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COM 255 Cultural Assessment Term Project
COM 255 Cultural Assessment Term Project
In consultation with me you will select a cultural/identity group within the United States that you wish to learn more about. You will select a film (short/documentary/narrative) via the Kanopy Database in BMCC Library that examines your cultural group. Through the example of your selected film, you will engage in a Cultural Assessment Project by studying cultural patterns, structure, social issues and conflict pertaining to your selected film/culture (i.e., race, sexuality, gender, religion, ethnicity, class culture, ability, and so on). This project should meet the 10 pgs. minimum requirement; it should be typed, double-spaced, following MLA style guidelines.
Research Requirements for the Project:
In order to meet all the research requirements for the project you must include a minimum of 7 scholarly journals or books, all of which must be used in the development of the paper and cited appropriately.
You are responsible for completing additional readings and/or viewing of media materials (i.e. newspaper and magazine articles, television programs, films, etc.) as appropriate to gain knowledge of the cultural group you are studying, its practices, and its conflicts. (Note: when you use these materials in your paper, you must cite them). This research is in addition to the scholarly research requirement above.
Format for the Paper:
1) History: In your study of the history of your cultural group, you should include the following:
Give an overview of this group’s early history within the U.S. This might include why they came to the U.S. and how they were received when they arrived in the U.S.
Discuss at least one historical event that has shaped the position of your group within the larger U.S. culture and/or that has influenced the larger U.S. culture (i.e. slavery, the building of the railroads, World War I).
Discuss important contributions made by this cultural group to its own people or to larger U.S. culture (i.e., examples might include this such as novels that have shaped attitudes written by a cultural group’s member, like Uncle Tom’s Cabin, or political movements such as the Native American Movement, or contributions of important individuals such as Rosa Parks).
2) Communication Practices: Here you want to discuss the cultural styles of your group’s communication. This might include:
Interpersonal Communication, such as nonverbals, use of language, and conflict resolution style. You can use the framework of cultural patterns (from text and lecture) to discuss the communication patterns of your group.
Mediated communication, such as topics discussed in publications put out within that culture (i.e., newspapers, magazines, films). How do you see this culture represented in the media? What does your film point to? What issues are addressed in the film? Additionally, you might read issues of a magazine targeted for your cultural group, and “eavesdrop” on that intracultural communication. What issues are important to your culture? What do they talk about? In what ways? You might look at advertisements in publications of the cultural group so as to get insight into cultural beliefs and values, and the communication of those beliefs and values.
3) Cultural Conflict Analysis: In this section you will need to identify a social/political conflict that is presently occurring between your cultural group and another cultural group within the U.S. Again – the film that you watched/selected will have a broad context for this tension/conflict. This conflict should be one that generates enough publicity that you will be able to find media accounts of it (examples might include Ebonics, gay/lesbian marriages, gaming). It is vital in this section that you address both the your chosen group’s assessment of the conflict, and the other group’s assessment of the conflict. For example, if your culture is gays and lesbians, and the conflict is gays in the military, you need to analyze the conflict from the perspective of gays and lesbians and of, perhaps, straight members of the military. Questions to answer here include:
How is the problem being defined? What is the problem? (Do the two groups define conflict differently? Explain.)
Who is seen as responsible for the problem? (Do the different sides place blame in different ways? Explain).
What are the perceived causes of the conflict? (As explained by the different groups).
How have historical experiences of the different groups influenced the ways in which the problem is being perceived?
e) How have/do communication practices of both groups influence the development of the problem?
Throughout this section, you should be conscious of the forum in which the conflict is discussed so that you can try to understand the above questions from the perspective of members of your chosen cultural group and from other cultural groups and from larger U.S. society. Different groups are likely to perceive the conflict and its causes in different ways.
4) Cultural Conflict Resolution: This section discusses how the groups involved in the conflict suggest resolving the problem and how you suggest resolving it based on your knowledge of intercultural communication and of your cultural group. You should include:
Discussion and analysis of resolutions presented by your cultural group.
Discussion and analysis of resolutions presented by the other group involved in the conflict.
Your thoughts on how to resolve this conflict.
In this section it is important that you consider and discuss how culture, communication, context and power affect conflict resolution. This means that you cannot simply suggest that “the groups need to listen to each other.” You need to take into account the role of history, the similarities and differences in communication practices, and the aspects of culture, communication, context, and power in suggesting a possible resolution. In essence, what I am looking for in this section is a discussion of how our knowledge of intercultural communication can enable us to enact effective intercultural communication.
Grading Criteria for the Paper: Your paper will be graded on several dimensions including completeness (everything asked for is included in the paper), organization of ideas, clarity (how clearly are the ideas expressed), critical thinking (the paper goes beyond description of facts, and reflects your intellectual engagement with and analysis of concepts discussed in class or the text), and style (the chosen style is used consistently and correctly, the paper has been proofread for spelling and grammatical errors).
COM 245 Media Analysis Term Project
COM 245 Media Analysis Term Project
In consultation with me, you will select media text/event/icon that you wish to learn more about. The paper should reflect the ideas from our class lectures and chapters/articles to discuss race, class, ethnicity, sexuality, religion, and/or gender issues implicated in your media text. This project should meet 10 pgs. requirement; it should be typed, double-spaced, following MLA style guidelines. The required format for the project is provided below.
Research Requirements for the Project:
In order to meet all the research requirements for the project you must include a minimum of 7 scholarly journals or books, all of which must be used in the development of the paper and cited appropriately. You will prepare a works cited page for your final paper draft.
Analyze media artifact (using the steps described below), present your project to the class, and produce a report that includes the information described below.
Step 1: Select a specific media text/event/icon situation. These media texts can come from personal/collective experiences, news articles, media documentaries, films, video games, websites, blogs, music, radio, etc. Describe the situation/text and the larger cultural context in which the media text is embedded.
What is your research question? Why should anyone care that this research gets done?
Step 2: Create a list of 7 articles or books (a mix is best) that speak to the topic you want to investigate. You do not have to read every word of each one at this point; just look each one over, get a sense of what each author is saying, and write a short synopsis.
NOTE: Reflect on your Video Response assignment, and consider incorporating theories/theorists from the documentaries we watched in class (i.e. notes/concepts from your assignment).
Step 3: Locate at least 7 scholarly articles that present research results or theoretical ideas that are relevant to the media text that you are investigating. Discuss the contribution of these articles and summarize the major findings. What have other communication studies scholars had to say about your research question and questions related to it? Use seven works from your annotated bibliography that are most relevant to your work.
You can draw from our textbook (theoretical concepts that drive our class/discussions).
Step 4: Analyze the situation based on media studies theories and research. Discuss the political, cultural, ideological dynamics you believe are most important for understanding the text. Explain contributions of your project to our understanding of media based in theory, research, and your experiences.
For example: You will examine your research problem based on your understanding of the literature reviewed. What main points from the articles and books you read could you apply to your media artifact (film, website, music video, advertisement, …)? How does the literature reinforce or challenge your thinking about the media artifact (think about your response to the artifact before/after reading literature).
Written Report. The written report (10-15 pages plus works cited page) should consist of an introduction, in which the general context is explained and a rationale is provided for the importance of the topic/media text, and the following sections:
3-4 page description of the situation and the context in which the media text is embedded;
3-4 page literature review (books and articles that discuss/explain/analyze your media text);
4-5 page analysis of the media text. Situate your text in relationship to the research that you have done. (Discuss your findings in light of your research, readings, and analysis).
Include a works cited page (of both popular press and scholarly articles) prepared in MLA format
Step 5: Present results to class. Design a 15 minute presentation to the class in which you describe the situation and the context in which it is embedded, summarize your findings from the research literature, and discuss your analysis. Use handouts, power point, and other media aids as appropriate.
GRADING CRITERIA:
Introduction:
Clarity of paragraph (10 pts)
Grab reader’s attention?
Clearly and succinctly articulate topic?
Thesis Statement (15 pts)
Is the thesis statement based on a question?
Does it take a stand in relation to that question?
Clearly written?
Literature Review (15 pts):
Does the literature review contain at least two competing perspectives?
Does the author stake out her argument in relation to these perspectives?
Theoretical Perspectives
Does the author draw on readings on media representation, gender, race, sexuality, religion, etc., as an interpretive frame for their paper?
Do the selected theories / theorists help the reader make sense of the topic (media text) in new or interesting ways?
Body of Text (40 pts):
Reasoning within paragraphs
Does each paragraph have a distinct point?
Do the sentences logically cohere to explain, explicate, or argue this point?
Use of texts and evidence to support your claims
Are claims supported by outside authoritative sources?
Does the author take into account competing or contradictory evidence?
Critical Interpretation:
Are quotes, facts, ideas from other sources critically interpreted?
Does the author take into account competing or contradictory evidence?
Better papers will make novel interpretations of the texts (not just what we went over in class) or put authors and ideas together in novel ways.
Conclusion (10 pts):
Is the thesis statement definitively addressed in the conclusion?
Does the conclusion summarize the paper in a new way?
Writing (10 pts):
Systematic argument comprised of sentences that logically and coherently follow one another and paragraphs that make clear transitions.
A careful articulation of concepts and claims.
Careful use of texts as evidence.
Finally, a better essay displays care in its self-presentation (spelling, style, etc.) and also elegance in its writing. Every sentence should make sense and be clear to the reader. There should not be any grammatical or spelling errors. Points will be taken off for each grammatical error, unclear or awkward sentence.
Colonialism of spain
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Introduction
Colonialism is arguably one of the most fundamental occurrences in the history of the world. It refers to the establishment, acquisition, maintenance and expansion of colonies in a certain territory by individuals from another territory. In essence, it underlined an unequal relationship between the colony and the metropole, as well as between the indigenous population and the colonialists. It goes without saying that there existed numerous sets of colonialists mostly from the European countries. One of the most recognized and strongest colonialists was Spain. After the fall of the Roman Empire, there existed no empire with a base in Europe that extended outside the continent. However, the situation changed rapidly in the 16th century when Spain and other colonizers became the pioneers of the new era of colonialization.
The Spanish empire was composed of colonies and territories that were administered directly by Spain in America, Europe, Africa, Oceania and Asia. It started during the Age of Exploration, in which case it was one of the world’s first empires. At the time of the Hapsburgs, Spain attained its position as a world power or the foremost global power (Jensen, 1981, page 330). This went on from the late fifteenth century up until the latter part of the 20th century in the case of the African colonies that it possessed. Following the War of the Castilian Succession which was between 1475 and 1479, Spain came out with a relatively unified monarch (More, 1908, page 69). This was due to the marriage between the catholic monarchs that is the King of Aragon and the Queen of Castile. In 1492, the Spanish monarchs finished the Reconquista after Granada was incorporated to the Kingdom of Castile. By this time, the Portuguese had gained tremendous ocean-going skills through their voyages discovery, which their Spanish neighbors eagerly copied. The internal conflicts that had occurred in Spain had just been resolved. In the 1490s, a Spanish voyager known as Columbus laid the foundation of the Spanish empire when he set west and stumbled upon America in 1492. The discovery of America marked the beginning of the eventual colonial engagement by the Europe in the New World. The Americas proved to be a soft target for the Spaniards thanks to the fact that their people had been eliminated from the military. In addition, the Spaniards had little rivals from Europe in America, which significantly influenced their effect as far as the American civilization was concerned (Spitz, 1980, page 254). When Columbus landed on the shores of America, he discovered a people and a land about which he did not know anything. The Europeans had not imagined that there was another continent to its west (Columbus, et al, 1989, page 23). However, since he was simply looking for a passage to Asia, the voyages that followed his viewed America as the wall standing between the Asian ports and Spain (Jensen, 1981, page 337). This is irrespective of the fact that the land provided them with immense trading opportunities and source of wealth. In essence, they moved to Asia where they were welcomed easily simply because the Asians believed them to be gods. The main attraction to Asia was the opportunities of trading where the Spaniards would give the Asians trinkets and glass beads in exchange for exotic products and gold.
Both the Asian and American empires offered varied benefits and obstacles to the Spaniards. Nevertheless, they were a profitable source of income, both for the nationally supported trade organizations and the individual explorers. By 1515, the Caribbean Islands were under the control of Spaniards after Havana was founded and Cuba conquered. These two became the launch pads for new adventures. In 1521, Spain conquered the Aztec kingdom in Mexico and followed it up with Central America by 1526.
The Spaniards were attracted to the southern part of Venezuelan coast in 1523 and conquered it around the same time. However, they could not replicate these efforts in Pipil, as they were met with stiff resistance emanating from the indigenous people (More, 1908, page 67). In fact, they managed to put the Pipil people under their control after two subsequent expeditions in 1525 and 1528. They extended their expeditions to the western coast of Peru or the Inca kingdom which they conquered in 1533, and went on to conquer Colombia and Ecuador in the late 1530s. Most of Chile was gradually brought under the control of Spain in the 40s. The conquering expedition continued to the coast of continental Argentina, which was brought under the control of Spain from the 1540s. In 1565, the Spaniards explored the Philippine Islands and Guam thereby laying the ground for the Spanish East Indies (Jensen, 1981, page 334). It is worth noting that, by 17th century, the scale of the Spanish empires was larger than that of its predecessors. It expanded to Oceania and America, as well as parts of the European territories such as parts of Germany and France, the Low Countries and the larger part of Italy, and several coastal strongholds in Africa.
In examining how the Spaniards dealt with the indigenous populations, it is imperative to examine their reasons for expansions. There were three key reasons that drove the overseas expansion by the Spanish. These included material wealth, faith and the quest for national prosperity. For quite a long time, the expansion of faith was seen as inextricably intertwined with economic profit and military glory. In essence, many historians ask the question on whether the main motivation for the Spaniards was their quest for material wealth or their religious zeal. Scholars opine that, the Spaniards used overseas expansion as a tactic to spread Catholicism to New World’s India so as to stop the spread of Protestantism, which had taken hold of Europe in early 16th century. Religion was also used as a way of forcefully reminding the indigenous population of whom they undoubtedly were. As for material wealth, the Spaniards were motivated by the wealth that these lands offered, even as they spread Catholicism (Columbus, et al, 1989, page 78). The lands that they conquered offered them immense tracts of land, minerals and slaves, as well as precious metals for which they fought. At around the 14th and the 15th century, there had been an increase in the demand for luxury goods especially from the east such as silks, cotton cloths, flavors, spices and exotic precious stones.
There were varied responses from the local populations as to the expansion of the Spanish empires to their lands. Irrespective of the motive for their entry, Spaniards used force to coerce the local population or the indigenous people to submission (Spitz, 1980, page 262). This is irrespective of the response that they received from them.
When the Spaniards discovered gold deposits in the Caribbean, they needed to secure enough labor, which they would use mine the gold. In essence, they instituted the encomienda system with which they regulated the newly-created settlements. Encomiendas referred to grants of land that were given to settlers and also incorporated several indigenous slaves. These settlers had the sole obligation of bringing their slaves to Christianity (More, 1908, page 65). However, the slaves were subjected to inhuman treatment such as harsh labor regimes, brutal mistreatment, not to mention the European diseases that led to the decimation of their population. This, however, only served to spur an increase in their efforts to expand as they sought new slaves to replace the dead ones. In essence, this explains their continued efforts to expand to new lands every now and then.
The subsequent occupations followed a similar pattern where they would discover a certain land, conquer it, create settlement areas, exhaust the exploitation of the minerals or objects of interests and move on to new frontiers with new opportunities, slaves and natural resources. In cases where the local or indigenous populations were warring, the Spaniards would exploit the rivalries, apply the divide and rule policy and conquer such lands with extreme efficiency.
This pattern was the standard for the exploration, expansion and colonization of the Spaniards in the New World (Columbus, et al, 1989, page 67). Once they discovered new territories, they were usually greeted by a friendly local populace. In the initial stages, they would survey the places and determine their likelihood of exploitation. However, the indigenous people would become resentful of the Spaniards within a short time as they helped themselves to gold, native women and food. These abuses were extremely common in Spanish cross-cultural contact and, in fact, provoked violent reactions from the varied indigenous populations. For example, a group of tribal leaders in the Island of Hispaniola joined forces in an effort to expel the Spaniards from their locality. However, their resistance was met with ruthlessness because the Spaniards had the benefit of arquebuses, savage dogs and strong armor. In essence, they quelled these uprisings within no time and captured the tribal leaders so as to ensure that the natives cooperated. Once they crushed the resistance of the natives, they forced the villages to bring up cash crops, mine the precious metals and pay tribute (Spitz, 1980, page 256). The Spanish regime was violent and brutal in almost every place they conquered. Massacres and rapes occurred casually and frequently, and were rationalized by racist worldviews that justified the mistreatment or exploitation of nonwhites or non-Christians.
In conclusion, Spain was arguably the most powerful monarch in the 15th century thanks to the marriage of the monarchs. Their desire for material wealth, economic growth and military glory spurred them to expand to new territories. Their expansion started in late fifteenth century when Columbus stumbled upon America as he sought his way to Asia. As much as there are instances that their desire to spread Christianity or rather, Catholicism was the key motivation, their desire for economic wealth and growth characterized their exploration. Their exploration mainly followed similar patterns where they would explore, settle and conquer the local populace. In all instances, they treated the indigenous people inhumanely especially in cases where their exploration was met with resistance. Their main advantage was their military might and armory.
Bibliography
Jensen, De Lamar. Renaissance Europe: age of recovery and reconciliation. London: D.C. Heath, 1981 Pages 327- 364
Spitz, Lewis William. The Renaissance and Reformation Movements: The Renaissance. New York: Concordia Pub. House, 1980 Pages- 250-272
More, Thomas. Utopia. University Press, 1908
Columbus, Christopher Jane, Cecil and Casas Bartolomé de las. The journal of Christopher Columbus. New York: Bonanza Books, 1989
(Columbus, et al, 1989) (Spitz, 1980) (Jensen, 1981) (More, 1908)
