Objective: This project asks you to delve deeper into A Hope in the Unseen and link the concepts we have learned about throughout the class to this text. Several avenues have been developed to help you complete this analysis, giving you a choice in which direction you want to pursue. Directions: Choose one of the following essay questions connected to A Hope in the Unseen. Make sure that you thoroughly answer each component of the question and include appropriate references to the text to demonstrate your reading and understanding of the book. Deliverables: The essay should be 2 to 3 pages, double-spaced, one-inch margins, and in 12-point font. Please title your essay using the title from the option you chose above so it is evident which question you are answering.

Objective: This project asks you to delve deeper into A Hope in the Unseen and link the concepts we have learned about throughout the class to this text. Several avenues have been developed to help you complete this analysis, giving you a choice in which direction you want to pursue. Directions: Choose one of the following essay questions connected to A Hope in the Unseen. Make sure that you thoroughly answer each component of the question and include appropriate references to the text to demonstrate your reading and understanding of the book. Crab/Bucket Syndrome -- Describe a time you felt like a crab in a bucket. How did that experience make you feel? Has it affected you in other ways and how? National Standard Curriculum -- Americans in general, believe that high school students receive about the same education in terms of curriculum; they read similar books and learn the same American history. So it would be surprising to many that students in American public schools learn different American histories, for example Cedric not knowing about Ellis Island or its significance in American history. Instances like this push many Americans to advocate for a national standard curriculum so schools are held accountable to providing students a similar educational curriculum. Do you think a national standard curriculum is needed in America since there are some main assumptions on what students need to learn to be successful in post-secondary education and/or life? Why or why not? Affirmative Action -- Cedric's story and life are a perfect example as to why the US Supreme Court continues to support Affirmative Action policies. The Court has ruled consistently that Affirmative Action is needed to remedy the historical and legal discrimination experienced by women, African Americans, Latinos(as), Native Americans, Asian Americans (sometimes), veterans, and those with disabilities. In addition, the Court has ruled that the need for Affirmative Action is a "state compelling issue" (aka diversity is important in every facet of American life - opportunity to education, jobs, etc.). Do you think Affirmative Action is necessary in 2007? Could Cedric have experienced the same opportunities without Affirmative Action? Is increasing opportunities to those that have been historically and legally discriminated against truly achieving diversity? Can Affirmative Action policies close the achievement gap? Explain your thoughts. Cedric’s Cultural and Social Capital -- Explain how you see social and cultural capital operating in Cedric’s life. How does Cedric benefit from these resources and what is he lacking? Cedric’s College Experience -- What do you think are the principal challenges facing Cedric at Brown? What does this tell us about higher education for students from backgrounds such as his? What policy implications are at play? Illuminating Achievement Gaps -- Use Cedric’s life, Ballou High School, and Brown University to discuss the achievement gap. How did Cedric defy the odds? How did Ballou exacerbate the issue? How did Brown try to cope with the reality? Chickering on Cedric -- In reviewing Chickering’s Seven Vectors of student identity development discuss each vector and the ways in which Cedric experienced success and challenge in his educational experience. Identify where his social, cultural, and human capital aided or hindered his mastery of each vector. Cultural, Social, and Human Capital -- Identify three examples for Cedric’s cultural, social, and human capital. A Hope in the Unseen Significance -- What does Cedric believe “A Hope in the Unseen” means? Cedric’s Religious Faith -- Religious faith is a strong component of Cedric’s life. How does his faith change over the course of the book? Dreambusters -- Explain the significance of “Dreambusters” in Cedric’s graduation speech. Identify three “Dreambusters” in Cedric’s life and how his social, cultural, and human capital aided in him overcoming these personal and environmental obstacles? Affirmative Action -- What is affirmative action? Identify three arguments for and three arguments against affirmative action. Cedric’s Poetry -- What does “let the colors run” in Cedric’s poem signify? Cedric’s Pride -- From the perspective of one of the people in the book describe how they view Cedric’s pride. Deliverables: The essay should be 2 to 3 pages, double-spaced, one-inch margins, and in 12-point font. Please title your essay using the title from the option you chose above so it is evident which question you are answering. If you cite any other sources besides A Hope in the Unseen (this is not mandatory), make sure that you include a References page with your sources appropriately cited in APA format.