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Model Capstone Exercise to Incorporate Global Perspective into Amer Gvt GE Courses
Unformatted Document Text:  to-face meeting between instructor and a student can be accommodated if requested. The instructor on some occasions might elect to conduct optional orientation and/or review sessions for students which can be held in person or via electronic mediation. Presentations During the last five weeks of the course, the instructor schedules the teams for presentation, having worked closely with each team to ensure their preparedness and understanding of the assignment. The instructor introduces each team by presenting a quick sketch-portrait of the immigration wave, detailing the international causes of the Diaspora. Each team presents according to chronology of their assigned era, working through the French and Scotch-Irish in 1789 through 1800, the Catholic Irish from the 1830s through the 1850s, the Chinese and other Asiatic peoples from 1870 through 1890, the Hungarians and Slavs from the 1890s through the 1910s. In week five, the class as a whole conducts live research, conducted by the instructor, to draw on their newfound knowledge to understand the causes and reaction to Central and South Americans’ immigration from the 1980s to present day. Conclusion This study concludes that this capstone exercise, concentrating on key areas of study found in most American Government courses, focuses student’s concentration and research on the specific issue of immigration and thus helps students compare real-world nativist and ethnocentric responses thereto across time and cultures, and helps students

Authors: Kiraly, Michael.
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to-face meeting between instructor and a student can be accommodated if requested. The
instructor on some occasions might elect to conduct optional orientation and/or review
sessions for students which can be held in person or via electronic mediation.
Presentations
During the last five weeks of the course, the instructor schedules the teams for
presentation, having worked closely with each team to ensure their preparedness and
understanding of the assignment. The instructor introduces each team by presenting a
quick sketch-portrait of the immigration wave, detailing the international causes of the
Diaspora.
Each team presents according to chronology of their assigned era, working
through the French and Scotch-Irish in 1789 through 1800, the Catholic Irish from the
1830s through the 1850s, the Chinese and other Asiatic peoples from 1870 through 1890,
the Hungarians and Slavs from the 1890s through the 1910s.
In week five, the class as a whole conducts live research, conducted by the
instructor, to draw on their newfound knowledge to understand the causes and reaction to
Central and South Americans’ immigration from the 1980s to present day.
Conclusion
This study concludes that this capstone exercise, concentrating on key areas of
study found in most American Government courses, focuses student’s concentration and
research on the specific issue of immigration and thus helps students compare real-world
nativist and ethnocentric responses thereto across time and cultures, and helps students


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