Eth 125 Syllabus

Course Syllabus College of Humanities Version 8 ETH/125 # AACL17GLZ5 2013-04-15 Cultural Diversity Copyright © 2013, 2012, 2010, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course is designed to educate students about issues of race, ethnicity, and gender in the United States by presenting historical and modern perspectives on diversity. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. •Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schaefer, R. T. (2012). Racial and ethnic groups (13th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall.

All electronic materials are available on the student website. Assignments are designed so students can convey mastery of the required readings to meet the university objectives. Each assignment has a purpose. To achieve the purpose of the assignment and to meet the university objectives critically read and study to correctly use the terms and concepts presented in the materials. See the university/course policies specific to completing work in required assignments. This class uses worksheets for all submittals. Those worksheets are found in the classroom course material forum.

Worksheets on the student website are not used for submittal of assignments in this class. See instructor policies. The student website worksheets are not used for completing assignments for instructor feedback. Worksheets are formal writing. Complete the required assignment worksheets from the course materials forum with answers to the questions using complete sentences and according to the Axia College’s Writing Style Handbook, available online at https://axiaeCampus. phoenix. edu/Writing_Style_Handbook_AxiaUOP. pdf and APA guidelines.

All written work including tables and graphs, headings, title page, and reference page is consistent with Associate Level (Axia) Writing Style Handbook formatting guidelines and meets course-level requirements. Assignments Assignments are designed to convey mastery of the university required materials to meet the university objectives. All answers are required to be correct and complete per the university required resources and appropriate academic resources. Basic knowledge of required terms improves reading comprehension. Questions are higher level and the answers require critical reading, critical thinking, and critical writing.

Each Individual Assignment requires 3 separate assignment posts with a subject to identify the content: Certificate of Originality, Turnitin Report from the Plagiarism Checker (CWE), and current week’s required worksheet: Week x Assignment, Required Worksheet. docx from the Course Materials forum; University provided worksheets on the ecampus are not used in this class for completing assignment posted to the assignment section for feedback. Week One: Key Concepts of Diversity DetailsDuePoints Objectives1. 1Define diversity in terms of race, ethnicity, religious beliefs, gender, sexual orientation, age, and disability. . 2Identify key terms and sociological concepts related to diversity. 1. 3Describe the function and purpose of labeling groups of people. Course PreparationRead the course description and objectives. Read the instructor’s biography and post your own. Read instructor’s bio, posted in the Chat Room. Post your personal biography to the Chat Room forum by Week ReadingRead Ch. 1 of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. Tutorial The Melting Pot TheoryReview the MySocLab Social Explorer Map: The Melting-Pot Theory. ParticipationParticipate in class discussion. 25

Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment: Week 1 Assignment, Required Worksheet. docx Purpose of Assignment Students learn key terms associated with the week’s objectives, diversity, and the labels associated with people and groups of people. Resources: Ch. 1 of Racial and Ethnic Groups, this week’s Electronic Reserve Readings, and preparation stated in the syllabus and found in appropriate academic resources; Week 1 Assignment, Required Worksheet. docx Complete the Week 1 Assignment, Required Worksheet. docx from the course materials forum.

Post the completed Week 1 Assignment, Required Worksheet. docx, Turnitin Report from the Plagiarism Checker (CWE), Certificate of Originality into the assignment section; each in a separate post with a subject to identify content. The Diversity Worksheet, located on the student website, is not used. Day 755 Week Two: Recognizing Stereotypes and Prejudice DetailsDuePoints Objectives1. 4Identify various stereotypes of, race, ethnicity, religious beliefs, gender, sexual orientation, age, and disability. 1. 5Describe the effects of stereotyping. 1. 6Compare stereotyping with prejudice. ReadingRead Ch. of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. Video Myths and StereotypesWatch the video “Myths and Stereotypes” this week’s Electronic Reserve Readings. Video Dominant Minorities and StereotypesWatch the video “Dominant Minorities and Stereotypes” in this week’s Electronic Reserve Readings. Video Alaa Al AswanyWatch the video “Alaa Al Aswany” in this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. 25 Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment:

Week 2 Assignment, Required Worksheet. docx Purpose of Assignment Students learn key terms associated with the week’s objectives and explore the varying aspects of stereotypes. Students make the distinction between stereotyping and prejudice and understand the interaction between the two. Resources: Ch. 2 of Racial and Ethnic Groups, this week’s Electronic Reserve Readings, Harvard-hosted Implicit Association Test (IAT) using the following instructions, nongraded activities and preparation stated in the syllabus and found in appropriate academic resources; Week 2 Assignment, Required Worksheet. ocx Complete the Week 2 Assignment, Required Worksheet. docx from the course materials forum. Post the completed Week 2 Assignment, Required Worksheet. docx , Turnitin Report from the Plagiarism Checker (CWE), Certificate of Originality into the assignment section; each in a separate post with a subject to identify content. The Stereotypes and Prejudice Worksheet, located on the student website, is not used. Day 7100 Students understand how their own perceptions of the world and people around them may indicate some personal prejudices.

By identifying their own prejudices, students can better understand the role it plays in society, which will lead to new ways of thinking. Complete the Harvard-hosted Implicit Association Test (IAT) using the following instructions. Each test you choose to take should take about 10 minutes to complete. Choose a test to educate yourself and give you an opportunity to learn more about your thinking on the topic by providing answers to the required questions. •Navigate to the Project Implicit® home page at https://implicit. harvard. edu/implicit/ and click Demonstration. •At the IAT home page, click on Go to the Demonstration Tests. At the Preliminary Information page, read the disclaimer and click on I wish to proceed. You will be prompted to select a test. Take any of the IAT tests that interest you. Choose a test to educate yourself and give you an opportunity to learn more about your thinking on the topic and so you can provide answers to the required questions. Complete a 200- 300 word response, using the Work Sheet for Week 2 doc from the course materials forum as a Microsoft® Word attachment; and using it, answer the questions below in complete sentences and post to the assignment section of the eCampus.

In your own words, answer each of the following questions to convey that you understand the information in the required course readings Answers to questions on the IAT results are not your evaluation of the test design, purpose or sociologist research but validity of the results as a tool to help you overcome prejudices in thinking and actions. 1. In your own words, name which of the required tests you took and what was the result of your IAT? 2. What is the definition of validity as it relates to sociologist’s research for development of measurements of prejudice and to the IAT test as a measurement of prejudice? 3.

Do you feel that the IAT test produced valid results in your case? Based on study of the required course materials formulate your one/two sentence informed answer/ thesis. This answer conveys understanding that sociologist have vastly researched to develop and to design tests to calculate prejudice; this answer is not your evaluation of the test. 4. Support, prove correct, your answer about validity for either why or why not about validity for test results. Use the information from the Web site about the test, its purpose and reason for design, as well as course materials to support your correct answer on validity about the test results.

Week Three: Indentifying Discrimination in the United States DetailsDuePoints Objectives1. 7Describe your perspective regarding your personal racial, ethnic, cultural, or social background. 1. 8Identify the causes of discrimination. 1. 9Describe discrimination from both a personal and historic view. ReadingRead Ch. 3 of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. Tutorial Change in Poverty Levels in the U. S. from 1970 to 2000View the MySocLab™ Social Explorer Map “Change in Poverty Levels in the U. S. from 1970 to 2000” located on the student website.

Tutorial Change in Poverty Levels in Your City from 1970 to 2000View the MySocLab™ Social Explorer Map “Change in Poverty Levels in Your City from 1970 to 2000” located on the student website. ParticipationParticipate in class discussion. 25 Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment: Week 3 Assignment, Required Worksheet. docx Purpose of Assignment Students understand key terms associated with the week’s objectives and explore discrimination and how it is different from prejudice and stereotyping.

By understanding discrimination, students will be better able to understand the behaviors that are in direct conflict with embracing diversity. In addition, students are asked to explore why discrimination occurs. Resources: Ch. 3 of Racial and Ethnic Groups, this week’s Electronic Reserve Readings, nongraded activities and preparation stated in the syllabus and found in appropriate academic resources; Week 3 Assignment, Required Worksheet. docx Complete the Week 3 Assignment, Required Worksheet. docx from the course materials forum. Post the completed Week 3 Assignment, Required Worksheet. ocx , Turnitin Report from the Plagiarism Checker (CWE), Certificate of originality into the assignment section; each in a separate post with a subject to identify content. The Discrimination Worksheet, located on the student website, is not used. Day 755 Week Four: Ethnic Differences DetailsDuePoints Objectives1. 10Describe the experiences of various religious and ethnic groups throughout U. S. history. 1. 11Evaluate the role religion plays in U. S. culture. 1. 12Identify sources of prejudice and discrimination toward religious and ethnic groups.

ReadingBegin reading the assigned chapters from Weeks Five and Six. ReadingRead this week’s Electronic Reserve Readings. ReadingBegin reading the assigned chapters from Weeks Five and Six. Video Religion in AmericaWatch the MySocLab™ video “Religion in America” located on the student website. Video Religion and PolarizationWatch the MySocLab™ video “Religion and Polarization” located on the student website. Video Religion Across the U. S. View the MySocLab™ Social Explorer Map: Religion Across the U. S. Tutorial

Different Ethnic Groups Living TogetherComplete the MySocLab™ Activity: Different Ethnic Groups Living Together. Video America’s Religious DiversityWatch the video “America’s Religious Diversity” in this week’s Electronic Reserve Readings. Video America’s New Religious LandscapeWatch the video “America’s New Religious Landscape” ” in this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. 25 Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment: Week 4 Assignment, Required Worksheet. docxResources: Ch. of Racial and Ethnic Groups, this week’s Electronic Reserve Readings, nongraded activities and preparation stated in the syllabus and found in appropriate academic resources; Week 4 Assignment, Required Worksheet. docx Complete the Week 4 Assignment, Required Worksheet. docx from the course materials forum. Post the completed Week 4 Assignment, Required Worksheet. docx , Turnitin Report from the Plagiarism Checker (CWE), Certificate of Originality into the assignment section; each in a separate post with a subject to identify content. The Religious and Ethnic Diversity Paper Instructions on the student website are not used.

Day 762 Week Five: Diversity and Race, Part I: Historical DetailsDuePoints Objectives1. 13Describe the political, social, and cultural issues and concerns involving race throughout U. S. history. 1. 14Describe the historical experiences of various racial groups in the United States. 1. 15Identify significant historical legislation relating to racial and ethnic discrimination. ReadingRead Ch. 6 of Racial and Ethnic Groups through the section titled “Individual Identity. ” ReadingRead Ch. 7 of Racial and Ethnic Groups. ReadingRead Ch. 10 of Racial and Ethnic Groups through the section titled “The Island Economy. ReadingRead Ch. 11 of Racial and Ethnic Groups through the section titled “Immigration to the United States. ” ReadingRead Ch. 13 of Racial and Ethnic Groups. ReadingRead Ch. 14 of Racial and Ethnic Groups. ReadingReview Ch. 3 of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. Tutorial Immigration Patterns Between 1970 and 2000View the MySocLab™ Social Explorer Map: Immigration Patterns Between 1970 and 2000. Tutorial Displacement and Dissipation of Native American PopulationsView the MySocLab™ Social Explorer Map: The Displacement and Dissipation of Native American Populations.

Tutorial Slavery and Early Racial SegregationView the MySocLab™ Social Explorer Map: Slavery and Early Racial Segregation. Video Voices of Civil RightsWatch the video “Save our History: Voices of Civil Rights” in this week’s Electronic Reserve Readings. Video America Beyond the Color Line: Ebony TowersWatch the video “America Beyond the Color Line: Ebony Towers” in this week’s Electronic Reserve Readings. Video Indian Self RuleWatch the video “Indian Self Rule” in this week’s Electronic Reserve Readings. Video Navajo Code TalkersWatch “Navajo Code Talkers” in the In Search of History ideo in this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. 25 Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment: Week 5 Assignment, Required Worksheet. docx Students learn key terms associated with the week’s objectives and explore the history of racial diversity and racial discrimination in the United States. Students explore a variety of resources on racial equality and write a paper from a historical perspective relating to the experiences of a particular racial group in the United States.

By understanding the history of experiences of various groups, students will be better prepared to connect historical experience to racial diversity today. Resources: Ch. 3 of Social Problems, Ch. 3 of Racial and Ethnic Groups, week 7 readings, this week’s Electronic Reserve Readings, nongraded activities and preparation stated in the syllabus and found in appropriate academic resources; Week 5 Assignment, Required Worksheet. docx Complete the Week 5 Assignment, Required Worksheet. docx from the course materials forum. Post the completed Week 5 Assignment, Required Worksheet. ocx , Turnitin Report from the Plagiarism Checker (CWE), Certificate of Originality into the assignment section; each in a separate post with a subject to identify content. Search the Internet for groups and organizations promoting racial equality to help you complete this assignment. You may also refer to the Internet Resource Directory in Ch. 13 of Racial and Ethnic Groups. Using the information from the text and your web search: Identify one racial group from the list below: •African American •Asian American •Middle Eastern American •Hispanic American/Latino •Native American

Using Week 5 Assignment, Required Worksheet. docx, write a 750- to 1,050-word essay from the perspective of a historian writing about the racial group in a book chapter. The introduction will contain your thesis and the identification of your group for background. Background will include the creation of your group in the US and current locations. Answer the following questions: •What is the name and identification of your group picked for discussion? Background will explain the creation of your group in the US (migration, colonization, annexation) correct per the course materials. What is 1 issue from each of the different areas: political, social, cultural and from a different time period in history? As you describe and explain the issue/concern in each area use chronological order. •What legislation meant to constrain race within prejudicial boundaries was enacted? Name, identify and explain at least 2 actions taken by the group you researched to fight this legislation? What legislation meant to alleviate prejudicial boundaries has been enacted? Name, identify and explain at least 2 actions taken by the group you researched to promote this legislation?

The Racial Diversity: Historical Worksheet, located on the student website. is not used. Day 7101 Week Six: Diversity and Race, Part II: Social DetailsDuePoints Objectives1. 16Describe the interactions between racial groups in contemporary America. 1. 17Identify contemporary causes of racial prejudice and discrimination. 1. 18Describe persisting social inequities based on race. ReadingRead Ch. 4 of Racial and Ethnic Groups. ReadingRead Ch. 6 of Racial and Ethnic Groups starting at the section titled “Native Americans Today. ” ReadingRead Ch. 8 of Racial and Ethnic Groups. ReadingRead Ch. 0 of Racial and Ethnic Groups starting at the section titled “The Contemporary Picture of Mexican Americans and Puerto Ricans. ” ReadingRead Ch. 11 of Racial and Ethnic Groups starting at the section titled “Contemporary Life in the United States. ” ReadingRead Ch. 12 of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. Tutorial Income Inequality by RaceView the MySocLab™ Social Explorer Map: Income Inequality by Race. Tutorial Social Standing for Native AmericansView the MySocLab™ Social Explorer Report: Social Standing for Native Americans.

Tutorial Social Stratification Among Hispanic GroupsView the MySocLab™ Social Explorer Map and Report: Social Stratification Among Hispanic Groups. Tutorial Hispanic Population GrowthView the MySocLab™ Social Explorer Map: Hispanic Population Growth. Video America Beyond the Color Line: The Streets of HeavenWatch the American History in Video “America Beyond the Color Line: The Streets of Heaven” in this week’s Electronic Reserve Readings. Video Demographic Diversity in AmericaWatch the video “Demographic Diversity in America” in this week’s Electronic Reserve Readings.

Video A Muslim Family in Western CultureWatch the video “A Muslim Family in Western Culture” in this week’s Electronic Reserve Readings. Video The Changing Profile of American IslamWatch the video “The Changing Profile of American Islam” in this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. 25 Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment: Week 6 Assignment, Required Worksheet. docx Purpose of Assignment Students learn key terms associated with the week’s objectives.

In addition, students are asked to compare economic, social, and political standings of various racial groups in the United States and analyze how these groups interact with one another. Resources: Ch. 4 of Racial and Ethnic Groups, this week’s Electronic Reserve Readings, nongraded activities and preparation stated in the syllabus and found in appropriate academic resources; Week 6 Assignment, Required Worksheet. docx. Complete the Week 6 Assignment, Required Worksheet. docx from the course materials forum. Post the completed Week 6 Assignment, Required Worksheet. ocx , Turnitin Report from the Plagiarism Checker (CWE), Certificate of Originality into the assignment section; each in a separate post with a subject to identify content. The Racial Diversity in Society Worksheet, located on the student website. is not used. Day 772 Week Seven: Gender and Sexual Orientation DetailsDuePoints Objectives1. 19Describe the historical and contemporary status of women in the United States. 1. 20Identify various concepts and constructions of both masculinity and femininity. 1. 21Describe the historical and contemporary status of gay, lesbian, bisexual, and transgender people in the United States. . 22Identify social and political issues relevant to women and gay, lesbian, bisexual, and transgender people in the United States. ReadingRead Ch. 15 ; Ch. 17, the section titled “Gays and Lesbians: Coming Out for Equality” through the conclusion, of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. Video Gender SocializationWatch the MySocLab™ video “Gender Socialization” located on the student website. Video Women in the WorkplaceWatch the MySocLab™ video “Women in the Workplace” located on the student website. Tutorial

Income Inequality by GenderView the MySocLab™ Social Explorer Map “Income Inequality by Gender” located on the student website. Video One Woman, One Vote, in American ExperienceWatch the American History in Video “One Woman, One Vote, in American Experience” in this week’s Electronic Reserve Readings. Video Layers of Gender IdentityWatch the video “Layers of Gender Identity” in this week’s Electronic Reserve Readings. Video Gender DiversityWatch the video “Gender Diversity” in this week’s Electronic Reserve Readings. Video Sexual DiversityWatch the video “Sexual Diversity” in this week’s Electronic Reserve Readings.

ParticipationParticipate in class discussion. 25 Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment: Week 7 Assignment, Required Worksheet. docx, Purpose of Assignment Students learn key terms associated with the week’s objectives. Students locate resources relating to equality for women and GLBT organizations, and explore the historical and contemporary status of women and GLBT people in the United States. Resources: Week 7 Assignment, Required Worksheet. docx; Search the Internet for information related to the following: •Women’s rights organizations Equality organizations •Gay, lesbian, bisexual, and transgender (GLBT) rights organizations Note. You may also refer to the Internet Resource Directory on Ch. 17 of Racial and Ethnic Groups. Complete the Week 7 Assignment, Required Worksheet. docx from the course materials forum. Post the completed Week 7 Assignment, Required Worksheet. docx, Turnitin Report from the Plagiarism Checker (CWE), Certificate of Originality into the assignment section; each in a separate post with a subject to identify content. The Diversity Organizations Worksheet, located on the student website, is not used. 67

Week Eight: Age and Disability DetailsDuePoints Objectives1. 23Describe the status of people with disabilities in U. S. society, from both historical and contemporary perspectives. 1. 24Identify legislative acts related to age discrimination and disability discrimination. 1. 25Describe the issues faced by the aging population in the United States. ReadingRead Ch. 17, through the“Advocacy for Disability Rights” section, of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. Tutorial The Graying of AmericaView the MySocLab™ Social Explorer Map: The Graying of America Tutorial

Where Are the Elderly? View the MySocLab™ Social Explorer Map: Where are the Elderly? Tutorial Disability in the U. S. View the MySocLab™ Social Explorer Activity: Disability in the U. S. ParticipationParticipate in class discussion. 25 Discussion QuestionsRespond to weekly discussion questions. DQ #1 Day 2, DQ #2 Day 4. 10 Individual Assignment: Week 8 Assignment, Required Worksheet. docx Purpose of Assignment Students learn key terms associated with the week’s objectives and examine the issues faced by aging and disabled populations in the United States. Resources: Ch. 5 and 9 of Social Problems, Ch. 7 through section “Advocacy for Disability Rights” of Racial and Ethnic Groups, this week’s Electronic Reserve Readings, nongraded activities and preparation stated in the syllabus and found in appropriate academic resources; Week 8 Assignment, Required Worksheet. docx Complete the Week 8 Assignment, Required Worksheet. docx from the course materials forum. Post the completed Week 8 Assignment, Required Worksheet. docx, Turnitin Report from the Plagiarism Checker (CWE), Certificate of Originality into the assignment section; each in a separate post with a subject to identify content.

The Aging and Disability Worksheet, located on the student website, is not used. 68 Week Nine: Advantages and Challenges DetailsDuePoints Objectives1. 26Explain the challenges of a society made up of diverse people. 1. 27Describe the advantages of a society made up of diverse people. 1. 28Describe ways to reduce prejudice. ReadingRead Ch. 1 of Racial and Ethnic Groups. ReadingRead Ch. 16 of Racial and Ethnic Groups. ReadingRead this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. University policy requires participation on 2 times on 4 different Days. 25 Discussion

QuestionRespond to the weekly discussion question. Note: there is only 1 DQ this week: university policy requires participation 2 times per day on 4 different days for a total of 8 participations. This week, 7 participations + 1 DQ/Participation totals 8. DQ #1 Day 2, 5 Individual Assignment: Final Project Purpose of Assignment Students apply all the information learned in previous weeks to this week’s objectives. Students look at diversity in the United States, reflect on what they have learned, and identify that diversity benefits society and how they might change their own behaviors to help encourage a pluralistic society. Resources: Ch. 1 of Social Problems, this week’s Electronic Reserve Readings, and preparation stated in the syllabus and found in appropriate academic resources. All materials and resources used the past nine weeks and appropriate academic sources. Write a 1,400- to 1,750-word paper that answers each of the questions or directives. Each answer links theory to relevant examples and uses the vocabulary of the theory correctly. Each topic is a required major point. A topic sentence for that item is stated clearly and developed in the paragraph/s supported by specific details, examples, or analysis; and is organized logically.

The content is comprehensive, accurate, and persuasive. Your submission must follow APA standards. Your body of work is to be in complete sentences and according to the College’s Writing Style Handbook, available online at https://axiaeCampus. phoenix. edu/Writing_Style_Handbook_AxiaUOP. pdf. You are required to follow APA format for this paper, and as a minimum, you are to provide a single Microsoft Word document that includes within it, a title page, your original body of work, and a references page according to APA standards. The required word count does not include the title page or the references pages.

In text citation in the body/developing paragraphs as indicated in the question; at least 3 different corresponding sources are required on the reference page. •Describe one point about diversity in the United States that has helped you better understand or relate to others in ways that you may not have in the past? How? Explain with detailed information. •Describe something new you learned about your own racial, ethnic, or cultural history. How did new information give you more insight into your thinking and action and how will this new information affect your action plans for change?

Explain •Trends in immigration will continue to shape the demographics of the United States. Requires a citation to validate the trends in immigration. What will the U. S. population look like in the year 2050? Describe using the vocabulary of theory introduced in the required study materials. Using these statistics predict how this will affect the community in which you live? Support your assertion. •Describe 3 challenges the United States faces due to the diversity of its people. •Describe 3 benefits of such a diverse society. What are 3 distinct ways the government can foster a climate of acceptance and cultural pluralism in the United States? Explain. •What are 3 distinct actions that you can do to foster a climate of acceptance and cultural pluralism? Explain using clear directions that others might be able to follow. •How might individuals and the United States government work together to reduce prejudice and increase appreciation for diversity? Explain. •How might you change your own behaviors to be more inclusive and pluralistic? What is your next action goal in your action plan?

Explain. 110 Copyright University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices.