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  1. Students will keep a journal with at least 7 entries documenting interactions, situations, or life experiences that illustrate discrimination and bias from all realms of society. This may include situations you have been involved with, or that you have witnessed (school, home, driving, etc.) in which discrimination, prejudice, or hate was evident. Journal entries shall revolve around bias, stereotypes, and/or discriminatory behaviors and attitudes. The journal entries should not simply present rude attitudes and behaviors. 

    Each journal entry includes the following five components:

    1. Context: The setting/where the interaction/situation takes place, what time of day, etc. 
    2. Participants: Who is involved?
    3. Event: What actually happened? Try to keep all judgment out of this part.
    4.  Intervention or lack thereof: Was the interaction/situation addressed? Did anyone intervene? Was there silence? What was done (if there was an intervention) or what could have been done (if there wasn’t an intervention)? 
    5. Personal response: What could you have done, or what will you do next time? Describe any connections to course readings.
    6. Online Students: The weekly journal entries will also be submitted in the Discussion Board (in Blackboard). Online students will share/post several drafts of journal entries in the weeks 2 -5 Discussion Board to facilitate peer discussion.
      The entire assignment (7 journal entries) should be completed and submitted in the Assignment forum in Week 7. Note: There needs to be a minimum of seven journal entries, so plan accordingly to meet the due date.

      Informal: Include an APA formatted cover and reference page. Citations should be used to reference any course readings or the course text in the journal entries. The number of pages will vary. See example below:
      Journal Example:

    7. Context: High school auditorium Drama department, 1998. The play at the time was Grease, and the students were getting props and costumes ready for the play performances and dress rehearsals.
    8. Participants: Other high school students in the drama department, including the Director.
    9. Event: A student took a prop, a swastika armband, and put it as part of the costume of my friend that other drama students knew was Jewish. The swastika was a symbol of a time period where Germans thought they were superior to all, and this student used that symbol against someone who may or may not have had family that suffered through the Holocaust.
    10. Intervention or lack thereof: While the action was being done, nothing happened according to my knowledge. Afterward, though, adults got involved. The director got involved with the Activities Director and gathered all the drama students to discuss the issue in hopes that someone would take responsibility for the action in recognizing that it was more serious than they probably meant for it to be, and then needed to apologize immediately to my friend. I’m not sure of what the consequences were or who really played the practical joke.
    11. Personal response: This experience influenced my attitude and beliefs about hateful crimes or practical jokes by being more sensitive to jokes, comments, or actions done by other people. I will personally think twice before saying or doing anything that may put another person down, especially when it comes to situations that could go much farther than one would really want, including race. Avoiding them altogether is what I choose to do; by not participating and not putting myself in a position to get involved with it, if I can control the situation. It reminded me of the article we read….