Pre-writing Map WorksheetTentative Title:
Paragraph 1: What is sociological
imagination:
Conclusion statement:
Personal Problem being
explored:
Paragraph 2: Why sociological
imagination helps understand the
personal problem:
Summary:
Introduction:
Paragraph 3: Compare to sociological
study of suicide:
References:
SOCS185 Week 2 Assignment Rubric (100 pts)
Required Resources
Read/review the following resources for this activity:
•
•
•
Textbook: Chapter 9
Lesson
Link (website): Pew Research Center website article (Links to an external site.)
o Click on the Social Trends tab.
o Click on the Interactives tab.
o Locate the following link: How Census Race Categories Have Changed
Over Time
o Click on “1790” to see two columns comparing the 1790 Census
categories with the 2020 Census categories.
• Use the references on this page and any resources shared by your instructor
Instructions
In this week’s lesson, you learned about the U.S. Census Bureau’s most recent racial
and ethnic categories. For this assignment, consider the racial and ethnic categories
used in the 2020 Census with the four racial, ethnic, and gender categories used in the
1790 Census: Free white males, free white females, all other free persons, slaves (Pew
Research Center, 2015). Analyze the concepts of race, ethnicity, and gender as social
constructs, just as sociologists do, by addressing the following:
1. Explain how you might have been categorized by the 1790 Census and how you
would have been categorized by the 2020 Census.
2. Compare and contrast the two potential categorizations and explain how this
exercise shows that the concepts of race, ethnicity, and even gender change
over time. Most importantly, explain how this exercise shows that the concepts
of race, ethnicity, and gender are social constructs.
3. Determine and describe what ethnic, racial, and/or gender categories, if any,
would be best, in your view, for the 2030 Census, to most accurately show the
diversity of the U.S. population and to promote social justice. What categories
would be best to reveal the segments of the U. S. population most vulnerable to
racial, ethnic, and/or gender inequalities or discrimination? What categories
could be listed in the 2030 Census that might best educate the U. S. population
on differences between race and ethnicity, and promote social justice? Explain
your decisions
Include headings for each of the three main sections of the paper:
•
•
•
What the Census Might Have Called Me
Social Constructs
Better Future Census Categories
Each of the three main sections of your paper must contain scholarly support in the form
of quotes or paraphrases with respective citations from assigned reading (the
textbook/lesson) and the outside scholarly source that you identify on your own.
*This assignment is adapted from Glaser (2018).
Writing Requirements (APA format)
•
•
•
•
•
•
•
•
•
Length: 3-4 pages (not including references page)
1-inch margins
Double spaced
12-point Times New Roman font
Page number in the upper right of all pages
Minimum of 3 headings (centered, bold, & title case)
Parenthetical in-text citations included and formatted in APA style
References page
Title page not required
SOCS185 Week 6 Assignment Rubric (175 pts)
SOCS185 Week 6 Assignment Rubric (175 pts)
Criteria
This criterion is
linked to a
Learning
OutcomeLength
This criterion is
linked to a
Learning
OutcomeWhat
Census Might
Have Called Me
Section
Ratings
15 pts
Meets length requirement
30 pts
The central idea is
developed and
expanded with depth
of critical thought.
Student provides a
thorough analysis of
census categories and
the social constructs of
race, ethnicity, and
gender.
0 pts
Does not meet length requirement
27 pts
The central idea is
discernible and developed.
A good analysis of census
categories and the social
constructs of race, ethnicity,
and gender is included,
though additional details
could provide a stronger
examination of the
concepts.
22 pts
The central idea needs more
development with points
tying back to the thesis.
Adequate analysis of census
categories and the social
constructs of race, ethnicity,
and gender is included.
Additional support and
details are needed to clarify
points.
19 pts
The cent
idea is n
develope
the analy
lacks cri
thought.
SOCS185 Week 6 Assignment Rubric (175 pts)
Criteria
This criterion is
linked to a
Learning
OutcomeSocial
Constructs
Section
This criterion is
linked to a
Learning
OutcomeBetter
Future Census
Categories
Section
This criterion is
linked to a
Learning
OutcomeSource
Integration
Ratings
30 pts
Thorough
comparison/contrast of
categorizations is
provided. Student
provides a thorough
analysis of how race,
ethnicity, and gender
change over time, and
how these concepts are
social constructs.
30 pts
The central idea is
developed and expanded
with depth of critical
thought. Student
thoroughly describes
what ethnic, racial,
and/or gender categories
would be best for a
future census.
20 pts
Paraphrases or quotations
from all required resources
are included to support the
analysis: some outside
scholarly sources and
textbook/lesson.
27 pts
Comparison/contrast of
categorizations is
provided. Student
provides a mostly
thorough analysis of
how race, ethnicity, and
gender change over
time, and how these
concepts are social
constructs.
25 pts
The central idea is
discernible and
developed. Student
describes what
ethnic, racial, and/or
gender categories
would be best for a
future census.
22 pts
Comparison/contrast of
categorizations is
provided. Student
provides an adequate
analysis of how race,
ethnicity, and gender
change over time, and
how these concepts are
social constructs.
22 pts
The central idea needs
more development with
points tying back to the
thesis. Student describes
what ethnic, racial,
and/or gender categories
would be best for a
future census.
18 pts
Paraphrases or
quotations from most
required resources
are included to
support the analysis.
17 pts
Paraphrases or
quotations from some
required resources
are included to
support the analysis.
19 pts
Student fails to p
an adequate
comparison/contr
categorizations a
at thorough analy
how race, ethnici
gender change ov
time, and how th
concepts are soci
constructs.
19 pts
The central idea is
developed, and the
analysis lacks criti
thought. Student f
adequately describ
what ethnic, racia
and/or gender cate
would be best for a
future census.
14 pts
Paraphrases or
quotations from
required resour
are included to
support the ana
SOCS185 Week 6 Assignment Rubric (175 pts)
Criteria
This criterion is
linked to a
Learning
OutcomeWriting:
Mechanics &
Usage
This criterion is
linked to a
Learning
OutcomeAPA
Paper Format
This criterion is
linked to a
Learning
OutcomeAPA
Resource
Citation
Total Points: 175
Ratings
20 pts
The writing is free of
major errors in
grammar, spelling, and
punctuation that would
detract from a clear
reading of the paper.
18 pts
The writing contains a
few major errors in
grammar, spelling, and
punctuation, but the
errors do not detract
from a clear reading of
the text.
10 pts
Paper is formatted to
include all 6 of the
following: references
page, Times New
Roman, 12-point font,
double spacing, and
page numbers.
8.5 pts
Paper is formatted to
include 5 of the
following: references
page, Times New
Roman, 12-point font,
double spacing, and
page numbers.
7 pts
Paper is formatted to
include 4 of the
following: references
page, Times New
Roman, 12-point font,
double spacing, and
page numbers.
6 pts
Paper is formatte
include 3 of the
following: referen
page, Times New
Roman, 12-point
double spacing, a
page numbers.
17 pts
Most sources are cited in
the text and references
page. Some minor errors
may exist in citation, but it
does not interfere with
understanding the source
of the information.
16 pts
Most sources are cited
in the text and
references page. Some
errors may exist in
citation that need to be
addressed to clarify the
source of information.
14 pts
Sources are not
properly/cited in t
text/references pag
Formatting contai
several errors that
suggest a lack of
understanding of A
format.
20 pts
All sources are
properly cited in the
text and references
page demonstrating
a mastery of APA
format.
17 pts
The writing contains
some major errors in
grammar, spelling, and
punctuation that need to
be addressed for a
clearer reading of the
paper.
14 pts
The writing cont
several major er
in grammar, spe
and punctuation
impede a clear r
of the paper.
Required Resources
Read/review the following resources for this activity:
•
•
•
Textbook: Chapter 9
Lesson
Link (website): Pew Research Center (Links to an external site.)
o How Census Race Categories Have Changed Over Time or
or search for the 1790 census
o Locate the following article What the Census Calls Us
o Click on “1790” to see two columns comparing the 1790 Census
categories with the 2010 Census categories.
o Minimum of 4 outside scholarly sources in addition to the
textbook/lesson
Instructions
First, closely read the Week 6 You Decide Essay assignment description in the Week 6
weekly materials to understand the paper you will be writing and submitting next week.
Then, return here to begin your work for the Week 6 essay by completing and
submitting your Pre-Writing Map.
•
Download the attached Pre-Writing Map
Download Pre-Writing Map, fill it
out, save the file with your name, and upload your completed pre-writing map
worksheet here.
Writing Requirements (APA format) format)
•
•
•
Length: Fill out all cells of the Pre-Writing Map worksheet
References, with full reference entries in APA Style (minimum of 4 outside
scholarly sources in addition to the textbook/lesson)
SOCS185 Week 5 Assignment Rubric (60 pts)
SOCS185 Week 5 Assignment Rubric (60 pts)
Criteria
This criterion is
linked to a
Learning
OutcomeLength
Ratings
15 pts
All pre-writing cells
are filled out.
12 pts
The majority of pre-writing
cells are filled out.
9 pts
Some of the pre-writing
cells are filled out.
0 pts
Most of the pr
cells are not f
SOCS185 Week 5 Assignment Rubric (60 pts)
Criteria
This criterion is
linked to a
Learning
Outcome
Content
This criterion is
linked to a
Learning
Outcome
References
Total Points: 60
Ratings
25 pts
Cells contain thorough
description/detail regarding the
content of the essay. The writing
is free of errors in grammar,
spelling, and punctuation that
would detract from a clear
reading of the map.
20 pts
Cells contain adequate
description/detail regarding the
content of the essay. The writing
is mostly free of errors in
grammar, spelling, and
punctuation that would detract
from a clear reading of the map.
20 pts
Map includes reference to 4 scholarly sources.
All sources are properly cited demonstrating
a mastery of resource and APA citation
reference format.
15 pts
Cells lack adequate
description/detail regarding
content of the essay. The
writing contains errors in
grammar, spelling, and
punctuation that detract fr
clear reading of the map.
16 pts
Map includes reference to
4 scholarly sources with
only minor errors in
citation.
12 pts
Map fails to reference
scholarly sources and/
exhibits major errors
citation.
Pre-Writing Map Worksheet
Tentative Title:
Paragraph 1: What the Census might
have called me in 1790 & 2010:
Conclusion statement:
Introduction: Include the working thesis statement for
the planned Week 6 paper:
Paragraph 2: How this exercise shows
that race, ethnicity, & gender are social
constructs:
Summary:
Paragraph 3: Describe better future
Census categories:
References:
Pre-Writing Map Worksheet
Tentative Title:
Paragraph 1: What the Census might
have called me in 1790 & 2010:
Conclusion statement:
Introduction: Include the working thesis statement for
the planned Week 6 paper:
Paragraph 2: How this exercise shows
that race, ethnicity, & gender are social
constructs:
Summary:
Paragraph 3: Describe better future
Census categories:
References:
What Census Calls Us
This graphic displays the different race, ethnicity and origin categories used in the U.S. decennial census, from the first one in 1790 to
the latest count in 2020. The category names often changed from one decade to the next, in a reflection of current politics, science and
A Historical Timeline
For the first time,
people who check one or
both of these boxes are
asked to write more
about their origins, for
example German, African
American, Jamaican, etc.
public attitudes. For example, “colored” became “black,” with “Negro” and “African American” added later. The term “Negro” was
dropped for the 2020 census. Through 1950, census-takers commonly determined the race of the people they counted. From 1960 on,
Americans could choose their own race. Starting in 2000, Americans could include themselves in more than one racial category.
Before that, many multiracial people were counted in only one racial category.
People could choose
their own race
CENSUS YEAR
1810
1820
1830
1840
1850
1860
1870
1880
1890
1900
1910
1920
1930
All other free persons
Black
Free colored males and females
Slaves
1940
1950
1960
1970
1980
1990
2000
Mulatto
Black Slaves
Quadroon
Mulatto Slaves
Octoroon
Mulatto: Definitions varied from census to census, but this term generally means
someone who is black and at least one other race. Mulattoes, octoroons and quadroons
were counted as single-race black, but today could be counted as multiracial.
Black
(Negro or
of Negro
descent)
Black
Black,
African American,
or Negro
Black, or Negro
Mulatto
Aleut: People who trace
their ancestry to the
Aleutian Islands in Alaska.
Indian
Although American
Indians living in
white society were
included in the
census before 1890,
the 1890 census
was the first to
include a complete
count of American
Indians on tribal
land as well.
Negro,
or Black
Negro
Quadroon: Someone with “one-fourth black blood,” according to
census-taker instructions.
Octoroon: Someone with “one-eighth or any trace of black blood.”
Multiracial: Two or more races
Aleut
Aleut
Eskimo
Eskimo
Black or
African
American
American Indian
or Alaska Native
Indian (American)
American Indian
Chinese
Japanese
In 1910, the vast majority of the Other
category were Korean, Filipino and
Asian Indian (called Hindu).
Filipino
Other
Korean
Hindu
Hindu: Referred to Asian Indians,
regardless of religion.
Korean
Asian Indian
Part
Hawaiian
Vietnamese
Other
Asian or Pacific Islander
Other Asian
Hawaiian
Pacific Islanders and Hawaiians were grouped with
Asians from 1960-1990. Starting with the 2000
census, they became their own group.
The nation’s first census was a count of the U.S. population as of Aug. 2,
1790. U.S. marshals and their assistants were supposed to visit each
U.S. household and record the name of the head of the household and
the number of people in each household in the following categories: Free
white males ages 16 and older, free white males younger than 16, free
white females, other free persons, and slaves. This is the first page of the
publication containing the results.
Note: The U.S. Census Bureau does not consider Hispanic/Latino
ethnicity to be a race. Hispanics also are asked to select one or more
races to define themselves.
Source: U.S. Census Bureau
U.S. Census Bureau
2020
2010
White
Free white males, Free white females
CLASSIFICATION BY RACE
1800
This category included
smaller racial groups
not specified on the
census form.
Native Hawaiian
Samoan
Samoan
Guamanian
Guamanian, Chamorro Guamanian
Chamorro
Other Pacific Islander
Other
Mexican
Mexicans were counted as a separate
race in 1930 for the first and only time.
Other
Central or
So. Amer.
Mexican
Other race
Some other race
Chicano: A variation of “Mexican American” commonly
used in Western and Southwestern states.
Mexican, Mexican Amer., Chicano
Puerto Rican
Cuban
Other
Spanish
Other Spanish/
Hispanic
Other
Spanish/
Hispanic/
Latino
Another Hispanic,
Latino, Spanish origin
CLASSIFICATION BY
HISPANIC ETHNICITY
1790
People could choose
two or more races
PEW RESEARCH CENTER