american culture essay

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Humanities

LIB 133

MCPHS

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LIB 133 Exam 3 Study Guide Fall 2017 Thursday Nov. 16, 2017 The exam will consist of two parts: a take-home essay (40pts) and an objective section of 30 multiple choice and true-false questions (60pts). Objective questions will be developed from the topics listed below. The essay is to be written at home and will be submitted electronically to turnitin.com the night before the exam and submitted to the instructor as a print document at the exam. The Exam: The exam begins promptly at the beginning of class. Do not be late; students will not be allowed to enter the exam room fifteen minutes or more after the exam has begun. Students will not be allowed back into the exam room once they have left it. Prior to the start of the exam, students will put away any and all electronic devices. All materials must be put in a backpack or bag, sealed shut and placed on the floor next to the desk. Nothing may be removed from the backpack or bag without the permission of the instructor. Students may not speak to one another during the exam under any circumstances. Evidence of cheating will result in a grade of “0” for the exam. Graded Exams Students are permitted to see the graded exams but they may not keep them. The exam document must be returned to the professor during the class period in which completed exams are discussed. Any student who removes the document from the classroom or who copies the exam by any means (and at any time) will face disciplinary action, which includes failing the exam. Students may review the exams with their instructor during office hours but may not remove them from the office. Review Guidelines for Examination To study for this examination, use: • all of the readings listed on the III section of the Fall 2017 syllabus • the discussion questions that accompany the readings and films • films shown in class or streamed at home • primary source documents assigned for class • your lecture and reading notes • lecture notes and/or PowerPoints posted on Blackboard (if your instructor uploaded any) • any additional handouts that may have been posted on Blackboard or distributed in your class section **NOTE ABOUT URL LINKS** By this point in the semester you should have already accessed all of the readings in preparation for class discussions. As has been announced in class and noted in the syllabus, if a URL does not work, try copying and pasting the url into a browser (some will open in one and not the other – try firefox or internet explorer). You can also copy and paste the title of the article or document into a search engine and find it that way. If you still have trouble accessing the article, contact the library for assistance. 1 PART I: TAKE-HOME ESSAY QUESTION (40 points) 1. Your take-home essay question must be submitted to turnitin.com on Blackboard by 11:45 pm on Wed. Nov. 15. Failure to submit the essay to Turnitin.com by this time will result in a deduction of 20 points for the essay question. Do not wait until the last minute to attempt to submit your essay. There will be no exceptions. 2. You must also submit a print copy of your take-home essay question to your instructor in class on Thurs. Nov. 16, BEFORE you can begin Part II of the exam. 3. Plagiarism reported by turnitin.com and/or discovered by the professor will result in no credit for the essay question and a formal charge of academic dishonesty filed with the Dean of Students. Instructions for Submitting Essays to Turnitin.com: 1. Log on to your LIB133 Section Blackboard site. (NOTE: Do not select the COMMON LIB133 site, but instead go to your section site.) 2. Open the Turnitin.com folder on the left-hand side of the screen. 3. Click on the “Exam 3 Essay” button. 4. Type your name and the title of the document. 5. Click on Browse to locate the document on your computer or flash drive. 6. Upload your document. 7. Scroll as needed to click the Submit button. 8. When you see the “Successfully submitted” prompt, click OK. ** Should you have a problem submitting your essay, contact the helpdesk immediately. Do not expect them to be able to fix your problem quickly. Do not wait to submit your essay until minutes before the deadline because your instructor will not be sympathetic to problems with submissions that were attempted at the last minute.** Instructions for Writing the Essay Question: (See checklist at the end of this document) (You will lose points if you fail to follow these instructions) 1. Choose one question to answer from the options provided below. 2. The essay must be word-processed, double-spaced, paginated, no less than 750 words and no more than 850 words. 3. You must have a separate title page on which you include your name, date, descriptive essay title that clearly indicates the topic, question/prompt number, your LIB 133 section and instructor’s name, and the word count for your essay. The title page and works cited page text do NOT count towards the word count. 4. Your essay must have a thesis statement and be organized thematically, not by readings. 5. You must answer all parts of the question in order to get full credit for the essay. 2 6. Sources: a. In your essay, you must use specific and substantive examples from at least three readings from Units II and III of the Fall 2017 course syllabus. You must use at least one reading from Unit III. You may use additional sources but only after you have used three readings from Units II and III. b. You may also incorporate additional examples from documentaries and class lectures in your essay. c. Films and film transcripts do not count as readings. However, the films are an important educational tool in the course and thus content may be used as examples. The significance of examples from the films must be supported by, or be in support of, your analysis of the essay question and readings. d. PowerPoints do not count as readings, and information in them should not replace information that is in any of the readings. 7. You can access information about how to properly cite your sources on our library’s website: https://mcphs.libguides.com/citation and https://owl.english.purdue.edu/owl/resource/747/01/ Take Home Essay Question Choices (choose one): Submit your essay to turnitin.com AND hard copy to your professor at the exam. See instructions regarding sources, above. 1. This semester we have discussed equality of opportunity as a fundamental American ideal. Considering the issue of gender, in particular, how well has the United States lived up to this ideal? As you answer, make sure to discuss laws, culture and social change since the 1950s. 2. How have U.S. government policies and legislation both increased and decreased inequality in the United States? Discuss at least two concrete examples and provide evidence from at least three readings from Units II or III of the Fall 2017 syllabus. 3. Ana in the film "Real Women Have Curves" provides a fictional example of a young woman struggling with her identity in terms of class, gender, and ethnicity. Using at least three course readings, show how Ana’s experiences illustrate and expand your understanding of at least two of these social categories. Academic Dishonesty LIB 133 faculty take cheating very seriously, as does the University. Refer to the University honesty policy as stated in the student handbook: Students must abide by the Academic Policies and Procedures set forth in the MCPHS College Catalog. Important information regarding Excused Absence Approval, Disability Support Services for students, Academic Honesty and Plagiarism and other academic policies is set forth in the Academic Policies and Procedures section of the MCPHS Catalog. http://www.mcphs.edu/academics/college catalog. Students must read, understand, and comply with all of these policies and procedures. 3 Study Guide Terms: The Exam Questions Will Be Based on the Following Topics: Article Readings: Angelica Jade Bastien, “Why Historic Wins by Simone Biles, Simone Manuel Matter for Race in America” Aug. 15, 2016 http://www.rollingstone.com/sports/simone-biles-and-simone-manuel-wins-impact-on-race-w434453 • Identify Biles and Manuel • Race and the significance of their presence on the Olympic team • “There are two Americas: one for white people and another for everyone else” • Connect ideas about Biles and Manuel to DuBois’s idea of double-consciousness • “The weight of the Black community” • Significance of a Black swimmer in historical perspective • • • • • See the list of people on the discussion question document and be familiar with people you discussed in your section Roles of federal government in the Civil Rights Movement – what actions did they take (U.S. Supreme Court, Department of Justice, Congress, the President) Brown vs the Board of Education of Topeka, KS (1954) and school desegregation Major successes of the movement Patterson’s claim that the Civil Rights Movement was only partially successful: in what ways has it not been successful? Les Carpenter, “Ibtihaj Muhammad stoic in defeat: 'I feel proud to represent Team USA'” 8 August 2016 16.37 EDT https://www.theguardian.com/sport/blog/2016/aug/08/ibtihaj-muhammadfencing-rio-2016-olympics • Muhammad’s biography – background, identity, sport • Connection/similar experiences to Simone Biles and Simone Manuel – significance to her presence on Team USA • Challenges and stereotypes she has faced • Significance of her presence on the U.S. Olympic team Child Poverty and Intergenerational Mobility,” National Center for Children in Poverty, Columbia University (Dec. 2009) http://www.nccp.org/publications/pdf/text_911.pdf • The American Dream • Prevalence of poverty in U.S. experienced by children and its duration • Relationship between race and poverty • Childhood poverty and adult poverty • Class as a social construction • Type of data and analysis used in the article • Relate topics to Poor Kids Ta-Nehisi Coates, “The Case for Reparations,” Atlantic Monthly June 2014 http://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/ • Clyde Ross’s experiences living in Mississippi (education, home ownership issues, treatment by whites) • Ross’s experiences in California and Chicago 4 • • • • • • • • • • • • • • • • • • • • • • Buying “on contract” African Americans and mortgage discrimination North Lawndale’s changes over time Contract Buyers’ League and reparations Governments’ discriminatory policies regarding homeownership Urban segregated neighborhoods Blockbusting Social engineering White flight Redlining Discrimination and the black middle class History of slavery and the Civil War History of slavery, segregation laws and the discrepancies of wealth accumulation for whites and blacks Reparations (and Belinda Royall) for African Americans and for Jews (by Germany) Meaning of homeownership for blacks and whites Post-Civil War opportunities for black homeownership How did whites limit opportunities for blacks in the Southern states? How did the federal government participate in the suppression of black peoples’ rights? Kleptocracy Lynching Black protests in Chicago Significance and symbolism of reparations Annette Lareau, “Invisible Inequality: Social Class and Childrearing in Black Families and White Families,” American Sociological Review, 67: 5 (October, 2002), pp. 747-776. http://www2.widener.edu/~spe0001/266Web/266Webreadings/LareauASR02.pdf • sociological study methods • “Concerted cultivation” • “natural growth” • Middle-class vs. working-class educational opportunities • “Sense of entitlement” vs. “Sense of constraint” • “Proper parenting” • Cultural capital • American dream and American ideology Judith Lorber, “Night to His Day: The Social Construction of Gender” http://130.58.92.210/Students/phys29_2013/ElectronicReadings/Week%2012/Lorber.pdf • “Gender construction” • Gender and sex categories • Transvestite and transsexual • Is gender genetic/biologically constructed or socially constructed? • “Doing gender” • “Gender signs and signals” • Gender, social status, and social structure • Gender role changes over time • How are women “Not-A” like African Americans are not white? (compare to Perry article) 5 Annie Lowrey, “Income Gap, Meet the Longevity Gap,” New York Times March 15, 2014 https://www.nytimes.com/2014/03/16/business/income-gap-meet-the-longevity-gap.html?_r=1 • • • • Relationship between income and lifespan Life expectancies in each of the two counties Factors that contribute to long and short lifespans Politics, health and lifespan Media: Poor Kids (Frontline, 2012) http://www.pbs.org/wgbh/frontline/film/poor-kids/ • Be able to describe the family circumstances and experiences of the three children:(housing, education, food, health): o Kaylie o Brittany o Jonnie • Stereotypes of people in poverty • How did the children’s families slip into poverty? • Who or what services were available to assist people in poverty in the film? Park Avenue: Money, Power and the American Dream (2012, 60min) https://www.youtube.com/watch?v=6niWzomA_So • 740 Park Avenue • Significance of the street address and contrast between one end of the street and the other • The Koch brothers • Steve Schwartzman • The 1% • Income gap between elite/very wealthy and the middle class • Access and obstacles to achieving the American dream for those not born into wealth and privilege o (example of the monopoly game) • Business strategies • Lifestyles of elite business men and their families • Money and political influence • The work of lobbyists to manipulate political system • Food stamps and food pantries Race the Power of an Illusion: The House We Live In - Housing • “Whiteness” as the privilege of opportunity • Original Social Security Legislation and exclusion of domestics and farm workers (mostly nonwhites) • GI Bill and Post WW II Federal Housing Administration (FHA) and low cost mortgages • FHA government guidelines adopted by real estate industry that institutionalized a national appraisal system with race as a factor in real estate assessment (effects on Bernice and Eugene Burnett) • Minority and changing communities receiving lowest appraisal ratings are “redlined.” mortgages and banks suburbanize America racially 6 • • • Real estate practices inscribed in geography (“blockbusting” and “red-lining”) White flight Levittown Real Women Have Curves. (2002. Directed by Patricia Cardoso. HBO Films) • The lifestyle and culture of Hispanic/Latino people in the East Los Angeles barrio • Religion (Roman Catholic beliefs and traditions) • Ana’s family: relationships at home and work • Ana’s relationships with her teacher, Mr. Guzman, and her classmate • Gender roles and expectations for daughters’ lives • Occupations of the men and women in Ana’s family • Estela’s sweatshop/dress factory, the cost of the dresses, and her relationship with Mrs. Glass • Class status and access to quality education • Family members’ perspective of the value of education • Family members’ individual dreams (their “American dream”) “Title IX: Let ‘Em Play” 2014, (27 min, University of Illinois) https://www.youtube.com/watch?v=Vx0714i-fDg • The history and impact of Title IX on college sports • What did “equity of opportunities” mean in university sports programs? • Dr. Karol Kahrs (biography, role at the University of Illinois) • Challenges of building female sports programs (culture of campuses: funding for uniforms, travel, scholarships and programs: accessibility to locker rooms and playing facilities) • Myths about girls and sports (on bodies, on gender roles and femininity) • Expectations of and for college women in the 1960s • Social changes of the 1970s and the rise of the Women’s Rights Movement • Title IX lawsuits filed by women against universities for non-compliance • Efforts to protect revenue-generating men’s sports (football, basketball) and Tower Amendment • Effects of new women’s teams on men’s teams • Strategies for attracting fans to women’s games • TV coverage for women’s games • Urban renewal consequences • Fair Housing Authority Act (1960s) • The importance of land, home/property ownership, and the subsequent “accumulation of wealth and its consequences” “Understanding the Complexities of Gender: Sam Killermann at TEDxUofIChicago” (2013, 16min) if it was discussed in class https://www.youtube.com/watch?v=NRcPXtqdKjE • Biological sex • Gender identity • Gender expression • Relationship between the three categories • What does Killermann mean when he says that gender is cultural, relative and changes over time? 7 Take-Home Essay Check List Before you submit your essay, check off each item to make sure that you have completed all of the requirements of the assignment. Failure to do each of these things will result in point deductions. Format: o Typed and double-spaced o Paginated o No less than 750 words and no more than 850 words o A title page o A works cited page Title Page: You MUST have a title page on which you include all of the following: o A title that clearly indicates the topic of the essay (Essay #3 or Prompt number isn’t a title) o Your name o Date o Word count o Name of instructor o LIB Section (letter and section meeting time) o The prompt you selected Sources and Content: o Use as many sources are as noted in the essay question instructions (at least three readings for each question) o The three readings must be from the Unit II and/or III portion of the Fall 2017 syllabus (at least one reading must be from Unit III) o Sources must be cited in the essay using proper MLA in-text citations Works Cited Page: o Include all of the sources used in the essay including films and websites o Use only the MLA style format o Use complete citations for all sources Submission: o Submit to turnitin.com on time (by 11:45pm on Wed. Nov. 15) o Bring a hard copy (stapled)of the essay to the exam or you will have to print it prior to being allowed to take the in-class part of the exam 8
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Running head: ANNOTATED BIBLIOGRAPHY: HUMANITY

Annotated bibliography: Humanity
Name
Institution
Class
Date

1

ANNOTATED BIBLIOGRAPHY: HUMANITY
Books
Benton, J. R., & DiYanni, R. (2012). Arts and culture: An introduction to the humanities:
combined volume. Boston: Prentice Hall.
This book has been written by Janetta Rebold Benton and Robert DiYanni. These
two authors are qualified individuals in this field because Benton has a Bachelor
degree in Fine Arts from Cornell University and is a professor for humanities
while Robert DiYanni is Professor of English at Pace University, Pleasantville,
New York, and he also teaches humanity. Moreover, the book having been
published in 2011 strengthens its credibility because it is not having outdated
information. Looking at the many sources that the author has cited in this volume
of a book, it reveals intense research in humanities. In the book, the authors target
learners in this field and to achieve their objectives they focus on the questions as
to what makes a masterpiece. They also create room for learners to connect earlier
cultures and the present day culture. As such the information presented is well in
line with the learning objectives o...


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