.S.

If you are an international student and you do not have relatives living in the U.S., then ask your relatives why they thought it was important for you to study in the U.S.

You should be prepared to share your stories in class.

BE THE JOURNALIST YOU ARE: WHAT’S IN A NAME…[PUBLIC]Look at the Washington Post article that reports poll numbers showing that 90% of Native Americans don’t have a problem with the mascot of the Washington Football Team. Wow, 90%! That seems pretty clear-cut. The proverbial open and shut case. Is it?

Post your comments to our FB page. Make sure to provide support for whatever argument you’re making.

LEARNING OPPORTUNITIES – REFLECTIONS:During the course of the semester you will be asked to share your reflections on some of the readings. These will be done online, through our FB page. Your reflections will be due by the next class meeting.

WATCHDOG PROJECT…[PUBLIC]

For this project, you will be in groups of FIVE. You will choose the group, I will provide the topic that the group will be covering. Your group will then analyze the election coverage for content related to that topic. In short, you will tell us HOW, and HOW WELL, the news media is covering that topic in the context of this year’s Presidential Election.

Your group will produce a website. There will be 5 people in each group; thus, there will be a minimum of 5 parts to each website. Each group member will be responsible for a different portion of the project. You choose who does what, and then you will present your findings to the class, and to the world, via a website.

This project has TWO different deadlines. The first will be October 11th – just before we take off for Fall break. The second will be after the election. In effect, you’re going to give us an interim report, then you’ll use the election results to put things into a broader perspective.

FINAL PROJECT

For your final project, you have three options available to you. You pick the one that you wish to pursue.

*Whichever option you choose, your project will be PUBLIC!

Option 1 – Producers/Editor’s Memo (This project is done on an individual basis).

We will have covered a LOT of material in this course. But we can’t cover everything. And, most likely, there will be a topic that you think we should’ve covered and didn’t; or that we did cover, but not in as much depth as you would’ve liked.

Choose your topic and, using the same methods we’ve used during the semester to analyze the other topics in the class, you are to conduct a thorough investigation on the research relating to that topic. Your investigation should incorporate both scholarly/academic research as well as news coverage and commentary from legitimate news sources.

From your research, you are to come up with a newsroom protocol for how to go about effectively covering this topic. Your protocol should have four parts to it:

Summary of the research

Examples of ineffective coverage of the topic

Examples of effective coverage of the topic

A protocol to ensure that your newsroom will get it right!

You will present your project through a Storify page with links to all sources. Or, if you already have your own website (hint, hint), you are welcome to make it a link/tab/button on your website. If we were to print out your project, it should equal about 4-5 pages.

Option 2 – Investigative Journalism (This project can be done in groups of up to 5)

We’ve talked about it, now YOU do it. Take one of the topics that we’ve covered in this class and apply it to one of the populations and/or cultures that we have, or have not, covered in the class. Your group is to produce a piece of investigative journalism about this topic/population at Ithaca College, or in the City of Ithaca and/or the surrounding community.

However many people you have in your group –that’s how many parts you’ll have to your project. Your project will be in the form of a multi-media journalistic endeavor that you will present to us via a webpage. Your project should have both print and visual elements (including audio).

Option 3 – You Make the Call. Don’t like either of the options I presented you? Ok, then you come up with a final project of your own. Wait, there’s gotta be a catch, right? Yep. Two of them. First, you must present your project proposal to me no later than November 1st. Second, I must approve your project proposal! I will not accept projects that I have not approved! You can do this project in groups of up to 5.

ITHACA COLLEGE’S POLICY ON ATTENDANCE

Attendance Policy

Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class. At the beginning of each semester, instructors must provide the students in their courses with written guidelines regarding possible grading penalties for failure to attend class. Students should notify their instructors as soon as possible of any anticipated absences. Written documentation that indicates the reason for being absent may be required. These guidelines may vary from course to course but are subject to the following restrictions:

In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. The faculty member is responsible for providing the student with an equivalent opportunity to make up any examination, study, or work requirement that the student may have missed. It is suggested that students notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination. Any such work is to be completed within a reasonable time frame, as determined by the faculty member.

Any student who misses class due to a verifiable family or individual health emergency, or to a required appearance in a court of law, shall be excused. Students should communicate directly with the faculty member when they need to miss a class for health or family emergencies, for court appearances, etc. Faculty members who require documentation of student absences should communicate directly with their students. On-campus residents who will be away from campus for an extended period of time should notify the Office of Residential Life of their absence from campus by e-mailing housing@ithaca.edu and including their building and room number in that message. Students may need to consider a leave of absence, medical leave of absence, selected course withdrawals, and so on, if they have missed a significant portion of classwork.

A student may be excused for participation in College-authorized co-curricular and extracurricular activities if, in the instructor's judgment, this does not impair the specific student's or the other students' ability to succeed in the course.

For all absences, except those due to religious beliefs, the course instructor has the right to determine if the number of absences has been excessive in view of the nature of the class that was missed and the stated attendance policy. Depending on the individual situation, this can result in the student's being removed from or failing the course.

RADA’S POLICY ON ATTENDANCE:

Excused absences are excused. Unexcused absences are not. They’ll cost you 25 points each.

RADA’S POLICY ON CONTACT DURING NON-OFFICE HOURS:We live in an amazing world. Computers and smartphones have changed the way we communicate, and the way we think about communicating. Cell phones – the human equivalent to tagging animals – have resulted in us being able to contact people anytime, anywhere (provided they have their phone on and can get a signal).

That brings with it a problem. As you can see from the syllabus, I make myself MORE than adequately available. I have scheduled office hours, and if those don’t fit your schedule, I am amenable to making an appointment. However, I am not amenable to being on call 24/7. During the week, I check my email daily. During the weekend, I usually check it first thing Saturday morning (7AM), and that’s it.

Soooooooooooooo, if you email me at 1130pm on Saturday night, I will get to it Monday morning. You cannot use as an excuse that I did not get back to you in a timely manner.

PLAGIARISM AND ACADEMIC DISHONESTYAs amended by the Ithaca College Board of Trustees May 18, 2001.Whether intended or not, plagiarism is a serious offense against academic honesty. Under any circumstances, it is deceitful to represent as one's own work, writing or ideas that belong to another person. Students should be aware of how this offense is defined. Plagiarism is the unacknowledged use of someone else's published or unpublished ideas, whether this use consists of directly quoted material or paraphrased ideas.Although various disciplines follow styles of documentation that differ in some details, all forms of documentation make the following demands:

That each quotation or paraphrase be acknowledged with a footnote or in-text citation;

That direct quotations be enclosed in quotation marks and be absolutely faithful to the wording of the source;

That paraphrased ideas be stated in language entirely different from the language of the source;

That a sequence of ideas identical to that of a source be attributed to that source;

That sources of reprinted charts or graphs be cited in the text; That all the sources the writer has drawn from in paraphrase or direct

quotation or a combination of paraphrase and quotation be listed at the end of the paper under "Bibliography," "References," or "Works Cited," whichever heading the particular style of documentation requires.

A student is guilty of plagiarism if the student fails, intentionally or not, to follow any of these standard requirements of documentation.

In a collaborative project, all students in a group may be held responsible for academic misconduct if they engage in plagiarism or are aware of plagiarism by others in their group and fail to report it. Students who participate in a collaborative project in which plagiarism has occurred will not be held accountable if they were not knowledgeable of the plagiarism.

What, then, do students not have to document? They need not cite their own ideas, or references to their own experiences, or information that falls in the category of uncontroversial common knowledge (what a person reasonably well-informed about a subject might be expected to know). They should acknowledge anything else.

7.1.4.2 Other Forms of Academic DishonestyOther violations of academic honesty include, but are not limited to, the following behaviors:

Handing in to a class a paper written by someone else; Handing in as an original work for a class a paper one has already submitted

to another course; Handing in the same paper simultaneously to two courses without the full

knowledge and explicit consent of all the faculty members involved; Having someone else rewrite or clean up a rough draft and submitting those

revisions as one's own work.These offenses violate the atmosphere of trust and mutual respect necessary the process of learning.

Ithaca College Department of JournalismPlagiarism Policy

The Department of Journalism Plagiarism Policy is a supplement to the Ithaca College Plagiarism and Academic Dishonesty Policy. Department of Journalism students are expected to review and understand both policies.

Plagiarism is the cardinal sin of journalism. It undermines your integrity and that of the profession. The Department of Journalism does not tolerate plagiarism. A committee comprised of Department of Journalism faculty will review each case of plagiarism. The Dean’s office at the Park School will also be made aware of each case.

Penalties for plagiarism can include: a failing grade for the plagiarized assignment a failing grade for the course suspension expulsion

Plagiarism is the use of someone else’s work without giving credit. Use of words, phrases, sentences, ideas, photos or other kinds of content without proper attribution and copyright permission is plagiarism. This is true whether you do it intentionally or not. If such credit is not given for another’s work, it’s considered plagiarism.

Department of Journalism students are required to produce original work without plagiarizing previously published work, including: online and print articles, broadcast stories, scholarly publications, and other students’ assignments.

Plagiarism includes, but is not limited to, the following:

Directly copying content from online sources and pasting it into your own work without proper attribution.

Paraphrasing content from online sources and pasting it into your own work without proper attribution.

Copying quotes from stories produced by someone else and using them in your own work. You are expected to interview sources on your own.

Passing off another student’s work as your own. Submitting the same piece of work to instructors in two or more courses.

The best practice to follow: Whenever in doubt, cite the source and ask your professor for guidance.

RADA’S ELABORATION OF THE AFOREMENTIONED POLICIES ON PLAGIARISM & ACADEMIC DISHONESTY

Yes, this class does offer opportunities for collaboration. But only those opportunities that are mentioned in the syllabus. But that’s it. Any other assistance is prohibited. Any violations of the aforementioned plagiarism policies will be handled thusly:

First offense = a zero for that project and the case is reported to the Departmental Committee and the Dean’s Office.

Second offense = a zero for the entire semester and the case is again reported to the Departmental Committee and the Dean’s Office.

STUDENTS WITH DISABILITIESIn compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with the Office of Student Accessibility Services and provide appropriate documentation to the College before any academic adjustment will be provided.

MATTERS OF STUDENT SAFETYYou must respond to and report conditions and actions that may jeopardize your safety, or that of other people and/or equipment. Report to the responsible College employee. During class sessions that person would be your instructor or lab assistant. Outside of class the person might be your instructor, lab supervisor, co-curricular manager, equipment and facilities manager, or one of the engineering support staff. You must be aware that misuse of equipment or use of damaged equipment can create the risk of serious injury, infectious contamination, and expensive damage. You may be liable for damage or injury resulting from such use. Unsupervised use of facilities puts you at risk. Failure to be alert to safety problems, or to report them, may have serious consequences for you or others.

MENTAL HEALTH CONCERNS:

Diminished mental health, including significant stress, mood changes, excessive worry, or problems with eating and/or sleeping can interfere with optimal academic performance. The source of symptoms might be strictly related to your course work; if so, please take an opportunity to speak with me. However, problems with relationships, family worries, loss, or a personal struggle or crisis can also contribute to decreased academic performance. Ithaca College provides a Counseling Center to support the academic success of students. The Counseling Center provides cost-free services to help you manage personal challenges that threaten your well-being. In the event I suspect you need additional support, I will express my concerns and the reasons for them, and remind you of resources (e.g., Counseling Center, Health Center, chaplains, etc.) that might be helpful to you. It is not my intention to know the details of what might be bothering you, but simply to let you know I am concerned and that help, if needed, is available.

WEEKLY SYLLABUS

8/25 The Communication Process/ The Human Mind/Cognitive Schemata/In-Groups & Out-Groups

READ: LIND CHAPTERS 1 AND 2.1

8/30 Defining Culture/Defining the Culture of the Media

READ: ROUTINIZING A NEW TECHNOLOGY IN THE NEWSROOMEDITORS USE SOCIAL MEDIA

Reporting While Brown in the Summer of Trump (pay special attention to the first 15 minutes when Wesley Lowery is talking about objectivity and his experience with Breitbart) http://www.npr.org/sections/codeswitch/2016/08/03/488423946/reporting-while-brown-in-the-summer-of-trump

DUE: CULTIVATING SOURCESPICK GROUPS FOR WATCHDOG PROJECTCLASSROOM CODE OF CONDUCT

9/1 RACE

READ: TA-NEHISI COATES – THE CASE FOR REPARATIONShttp://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/

NPR’S – THE N-WORDhttp://www.npr.org/sections/codeswitch/2013/09/06/219737467/who-can-use-the-n-word-thats-the-wrong-question

9/6 The Media’s Role in Reproducing Racism

READ: LIND CHAPTER 2.2ARMOUR – NEGROPHOBIAWHO’S A LOOTER

http://www.nytimes.com/2005/09/05/business/whos-a-looter-in-storms-aftermath-pictures-kick-up-a-different.html?_r=2

LOOTING V. FINDINGhttp://politicalhumor.about.com/library/images/blkatrinalooting.htm

9/8 Breaking the MoldREAD: COMING TO TERMS WITH OUR OWN RACISMTHIRTY YEARS…

DUE: WHITENESS

9/13 CLASSREAD: FRAMING BIASASSISTANCE TO THE POORRACE AND POVERTY

9/15 READ: SOME REGENTS SEEK UCLA ADMISSIONS PRIORITY…WATCH: UNDER THE AFFLUENCE

http://www.pbs.org/wnet/tavissmiley/interviews/activistauthor-tim-wise/

Should Financial Aid Only Go To College Students in Need… http://www.pbs.org/newshour/bb/financial-aid-go-college-students-need

9/20 GENDERREAD: LIND CHAPTERS 3.1, 5.3, AND 5.9

9/22 MISS REPRESENTATIONWho Makes the News? Global Media Monitoring Project:http://whomakesthenews.org/articles/freedom-of-expression-and-

gender-equality

http://whomakesthenews.org/gmmp/gmmp-reports/gmmp-2015-reports

9/27 READ: STILL A BOYS CLUBWomen in Politics…

http://www.huffingtonpost.com/2013/07/08/women-in-politics-media-coverage_n_3561723.html

How Wall Street Bro Talk Keeps Women Downhttp://www.nytimes.com/2016/07/10/opinion/sunday/how-wall-street-bro-talk-keeps-women-down.html?emc=eta1&_r=0

DUE: PERSPECTIVES

9/29 SEXUALITYREAD: LIND 8.1COVERAGE OF THE GAY GAMES…

10/4 WATCHDOG PROJECTS – IN CLASS UPDATESWATCH: BY THE NUMBERS – episodes 1,3,5, & 7http://www.pbs.org/wgbh/america-by-the-numbers/home

10/6 WATCHDOG PROJECTS – IN CLASS UPDATES

10/11 THE HOMOSEXUALREAD:Americans are Still Divided on Why People are Gay

http://www.pewresearch.org/fact-tank/2015/03/06/americans-are-still-divided-on-why-people-are-gay/

DUE: WATCHDOG PROJECT WEBSITES ROUND 1

10/13 NO CLASS – FALL BREAK

10/18 ETHNICITY VIS-À-VIS IMMIGRATIONREAD: LIND CHAPTERS 5.2 AND 5.8NEWS COVERAGE OF IMMIGRATIONAsians Now Outpace Mexicans…

http://www.theatlantic.com/politics/archive/2015/08/asians-now-outpace-mexicans-in-terms-of-undocumented-growth/432603/

10/20 DUE: ORAL HISTORY

10/25 30 DAYS…

10/27 READ: TAKE A STAND…

DUE: HEADLINES

11/1 ETHNICITY VIS-À-VIS RELIGIONREAD: LIND 3.4 AND 4.3

THERE IS NO DIFFERENCEhttps://www.washingtonpost.com/news/monkey-cage/wp/2013/12/16/no-difference-in-religious-fundamentalism-between-american-muslims-and-christians/

WATCH: Hijab in Ithaca

DUE: FINAL PROJECT OPTION 3 PROPOSALS

11/3 ETHNICITY – ASIAN AMERICANSREAD: LIND 3.2 & 5.4THE HIGH COST OF THE MODEL MINORITYSTEREOTYPING ASIAN AMERICANS

George Takei on the Diane Rehm Showhttp://thedianerehmshow.org/shows/2016-01-12/george-takei-from-star-trek-to-internet-stardom-to-allegiance

George Takei TED Talkhttps://www.youtube.com/watch?v=LeBKBFAPwNc

11/8 WATCH: BY THE NUMBERS – episodes 2,4,6, & 8

BAMBOO CEILING TVhttp://www.vulture.com/2015/01/eddie-huang-fresh-off-the-boat-abc.html

Asian American Actors are Fighting for Visibilityhttp://www.nytimes.com/2016/05/29/movies/asian-american-actors-are-fighting-for-visibility-they-will-not-be-ignored.html?emc=eta1&_r=0

11/10 ETHNICITY – AMERICAN INDIANSREAD: LIND,3.7, 5.6, & 6.4KILLING THE TRUE STORY OF FIRST NATIONS

11/15 REEL INJUNDUE: WHAT’S IN A NAME?

11/17 DUE: WATCHDOG PROJECTS – ROUND 2

WEEK OF 11/21 = THANKSGIVING BREAK

11/29 BULLYREAD: LIND 5.1

12/1 FINAL PROJECT PRESENTATIONS ROUND 1

12/6 FINAL PROJECT PRESENTATIONS ROUND 2

12/8 FINAL PROJECT PRESENTATIONS ROUND 3

FINAL EXAM = TBA

NOTICE: SCHEDULE IS SUBJECT TO CHANGE!