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Student’s Name: Jenny HoustonWk5 Assignment – A Closer Look at African, Muslims, & Arabs Americans | Directions: For each question, read the instructions carefully and provide a short answer response that: * Fully answers all parts of the question. * Provides specific details, examples, and analysis to support your thoughts. * Incorporates research from credible sources. * Refers to the videos, discussions, or websites listed in the questions (if applicable). * Meets the minimum word requirement. * Is written in a scholarly tone appropriate to the content and assignment (slang is avoided). * Avoids intentional and unintentional plagiarism by being written in your own words and includes citations to show where you got the information from. (You can summarize and paraphrase research, but use direct quotes sparingly and include quotation marks and APA formatted in-text citations (author, date, page or paragraph number). Also, always use the plagiarism checker service available through the Phoenix Online Library. Be aware that papers previously handed in by other students will not show up in the student’s version of the plagiarism checker due to privacy policies.). * Is proof-read carefully to ensure it is easy to read, clear, accurate, and that the rules of grammar, usage, spelling, and punctuation are followed. | 1. AFRICAN AMERICAN HISTORY & CURRENT STATUS: (15 pts)INSTRUCTIONS: Research the history of this group to current times in America. You may search through chapters of the text as part of your research. Incorporate research, details, and examples into your answers. Answer the questions in at least 200 words. Be sure to label each part of your answer (A & B). source). B. How are the challenges of poor, inner-city African Americans interrelated' How do racial inequalities in one area (I.e. poverty, wealth accumulation) affect challenges in other areas (I.e. housing, health, family life, education, crime, etc.)' C. What forces contribute most to racial inequalities' Explain. * Systemic/Structural forces, such as racism, segregation, discrimination, economy, structure of society. * Cultural/Personal forces, such as shared outlook, beliefs, values, goals, choices, behaviors.D. What areas should be the focus of programs that address racial inequalities' Explain. * Systemic/Structural, such as economy restructuring, discrimination laws, social services, welfare/financial support, government and institutional changes. * Cultural/Personal, such as behavior modification, family values, skills training, role models. | A. Though it may seem counterintuitive, racism might actually be more of a unique burden for the black middle class and affluent, than for the black poor. After all, African Americans at the bottom of the class structure face economic obstacles that are related to racism–especially historically–but which now also operate as part of the class system, with or without the presence of racial bias. On the other hand, black middle class and affluent professionals, who have largely navigated the class structure successfully, regularly find themselves–despite that success, or even because of it–wondering if perhaps they might be racially profiled or stereotyped, assumed to be a bad credit risk, a criminal, or less capable, despite mountains of evidence to the contrary B. African American children are disproportionately assigned to general classes and more White children are placed in college preparatory classes. African American students are also more likely than White students to be classified as learning disabled or emotionally disturbed. There has been an increase in African American students going to college and graduating. In 2005 median income of black families was $37,500 compared with $64,663 for white non Hispanic households. 24.7% of black people lived below poverty level compared with 8.4% of non Hispanic whites. C. a large body of social science research documents the role and consequences of race in primary social institutions and environments, including the criminal justice, education and health systems, job markets, and where people live. D. Leadership programs can help solve racial inequalities in access to education, healthcare, income and wealth. leadership programs should: 1) make their programs more accessible for people of color; 2) help participants understand how race limits access to opportunities – in other words, the impact of structural racism; and 3) promote collective leadership. This approach will help participants work together to tackle the systems that maintain racial inequalities. | 4. YOUR INTERACTIONS WITH AFRICAN AMERICANS: (5 pts)INSTRUCTIONS: Please answer the following questions in at least 75 words. Be sure to label each part of your answer (A & B). QUESTIONS: A. What percentage of the population in your area are members of these groups' To find this out, go to http://factfinder.census.gov and type in your zip code. You will be given statistical information, to include the racial make-up of your area. Are you or anyone you are close to a member of the groups' Do you regularly interact (work with, attend school with, go to church with, live next to, etc.) with members of the groups' B. Did you enjoy learning about the unique history, beliefs, practices, and challenges of this group' Do you feel cultural competent enough to interact with members of the group in a culturally sensitive and accepting way' If not, how can you gain a better understanding of the groups' | A. According to http://factfinder.census.gov 92.2% are of one race in my area, which could make you white, black, Asian, or native; 1.1% is made up of two or more races; and 6.9% are Hispanic or Latino. My family fits into more than one of those categories because I am white, my fiancé is black, and our children are both. B. Yes I do feel cultural competent enough to interact with members of the different groups because of the diversity within my family. We also have to deal with religious differences within my household as well. I am Christian and my fiancé is Muslim so we teach our children both faiths. | 5. MUSLIM & ARAB AMERICAN HISTORY & CURRENT STATUS: (15 pts)INSTRUCTIONS: Research the history of this group to current times in America. You may search through chapters of the text as part of your research. Incorporate research, details, and examples into your answers. Answer the questions in at least 200 words. Be sure to label each part of your answer (A & B). QUESTIONS: A. Provide a brief history of the group, including * where the group originated and how it came to the United States. Identify and describe which, if any, of the following creation situations the group has faced: migration, annexation, or colonization. * how members of the group were treated at various times in American history. Identify and describe which, if any, of the following consequence situations the group has faced: extermination, expulsion, secession, segregation, fusion, or assimilation. B. Explain this group’s current social status in society. Provide statistics on the current population of this group (% of this country’s population). To what extent are they accepted in modern society' How is this group viewed (Any prejudices or stereotypes)' How are individuals in this group treated today (Any discrimination)'  Provide examples and research to illustrate your point. | A. Ali is the central figure at the origin of the Shia / Sunni split which occurred in the decades immediately following the death of the Prophet in 632. Sunnis regard Ali as the fourth and last of the "rightly guided caliphs" (successors to Mohammed (peace be upon him) as leader of the Muslims) following on from Abu Bakr 632-634, Umar 634-644 and Uthman 644-656. Shias feel that Ali should have been the first caliph and that the caliphate should pass down only to direct descendants of Mohammed (peace be upon him) via Ali and Fatima, They often refer to themselves as ahl al bayt or "people of the house" [of the prophet]. B. Iran is overwhelmingly Shia - 89%. Shias also form a majority of the population in Yemen and Azerbaijan, Bahrain and 60% of the population of Iraq. There are also sizeable Shia communities along the east coast of Saudi Arabia and in the Lebanon.  The well known guerilla organization Hizbollah, which forced the Israelis out of southern Lebanon in 2000, is Shia.  Worldwide, Shias constitute ten to fifteen percent of the overall Muslim population. Within Shia Islam there are different sects.  Most Shias are "Twelvers", i.e. they recognize the 12 Imams. There are also Sevener and Fiver Shias who don't recognize the later Imams. | 6. MUSLIM & ARAB AMERICANS TOPIC #1 - ORIENTALISM (15 pts)INSTRUCTIONS: Watch the “Orientalism” video (http://www.mediaed.org/cgi-bin/commerce.cgi'preadd=action&key=403) and review Chapters 11. Answer the questions in at least 200 words. Label each part of your answer (A, B, C, D). REFERENCE: Said, E. (1998). Edward Said - On Orientalism [Video Trailor]. Media Education Foundation. Retrieved on October 12, 2009, from http://www.youtube.com/watch'v=BjlRR-qRkcc (or) http://www.mediaed.org/cgi-bin/commerce.cgi'preadd=action&key=403 QUESTIONS: A. Define Orientalism (See approx. :45 – 1:50 of the preview; See pages 283-284).B. What are some major misconceptions common of Orientalism' In other words, what are some common stereotypes that Americans have of Arabs and Muslims (See pages 283-291)' C. What is the negative impact of Orientalism' (See approx. 3:45- 4:32 of the preview) D. What arguments can be made to challenge the misconceptions common of Orientalism' | A. Orientalism is any trait, quality, mannerism, etc. usually associated with people of the East. It is the study of Eastern culture, it is a viewpoint, as held by someone in the West, in which Asia or specifically the Arabic Middle East is seen variously as exotic, mysterious, irrational, ect, a term used to impute a patronizing attitude. B. In the aftermath of the September 11 attacks in which 15 of the 19 hijackers were of Saudi Arabian origin and all were of Muslim faith, Arabs and Muslims complained of increased scrutiny and racial profiling at airports. In a poll conducted by the Boston Globe, 71 percent of Blacks and 57 percent of Whites believed that "Arabs and Arab-Americans should undergo special, more intensive security checks before boarding airplanes.”Some Muslims and Arabs have complained of being held without explanation and subjected to hours of questioning and arrest without cause. C. Orientalism has brought many negative aspects into British culture which due to an implicit intellectual toleration of alien cultures, is spoken of little.  Indeed supporters of Empire will admit that like all institutions, the Empire was not perfect; why then can those who either enjoy or agitate for a more pluralistic, more culturally ecumenical society, not see that in addition to rendering benefits, multi-culturalism has also imported negative aspects into society; and ones not by any means confined to any singular ethnic or religious community. D. There are positive aspects of multi-culturalism that affect us all, this includes  a richer variety of languages learnt, foods eaten and cloths worn, literature read and music played. | 7. MUSLIM & ARAB AMERICANS TOPIC #2 - STEREOTYPES OF MUSLIMS AND ARABS (15 pts)INSTRUCTIONS: Watch the “Reel Bad Arabs” video (http://www.mediaed.org/cgi-bin/commerce.cgi'preadd=action&key=412) and review Chapters 11. Answer the questions in at least 200 words. Label each part of your answer (A, B, C). REFERENCE: Shaheen, J. (2007). Reel Bad Arabs: How Hollywood Vilifies a People [Video Trailor]. Media Education Foundation. Retrieved on October 12, 2009, from http://www.youtube.com/watch'v=Ko_N4BcaIPY (or) http://www.mediaed.org/cgi-bin/commerce.cgi'preadd=action&key=412 QUESTIONS: A. How has mass media portrayed Arabs and Muslims (refer to the “Reel Bad Arabs” video)' B. How have stereotypes and prejudice (beliefs) contributed to the increase in discrimination and hate crimes (acts) against these groups, especially since 9/11' C. What can you personally do to reduce Orientalism and increase acceptance of these groups' What may individuals do to promote tolerance and reduce prejudice in their towns and cities' Be specific. For ideas, visit the Teaching Tolerance website at http://www.tolerance.org, and the Southern Poverty Law Center website at http://www.splcenter.org. | A. The Western media has often projected individuals of Arab descent in a negative manner.  Currently,  Arabs are seen as terrorists and murderers due to how the media presents them.  Newspapers use key words such as extremists, terrorists and fanatics to describe Arabs.  According to Shaheen (1984), "The present day Arab stereotype parallels the image of Jews in pre-Nazi Germany, where Jews were painted as dark, shifty-eyed, venal and threateningly different people."  These distortions of the Arab people have created a general mistrust and dislike for Arabs among Americans. B. Very few people are aware that eight or more Americans were killed in the days and weeks after the terrorist attacks, as a result of Sept. 11th linked hate backlash. Killings fit into a 1700 percent increase in the number of overall assaults and vandalism cases reported by Human Rights Watch during the first year after Sept. 11. C. I think we are on a good start by having Borack Obama as President of the United States now. We also need to educate ourselves and our children about all the stereotypes that are the product of individual irrationality, bigotry, and racism, rather than objective reality. America still has a long way to go before it purges its reactionary, racist, and religiously inspired beliefs from the public vocabulary. | 8. YOUR INTERACTIONS WITH MUSLIM & ARAB AMERICANS: (5 pts)INSTRUCTIONS: Please answer the following questions in at least 75 words. Be sure to label each part of your answer (A & B). QUESTIONS: A. What percentage of the population in your area are members of these groups' To find this out, go to http://factfinder.census.gov and type in your zip code. You will be given statistical information, to include the racial make-up of your area. Are you or anyone you are close to a member of the groups' Do you regularly interact (work with, attend school with, go to church with, live next to, etc.) with members of the groups'B. Did you enjoy learning about the unique history, beliefs, practices, and challenges of these groups' Do you feel cultural competent enough to interact with members of the groups in a culturally sensitive and accepting way' If not, how can you gain a better understanding of the groups' | A. A Fact Sheet is not available for the selected geography and population group because of data filtering rules to protect the confidentiality of Census 2000 respondents. By the data filtering rules, this Fact Sheet is not available when: > a geography has a total population of less than 100, > the selected race, ethnic or ancestry group has a population of less than 100 within the selected geography, or > less than 50 unweighted sample cases were available for the geography or for the ancestry group. Change your selection to a more populated geography and/or choose a more broadly defined race, ethnic or ancestry group. | | Norfolk city, NebraskaActually I do interact with a Muslim on a daily basis. My fiancé is Muslim B. I have already gained a better understanding of these groups by living with a Muslim for the last 10 years. We are different in more than one way. I am Caucasian, he is African American, he is Muslim, and I am Caucasian so we have to teach our daughter both ways of life. | | REFERENCES | Provide an APA formatted list of the sources you used to research the groups here. |