Thursday, April 22, 2021

Reflection 4: White Out—The Mainstreaming of White Suprememcy


Post-911, our country's national security apparatus has focused almost exclusively on foreign-based terror threats. However, in 2019, the Department of Homeland Security (DHS) announced that it had been "galvanized ... to expand its counterterrorism mission focus beyond terrorists operating aboard." The domestic threat most concerning to DHS is white supremacy—the belief that Caucasians are racially superior and, therefore, should dominate society. Buoyed by a perceived ally in the Oval Office, a loose configuration of, often violent, groups (including QAnon, Neo-Nazis, white nationalists, Incels, the KKK, MGTOWs, and others) have coalesced under the umbrella of the Alt-Right. From social media to college campuses to the military, these groups hope to inject their racist ideology into the American mainstream. While racism is deeply embedded in our nation's history, what can be done about this new wave of race-based hatred? How should an increasingly-diverse America combat the mainstreaming the rise of white supremacy?


Include at least two of the following in your discussion:
Required:
  • MLA Style
  • Approximately 300 words
  • Works cited 

Due: Wed 4.28 (via Canvas)

Sunday, April 18, 2021

Week 13: LGBTQ Americans


Week 13: LGBTQ Americans*
Mon 4.19/Wed 4.21
Class: Multimedia presentations; Watch—"Gay Men Answer Sexuality Questions You're Afraid to Ask" from Buzzfeed
Due: REFLECTION 4

*Have Research Project finished up to slide 2-4

Week 14: Immigrant Americans*
Mon 4.26/Wed 4.28
Class: Multimedia presentations; Watch—"How it Feels to be a 'DREAMer'" from NPR; Lecture—"The Self-Reflection Essay and ePortfolio: A How-To"

*Have Research Project finished up to slide 6-8

Week 15: Gen Z
Mon 5.3/Wed 5.5*
Class: Multimedia presentations; Watch—"How Generation Z Will Change the World According to
Experts" from Time
Due: RESEARCH PROJECT (SUBMIT VIA CANVAS BY 6 P.M.)

Week 16: Gen X
Tue 5.10/Thu 5.12
Class: Multimedia presentations
Due: EXPOSITORY

*Final regular class meeting of the semester

Final Exams:

Week 17: Independents (Sec. 7 Final Exam)
Wed 5.19 from 8:00 – 9:30 a.m. (Details TBD)
Due: SELF-REFLECTION ESSAY AND ePORTFOLIO (SUBMIT VIA CANVAS BY 6 P.M.)

Week 18: Middle Eastern Americans (Sec. 9 Final Exam)
Tue 5.25 from 9:45 – 11:00 a.m. (Details TBD)
Due: SELF-REFLECTION ESSAY AND ePORTFOLIO (SUBMIT VIA CANVAS BY 6 P.M.) 

Sunday, April 11, 2021

Week 12: Baby Boomers


Week 12: Baby Boomers
Mon 4.12/Wed 4.14
Class: Multimedia presentations; Watch—"Watch—"Fast Facts About Baby Boomers" from History Channel
Due: CRITICAL ESSAY

Upcoming:

Week 13: LGBTQ Americans*
Mon 4.19/Wed 4.21
Class: Multimedia presentations; Watch—"Gay Men Answer Sexuality Questions You're Afraid to Ask" from Buzzfeed
Due: REFLECTION 4

*Have Research Project finished up to slide 2-4

Week 14: Immigrant Americans*
Mon 4.26/Wed 4.28
Class: Multimedia presentations; Watch—"How it Feels to be a 'DREAMer'" from NPR; Lecture—"The Self-Reflection Essay and ePortfolio: A How-To"

*Have Research Project finished up to slide 6-8

Week 15: Gen Z
Mon 5.3/Wed 5.5*
Class: Multimedia presentations; Watch—"How Generation Z Will Change the World According to
Experts" from Time
Due: RESEARCH PROJECT (SUBMIT VIA CANVAS BY 6 P.M.)

Week 16: Gen X
Tue 5.10/Thu 5.12
Class: Multimedia presentations
Due: EXPOSITORY

*Final regular class meeting of the semester

Final Exams:

Week 17: Independents (Sec. 7 Final Exam)
Wed 5.19 from 8:00 – 9:30 a.m. (Details TBD)
Due: SELF-REFLECTION ESSAY AND ePORTFOLIO (SUBMIT VIA CANVAS BY 6 P.M.)

Week 18: Middle Eastern Americans (Sec. 9 Final Exam)
Tue 5.25 from 9:45 – 11:00 a.m. (Details TBD)
Due: SELF-REFLECTION ESSAY AND ePORTFOLIO (SUBMIT VIA CANVAS BY 6 P.M.)

Friday, April 9, 2021

Critical Essay: Eat the Apple


In a critical essay, a writer analyzes, interprets, or evaluates a particular text. It is especially appropriate for in an analysis of a text’s structure—the framework that holds a story together.

It would not be inaccurate to describe the structure of Matt Young’s Eat the Apple as “unconventional.” The compelling narratives of Young’s military service in the Middle East are conveyed through a variety of literary techniques, including illustrations, differing POVS, letters, scripts, lists, mock interviews, and vignettes.

It is an unusual approach for the average memoir, but is it effective? How does the structure of Eat the Apple affect the reader’s understanding of Matt Young story? Is a reader’s understanding enhanced by it? Or can the structure get in the way?

Required:
  • MLA Style, including works cited
  • Approximately 750 words 

Due: Wed 4.14 (via Canvas)