ETST 001: Introduction to the Study of Race and Ethnicity. W inter 2019.
Final Examination Study Guide
The final exam is an in-class essay assignment during which you will write a response to
the question below. The final blue book exam will be held on Friday, March 22, from
8:00 a.m.-11:00 a.m., in UNLH 1000. No index cards, notes, or readings are allowed. All
essays must be written in a large blue book. Do not write anything on or in your blue
book prior to the exam.
Question:
• Is America a “color blind” society in which all of its citizens can fully
participate with equal opportunity, or is it marred by individual,
institutional, and systemic racial discrimination?
Answer the above question by constructing a clear thesis. The thesis equals your main
claim or assertion, along with supporting claims that make the overall argument
compelling. To substantiate your argument and defend your position, you must
engage with a wide range of the required readings from weeks 6-10.
Specifically, you must balance your analysis and your voice with a mix of interwoven
key quotes and paraphrasing. Refer to authors’ names in the body of the essay text
(within sentences or in parentheses after sentences). There is no “correct” answer to the
question, thus whether your position is politically left or right of center, or whether, for
example, you argue for improvement and progress over time, continued racial
discrimination, an increased importance of class over race, or varying participation, you
must compose a persuasive essay by supporting your argument with the evidence
presented in the class materials. In this regard, you do not have to agree with the required
authors, but you must engage with their theoretical concepts and analytical conclusions.
You may counter or dispute the authors’ claims to make an original point, advance your
argument, and support your point of view. You may also quote the lectures and films,
but do not use any outside sources.
There is no minimum or maximum quota for how many required course readings you
must incorporate; however, the best essays engage with a wide range of respective
readings, placing the authors in dialogue. Similarly, address each component of the
question. Do not rehash your midterm essay, although you can expand on ideas from the
earlier readings in addition to, but not in lieu of, the second half readings, by delving
deeper into the course theories. There is no required or expected essay length.
It may be helpful to consider: the influence of racial ideologies, from the turn of the
twentieth century through the early twenty-first century; inclusion, exclusion, and social,
educational, and residential segregation; ethnicity and assimilation; white identity and
cultural pluralism; race and politics; the post-Civil Rights period; multiculturalism.
Institutional means institutions, like educational, governmental, or military institutions,
while systemic means systems, like the legal, criminal justice, economic, or political
system. Regarding the relationship between institutional and systemic, consider how
slavery, as an institution, supported a particular system, the plantation economy; how the
Bureau of Indian Affairs, as an institution, supports the reservation system; and how the
Federal Housing Administration, as an institution, supports the private real estate market.
*Use the second page of this study guide as a general guideline.
ETST 001 Bluebook Essay Rubric
CORE/RESPONSE
Essay shows sustained engagement with the topic and consistent response to the assignment;
Completely answers the question.
THESIS
Thesis is sound (i.e.; based on reasoning, accurate, thorough, substantial, forceful, strong, solidly constructed).
Thesis is logical, focused, and specific (avoids generalizations).
Argument (claim) is clearly explained.
ORGANIZATION
Essay is thoughtfully organized and structured.
There is an introduction, body, and conclusion.
Introductory paragraph sets the context for the essay topic.
There are topic and transition sentences.
Essay organization represents a clear strategy for persuasion.
Essay does not digress from central point—all material is relevant to supporting thesis.
DEVELOPMENT
Arguments are lucid and consistently supported with evidence (text citations); Position is defended well.
The central idea is developed through wisely chosen, appropriate, concrete details, persuasive points, insightful examples.
Quotes deepen the essay discussion, and are set-up/introduced and incorporated seamlessly.
The reader can follow the construction of argument.
Argumentation guides the reader and propels the narrative forward.
Paragraphs are organized, unified, and coherent—they each have a controlling idea to help further the thesis.
Paragraphs flow smoothly together with effective transitions, and the essay presents a cohesive perspective.
Each part of the essay builds upon the next to illuminate logical connections, implications, and relationships.
Concluding paragraph is satisfying and convincing—brings all of the essay content together and “clinches” the argument.
Tight, powerful conclusion ties together related strands developed in the body of the essay.
CONTENT/ MASTERY OF IDEAS
Demonstrates proficiency in understanding by applying key concepts and relevant class material.
Displays theoretical depth by unpacking complex ideas.
Demonstrates the link between evidence and argument (explains the significance of evidence to claims and/or thesis).
Essay contains more analysis than description and summary (shows rather than merely tells).
Essay demonstrates excellent secondary research skills: comparison, contrast, and synthesis.
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Week Six:
•James A. Tyner, “The Geopolitics of Eugenics and the Exclusion of Philippine Immigrants from the
United States”
•David Roediger, “Whiteness and Ethnicity in the History of 'White Ethnics' in the United States”
•George Martinez, “Mexican Americans and Whiteness”
2
Week Seven:
•Robin D.G. Kelley, “The Riddle of the Zoot: Malcolm Little and Black Cultural Politics During World
War II”
•Anthony Macías, “Bringing Music to the People: Race, Urban Culture, and Municipal Politics in Postwar
Los Angeles”
Week Eight:
•Martha Menchaca and Richard R. Valencia, “Anglo-Saxon Ideologies in the 1920s-1930s: The Impact
on the Segregation of Mexican Students in California”
•Thomas J. Sugrue, “Crabgrass-Roots Politics: Race, Rights, and the Reaction against Liberalism in the
Urban North, 1940-1964”.
Week Nine:
•Malcom X, “The Ballot or the Bullet”
•Ian Haney López, “The Chicano Movement and East L.A. Thirteen
•Arthur M. Schlesinger, Jr., “E Pluribus Unum?”
9
Week Ten:
•Ramón Gutierrez, "Ethnic Studies: Its Evolution in American Colleges and Universities”
• Lawrence Auster, "America: Multiethnic, Not Multicultural”
•Michael K. Brown, et. al., “Conclusion: Facing up to Race”
•Interview with Nancy Ditomaso.
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how does
is thish
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?
counterparts. Morgan points this fact out when he talks about
the option of joining Christianity for some slaves which
allowed them to gain some minimal rights but not baptism
conclusively
, it seems that the American Paradox
continues even today where bigoley exists alongside the much
publicized diversity Equality B preached in every gathering
racism discouraged, yet snippets of racial prejudice manage
into
creep
our movies y so that the black man is always wielding
appears comfortable living in dilapidated houses with
and
gun
no or
job of education, current efforts of approaching racism
aim to treat the effects rather than the root causes
Maybe this paradox would be eliminated through accepting
that race is a construct of complex political and social
dimensionso
Herangka
tenstein illusion of something
the
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dimensions would be hard to eliminat, but the
understanding of the creation of those dimensions
will ease the
क dimination of the
d
suse such
American Paradox,
how does &relate to thesis?
f
Omi
hypo=descent
brain... whites had the largest brain of all," this kind of
thinking was still perpetuated in the 20th century through
IQ tests meant to show this, and it has managed to
permeate into today's thinking, Intermarriages still cause
discomfort
and are frowned upon, criminal behaivor
associated with oners Facial heritage, and inequality that
leads to non-whited races experiencing higher poverty rates
and Winanta describe how this situation is
prevalent in the us so that non-whites, meaning not pure,
attempt to pass as whites hoping "... to skirt the discriminatory
arriers imposed by law and custom,"
As Omi and Winant note, the overall distinctions between
races in the 18th century was black and white where a
logie implies that one became non-white if they have a certain
negro blood in them, this description seans to be
implied still only that it has acquired a political dimension so
holizm, in this case, is congruent to Morgan's assertion
that the seperation of roles is achieved through introducing
racismo e More over, the non- whites are also ascribed characterstics
such as being lazy and thus deserving of punishment to work
harder, and they are if Iccholics Whe drink too much in turned of
I poverty. This page been the
mentality back then about the non-whites, but it still defines the
current attitude towards non-whites,
and this leads to stereotypes that affect their ability to get
standards as their white
better their living
percentage of
be de saus hat black refers to all non-whited people.
whichean
Fm
being less
capable
Working hard to
t
employment and
American Paradox
28/30
as.
Not have
y
savage and heathen
was
a
on
more
whats
Your essay
a clear thesis. you need
to
Support your clains
evidence and
explanation. This essay
Needs to be cohesive.
you need to citie
evidence to make it
compelling
There is no doubt that America has along history of
racial in equality and it's roots date as far back as the
discovery and colonization of the New World when early
Europeans, who encountered the people, created new demarcations
to distinguish themselves from themselves
The terms African or
American Indian did not exist most o are consciously
aware of them now, but they became 'races' different from their
white counterparts. In order to establish a workable basis
of difference , religion seperated the chritian whites from the
and heather races, and observations of culture ,
appearance and langunge at there would still be no
admittance that race
connotation of how one looked like
the physical plane. In fact, the cry for equality was introduced
from the same quarters that racism and slavery were
perpetuate as some form of redemptive action, these thoughts
inform Edmund Morgan's insightful took at cocial inequality in
his work, "stavery and freedom: the American Paradox" where he
examines the coexistence at racism and equality and how each
promotes the other. The United States has only managed to deepen
the con tradictory relationship that defines the American Paradox
but
got better at disquising it along the way.
disguising attempts occur is through th
Uslive
portrayal of the concept as a mash of mortality, intellectual
capacity, and physical attributes and supported further by the
employment of scients to support the notion I the nateral hieran
established by race?
refers to the famous cranial experim
that Dr. Samuel Morton conducted showing that, " Negro had the smalle
your
theses his
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I don't
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