Discussion Forum 4 Questions For Discussion Forum 4, you have the option of taking either a straightforward historical approach, or a pop culture approach to applying your understanding of the course

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Discussion Forum 4 Questions

For Discussion Forum 4, applying your understanding of the course material.

Please answer the prompts below.

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1.  Find an image from popular media (social media, memes, websites, TV, cable, streaming programs, movies, etc.) that for you suggests a particular or peculiar image and representation of whiteness in contemporary American or Latinx popular culture today.

  • Upload an example (a photo or image file under 100MB) and provide a description touching upon the peculiar, ironic, or satirical aspects of your image’s whiteness.
  • In describing and analyzing your contemporary media example, try to explore how it reflects the historical aspects of the privileging of whiteness (i.e. the history of English or Spanish colonialism, the creation of race & whiteness, the Spanish color-caste system, colorism, etc.) in relation to other ethnic, racial, or marginalized groups in the U.S. or in the Americas.
  • Feel free to share any memes that touch upon this topic, as long as they are not offensive nor violate the course policies.

Discussion Forum 4 Questions For Discussion Forum 4, you have the option of taking either a straightforward historical approach, or a pop culture approach to applying your understanding of the course
10/2/22, 10:05 PM attachment.html file:///Users/yesenia/Downloads/attachment.html 1/4 Whit e n ess in t h e U nit e d S ta te s   T h is m a te ria l e xp lo re s th e o rig in s a n d so c ia l c o n stru c tio n o f “w h ite n e ss” in th e U .S . a n d th e a ssim ila tio n o f E u ro p e a n e th n ic g ro u p s in to th is d o m in a n t A m e ric a n c u ltu re .  In th is c o u rse , w e h a ve e xp lo re d th e so c ia l c o n stru c tio n o f ra c e in th e A m e ric a s u n d e r b o th S p a n ish a n d E n g lish c o lo n ia lism .  In b o th in sta n c e s, th e ra c ia l h ie ra rc h ie s c re a te d b y th e S p a n ish a n d E n g lish in th e ir re sp e c tive c o lo n ia l so c ie tie s in c lu d e d th e p rivile g in g o f w h ite n e ss in re la tio n to ra c e a n d so c ia l c la ss.   B rig ht D ark B lu es G ra ys N ig ht Pow ere d b y B eeL in e R ead er 10/2/22, 10:05 PM attachment.html file:///Users/yesenia/Downloads/attachment.html 2/4 B o th S p a n ish a n d E n g lish c o lo n ia lism im p a c te d th e N a tive p e o p le s o f th e A m e ric a s, a n d in c lu d e d e n sla ve d A fric a n p e o p le s a s la b o r.  B o th h isto rie s in c u rre d le g a c ie s o f re sista n c e . F ro m th e se h isto ric a l stru g g le s a n d a c ts o f re sista n c e , th e “h yb rid c u ltu re s” o f th e A m e ric a s e m e rg e d w ith in th e n a tio n s a n d e th n ic g ro u p s th a t re fle c te d th e se h isto rie s o f so c ia l c h a n g e .    T h is w e e k w e a lso w a n t to ta ke in to c o n sid e ra tio n th e le g a c y o f E n g lish o r A n g lo c o lo n ia lism , w h ic h w a s d e sc rib e d in th e re a d in g m a te ria l b y R o n a ld T a ka ki. W e u su a lly d o n ‘t re fe r to th e se h isto rie s a s E n g lish o r A n g lo c o lo n ia lism sin c e th e y a re g e n e ra lly u n d e rsto o d a s th e h isto ry o f th e U .S .   W h a t m a n y d o n ‘t re m e m b e r o r re c a ll is th a t th e 1 7 9 0 N a tu ra liza tio n A c t, th e first p ie c e o f le g isla tio n c re a te d b y th e n e w ly-m in te d U .S . C o n g re ss to d e te rm in e w h o c o u ld b e c o m e a c itize n o f th e U .S ., stip u la te d th a t o n ly “fre e w h ite p e rso n s” h a d th is p rivile g e . F ro m a c ritic a l ra c e th e o ry p e rsp e c tive , th e 1 7 9 0 N a tu ra liza tio n A c t c o n stitu te s th e h isto ric a l so c ia l c o n stru c tio n o f “w h ite p e o p le ” a s a ra c ia l c a te g o ry in th e U .S .   B e fo re th a t, so -c a lle d “w h ite p e o p le ” w e re a c tu a lly E n g lish o r A n g lo -S a xo n , Irish , S c o ttish , G e rm a n , F re n c h , Ita lia n , e tc .     W hit e n ess o n G oo gle B y th e w a y, G o o g le -se a rc h e d d e fin itio n s o f w h ite n e ss like th e o n e b e lo w a re va g u e a n d d o n ‘t re a lly m a ke th e c u t in th is c o u rse .  W h a t im p o rta n t c o m p o n e n ts o f w h ite n e ss d o th e se d e fin itio n s le a ve o u t?   S e n d m e a C a n va s m e ssa g e if yo u c a n a n sw e r th is. B rig ht D ark B lu es G ra ys N ig ht Pow ere d b y B eeL in e R ead er 10/2/22, 10:05 PM attachment.html file:///Users/yesenia/Downloads/attachment.html 3/4   Learn in g O utc o m es T h is w e e k’s m a te ria l fu lfills th e fo llo w in g stu d e n t le a rn in g o u tc o m e s: 1. S um m arize the m eaning and construction of race, racial thinking, racial form ation, and racism in cultural productions. 2. C ontrast the construction of race and gender construction in the “A m ericas.” 3. C om pare the legacies of colonialism and slavery in the “A m ericas” and their im pact on culture. 4. Evaluate G reco-R om an, early m odern, and m odern European view s on non-European com m unities. 5. A ssess the im pact of racial and gender constructions on A m erican Indian com m unities. 6. A ppraise the intersection of gender, ethnicity, and race in the cultural form ation of the “A m ericas. T h is w e e k’s m a te ria l a lso sa tisfie s th e fo llo w in g u p p e r d ivisio n B lo c k C o u tc o m e s: 1. D em onstrate understanding of the diversity and com plexity of the hum an search for m eaning, value, and purpose by tracing the cultural construction of race and gender in the “A m ericas.” 2. D em onstrate ability to response subjectively as w ell as objectively to aesthetic experiences and develop an understanding of the integrity of both em otional and intellectual responses by contrasting European to “A m erican” approaches to race and culture. B rig ht D ark B lu es G ra ys N ig ht Pow ere d b y B eeL in e R ead er 10/2/22, 10:05 PM attachment.html file:///Users/yesenia/Downloads/attachment.html 4/4 3. D em onstrate understanding of the interrelationship betw een the self and the creative arts and/or the hum anities in a variety of cultures as they construct racial and gender categories in a variety of artistic representations. 4. D em onstrate an understanding of the personal and social values of cultures and how ideas influence the character of hum an beliefs and the norm s that guide hum an behavior, as explored in the study of cultures, philosophies, and literary texts as reflected in G reco- R om an, early m odern, and m odern European view s of non-European com m unities. T h e m a te ria l fo r W e e k 6 a lso sa tisfie s th e fo llo w in g d ive rsity a n d ra c e /e th n ic ity o u tc o m e s: 1. D em onstrate understanding of theoretical and practical factors of race, ethnicity, gender, gender identity, socioeconom ic class, disability, sexuality, religion or age by exploring the construction of race and gender in the “A m ericas.” 2. D em onstrate understanding of the intersectionality these factors, w ith particular attention paid to the construction of race, ethnicity, gender, and socioeconom ic class in the “A m ericas.” 3. D em onstrate understanding of the diversity of “A m erican” intercultural and intracultural relationships. 4. D em onstrate civic literacy and an aw areness of social justice that w ould enable effective participation in a diverse society by evaluating the legacies of colonialism and slavery in the “A m ericas.”   B rig ht D ark B lu es G ra ys N ig ht Pow ere d b y B eeL in e R ead er

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