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Essay Instructions: Please discuss the changes in race relations throughout American history and forecast, or predict, the future of race relations. In other words, have race relations improved or declined through the years and how do you see race relations improving or declining in the future of American society? Feel free to include any personal experience as a member of a minority or majority group in your analysis.

Essay Instructions: The topic of the paper is "What should be done to improve race relations in the United States"? It is critical that focus be on improvement and not on diparities. I'd like the theme of the paper to be that early education and mulit- cultural exposure are key to mitigating and improving race realtions. Education/multi-culuture experiences regarding different races, their histories, cultures etc can never start too early and should begin as early as preschool. The paper should stress not only early learning but continued education through middle school, high school and required college courses. The paper does not have to focus soley on education through the schools systems, it may include churches or other places of worship, community centers, youth groups, etc. The paper should site studies or articles supporting this line of thinking and perhaps examples of existing or previous programs trying to achieve this goal. The materials used in the actual class are; Race and Ethnic Relations, by Joe R. Feagin and Clairece Booher Feagin, and RascistAmerica, by Joe R. Feagin. These books may be used as sources. The paper's requirments request that some of themes disucssed in these books be tied in. These are basic sociology/race related themes such as external and internal colonialism, racial framing, systemic rascim, institutional racism, prejudice, discrimination, assimilation and assimilation theories as well as power conflict theories. Obviously the paper does not need to include or reflect all concepts but should address some of the main themes (as in deflecting or correcting them via early education - such as a barrier for systemic rascism for example ). The sources used can be the two class books, anything pulled from the internet, journals, magazines, and of course published studies or other books. I would ask that if you use the 2 class books, that you provide at least 5 sources - if you don't use Feagin's books as sources 4 should be fine. Names to look for that may be good sources would be; Robert E. Park, Milton Gordon, W.E.B Dubois, Samuel Hopkins,Joel Kovel (or any sociologist of choice). The paper must be a min. of 6 pages double spaced, one inch margins. It does not need to be longer, but it can be a 2-3 pages longer if necessary. Soruces should be cited via either footnotes or a bibliography, any style is fine (it's been years since I've done footnotes or bibs and have no idea what the "styles" are...). I can fax class notes if you think it would be helpful (although the notes won't argue this paper, they would provide some insight into the content of the class). If you'd like that...e mail me.

Essay Instructions: As we discussed in class, Coetzee's novel "Disgrace" has divided critics over the question of whether it critiques race relations in post-apartheid South Africa; or itself reproduces racist modes of representation. Which do you believe to be the case, based on our close reading of the text in class? Answer the question through a close analysis of the text. Draw on the intersectional perspectives offered by Kimberle Crenshaw as you formulate your response.

Essay Instructions: The text covers the thorny history of race relations in America. The events of the Reconstruction during the late 19th century highlight some of the complications that white Americans and people of color encountered as they attempted to live longer.

1. Examine three (3) methods that the overwhelmingly white southerner power structure used after the Civil War to make the exercise of freedom challenging for former slaves.
2. Identify three (3) actions which freed people took in order to challenge the efforts of certain white southerners to keep them in a slave status following the end of the Civil War.
3. Describe two (2) aspects of the post-Reconstruction political and social climate that left former slaves and other groups vulnerable to discrimination and second-class citizenship. Note: Discuss at least two (2) pieces of legislation at the local, state, and/or federal levels during the 19th century that solidified the status of African Americans and other now-white Americans.
4. Provide two (2) examples of the effects of racial tension from the 19th century which have spilled over into American society today.
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The specific course learning outcomes associated with this assignment are:
1. Recognize and discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America's history - even to the present day.
2. Recognize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the U.S.
3. Recognize the major turning points in American history since the Civil War.
4. Use technology and information resources to research issues in contemporary U.S. history.
5. Write clearly and concisely about contemporary U.S. history using proper writing mechanics.