Assignment: Double Consciousness and Avoiding StigmaDouble consciousness, covering, and passing are all ways in which people respond to stigma. Double consciousness refers to when you view yourself through the eyes of a critical observer. For example, Arthur Ashe, a professional tennis player in the 1960s and 1970s, experienced double consciousness when he saw his daughter playing with a white doll. He saw himself both as a father who wanted his daughter to enjoy herself and as a black father who was concerned about the perception the black community might have if they were to view his daughter's behavior in public. He was aware or conscious of two selves: his inner self, which was not critiqued by the outside world, and the self that represented the stigma of being black during this time in history. He was faced with an identity conflict. Should he allow his daughter's behavior and identify with his inner self, or should he ask her to change her behavior and avoid the discomfort of his potentially stigmatized self? Our text explains that people can avoid stigma in two ways: covering or passing. Families who are involved in transracial adoptions often feel the effects of double consciousness and are confronted with a dilemma similar to the one faced by Arthur Ashe.To prepare for this Assignment:Review the "Framework Essay" in Section II and Readings 22 and 23 in the course text. Pay particular attention to the concepts of covering, double consciousness, and stigma.Review the podcast, Growing Up “White,” Transracial Adoptee Learned to Be Black. Gather your thoughts regarding the pros and cons of transracial adoption.Reflect on how families involved in transracial adoptions relate to the concept of double consciousness.Contemplate the advantages and disadvantages of covering and passing as a means of handling stigma related to race or identity.Consider how race and ethnicity covering and passing can be used to both cause and resolve individual identity conflicts.The Assignment (3–4 pages):Describe the concerns held by both adoptive parents and adopted children in transracial families.What other concerns would you add that were not discussed and why?Explain how the concerns you discussed in the first two questions relate to the concept of double consciousness.Discuss the advantages and disadvantages of race and ethnicity covering and passing.Address how covering and passing can be used to both cause and resolve identity conflicts for both transracial adoptees and in general.Support your Assignment with specific references to all resources used in its preparation.Learning ResourcesRequired ReadingsRosenblum, K. E., & Travis T. C. (2016). The meaning of difference: American constructions of race and ethnicity, sex and gender, social class, sexuality, and disability (7th ed.). New York, NY: McGraw-Hill. Section I, "Framework Essay"Section II, "Framework Essay"Section II, Reading 22, "Latinos in the U.S. Race Structure"Section II, Reading 23, "Everybody's Ethnic Enigma"Required MediaNPR Staff. (2014). Growing up “white,” transracial adoptee learned to be black [Audio podcast]. Retrieved from http://www.npr.org/2014/01/26/266434175/growing-up... Click the blue play button to listen to this podcast.Growing Up “White,” Transracial Adoptee Learned to Be Black Transcript (HTML)

Write a 750-word response to the following prompt:The period between 1865 and 1918 is known by many names, including Reconstruction, the Gilded Age, the Progressive Era. In this essay, you will offer a new name for this period. If you were writing a textbook or teaching a college course, what would you call this era in U.S. history? Your new terminology should be applicable to the entire 1865-1918 period (or at least as much of it as possible).After introducing your alternative term for the period, the majority of your essay should focus on explaining and defending your choice, using primary sources from class as your evidence. In formulating your answer, you should address the experiences of three different individuals/groups from the first third of this course (modules 1-4). Be sure to explain how your new term for the 1865-1918 period relates to the historical experiences of each of these individuals or groups.Be as specific as possible and be sure to use the assigned readings to defend your answer. Your answer must quote and cite at least three different primary documents from the required reading for Modules 1 through 4.Instructions:Your answer must quote and cite at least three different documents from the required reading for Modules 1 through 4.Be as specific as possible, and be sure to use the assigned readings to defend your answer.Answers that are too short or too long (more than 50 words in either direction) will lose points.Your answer will be checked for plagiarism using Turn-It-In.Your answer should be based on material covered in class lectures and in the assigned reading for this course. DO NOT CONSULT OTHER SOURCES. I do not want to know what Google tells you about this topic. All the information you need to answer this question can be found in the assigned reading and in your class notes.Some tips on formatting and length:750 words is not much! It’s about three double spaced pages (1” margins, 12 point font).Be brief, especially in your introductory paragraph. Get right to your argument, don’t waste words describing everything we’ve covered in the course. There’s no need to make sweeping statements like “Since the beginning of U.S. history....”The prompt asks several different (but closely related) questions. You do not need to answer each and every one of them, but you should try to address most of them (at least in passing) in your essay.Suggested format: 75 words: Introductory paragraph that ends with a clear thesis statement (that is, your argument and your answer to the question asked in the prompt).200 words: body paragraph 1, which should contain your first example and a quotation from your first document.200 words: body paragraph 2, which should contain your second example and a quotation from your second document. A transition paragraph between paragraphs should address the similarities/differences between your first and second example.200 words: body paragraph 3, which should contain your third example and a quotation from your third document. A transition paragraph between paragraphs should address the similarities/differences between this example and your first two examples.75 words: a concluding paragraph that compares your three examples and reiterates (not word-for-word!) your thesis from the introduction.You MUST introduce and contextualize your quotes. We’ve read dozens of documents this term. You must tell your reader what document you’re quoting. GOOD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right,” black residents of Nashville stated in a petition, “and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.” As these petitioners noted, the work of freedom remained incomplete, even after emancipation.BAD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right, and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.”The second example is extraordinarily confusing for your reader. Who are you quoting? Are these your words? Introduce your quotes, and then explain them in your own words.You should also try to avoid extended quotations. In almost all circumstances, you shouldn’t be quoting more than one or two sentences at a time. When you’re trying to quote a longer passage, intersperse your own words as necessary. When I see paragraph-length citations I start to worry that you’re just trying to fill up space…Historians use Chicago Manual of Style, Humanities format. Use footnotes, not parenthetical/in-text citations.Cite the documents from Eric Foner’s Voices of Freedom as follows:Elizabeth Cady Stanton, “Home Life,” in Eric Foner, ed. Voices of Freedom, Vol. 2, 6th Edition (New York: W.W. Norton, 2020), 14-17.You do not need to cite my video lectures. Consider these to be common knowledge shared by the class.Submit your document as a Microsoft Word file – or a similar word processing file. Do not convert the file to a PDF.Late papers will lose 1/3 of a letter grade per 24 hours (i.e. A- becomes B+, C+ becomes C).Please include a word count on your paper.