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INTRODUCTORY SOCIOLOGY
Sociology 101.4561 Introductory Sociology
Spring Semester 2009 MW 2:38-3:55
S. P. Blandau, Professor of Sociology
Office: Room 223 JCC
Office Hours: See attached schedule
[email protected]
Phone: 487-3154 or 1-800-246-7521 ext. 73154
Society not only controls our movements, but shapes our identity, our thoughts, our
emotions, the structure of society becomes the structure of our consciousness Society does not
stop at the surface of our skins. Society penetrates as much as it envelopes.
Peter Berger
Invitation to Sociology
CATALOG COURSE DESCRIPTION
Introduction to the concepts and methods of Sociology. Investigation of socialization,
group processes, social inequality, social institutions, and social changes. Students may not
receive credit for both this course and RSO 120. This course is a prerequisite to a significant
number of courses in this and related areas of study.
Prerequisites: None
REQUIRED TEXTS:
Henslin, James M. Sociology: A Down-To-Earth Approach.9th edition, Allyn & Bacon: 2008
Henslin, James M. Down To Earth: Sociology Introductory Reader. 14th ed, Free Press 2007
COURSE COMPETENCIES:
Upon successful completion of Sociology 101, the student will be able to:
1. define and describe sociology, as well as differentiate sociology from the other sciences;
Assessment: scores earned on Chapter one exam will assess this learning
2. understand the terminology and concepts of sociology and apply the concepts to everyday
life;
Assessment: Scores earned on all exams and all research project grades.
3. understand cultural differences among various sociological groups as a prerequisite to
tolerance for and appreciation of cultural differences;
Assessment: Scores earned on exam 1 and exam 3 will assess this learning. All research
projects will assess this learning.
4. guide the student to recognize the necessity of accurate interpretations of facts. In
developing this ability to interpret facts accurately, the student is directed toward a
general understanding of the varied techniques utilized in sociological research;
Assessment: Scores earned on exam #2 will assess this learning.
5. better understand the social processes and interaction that are a part of human existence.
This will be done through exploration of society's institutions. Challenging students to
examine institutions in their own community will enable them to grasp a greater
understanding of the basic concepts.
Assessment: Scores earned on exam #4 will assess this learning. Scores on research
project #5 will assess this learning.
GENERAL EDUCATION COMPETENCIES:
II.
Think Critically
1.
Make connections in learning across the disciplines and draw logical
conclusions.
This course draws upon a multiple of other disciplines such as History,
Psychology, and Anthropology. For example, The Sociological Imagination, a
concept which is considered central to the study of Sociology, looks at the
importance of the intersection between personal biography and social history.
The students will also learn about the Anthropological perspective in the chapter
on culture.
In the chapter on Social Interaction students will read about classical studies in
Social Psychology.
III.
Learn Independently
1.
Use appropriate search strategies and resources to find, evaluate, and use
information.
2.
Make choices based upon awareness and ethics and differing
perspectives/ideas.
A.
Students are required in SOC 101, to use proper research strategies, which
include- gathering data and summarizing content. The projects the
students are required to do for class include these strategies.
B.
Students in SOC 101 through regular course work, will be able to define
values, both cultural and personal, will be able to list and discuss the
dominate values in American values and beliefs during the past 30 years.
In terms of ethics- students will discuss the major ethical questions that
must be addressed by researchers who study people. They will also
become aware of the potential impact of a researachers’ values on the
interpretation and use of research data. Students also have a research
project on “school prayer,” where they examine conflicting values in their
society.
IV.
Examine relationships in Diverse and Complex Environments
3.
Develop an awareness of self as an individual member of a multicultural global
community.
A.
This particular goal will be accomplished in many ways.
The course content lends itself to allowing the student to be aware of their
multiculturalism.
The chapter on culture- determines cultural diversity through subcultures.
To measure this awareness, I have a research project on norms. How does
it feel to violate a norm?
Another project has students researching information pertaining to slavery
around the world. In this project they become aware of how slavery is a
major problem around the world.
Another chapter discusses race & ethnic diversity. Students will apply the
concepts through research projects. Racial profiling, prejudice, and
discrimination is addressed in two projects.
Another project deals with hunger around the world. Another project looks
at racial/ethnic organizations.
ATTENDANCE POLICY:
Class participation is an important part of this course. Many ideas will become clearer
through sharing questions in class. As a general rule, if you find you have any sort of problem
with the course (Including non-attendance), come see me as it becomes evident. Early on we can
try to resolve your problem, but by late in the course (or just before projects and exams), it may
be to late to be of much help. Also, remember you will receive a discussion grade for this
course. If you are not here you cannot participate, thus, you cannot receive a grade that day for
discussion or quizzes.
INCLEMENT WEATHER POLICY
During periods of inclement weather, all classes scheduled BEFORE 9:30 a.m., will be
cancelled. Students will be asked to report at 9:30 for their 9:30 classes If the class is cancelled
due to the school closing, I will adjust the schedule accordingly. (ie. Reschedule a paper, a
chapter, etc.)
ACADEMIC HONESTY POLICY
“The KCTCS faculty and students are bound by principles of truth and honesty that are
recognized as fundamental for a community of teachers and scholars. The college expects
students and faculty to honor, and faculty to enforce, these academic principles. The college
affirms that it will not tolerate academic dishonesty including, but not limited to, violation of
academic rights of students (section 2.0) and student offenses (section 3.0).”
For information about academic rights and academic offenses and the student’s right to appeal,
students should be refereed to the KCTCS Code of Student Conduct at
http://www.kctcs.edu/student/code.htm. Or go to Student Affairs where a hard copy is on file.
WITHDRAWAL POLICY:
Students may withdraw up to midterm and receive a grade of “W” without the
instructor’s permission. After midterm the withdraw slip must be signed by the instructor,
advisor, and the student and handed back into the admissions office. The grade of “W” can
be assigned. If the student simply stops coming to class without doing this, instructors have no
choice and cannot give the “W”. Such student would receive the grade of “E”, which is failing.
Students, in Soc. 101, may officially withdraw with a grade of “W” at any time prior to the last
class meeting.
ACCOMMODATIONS POLICY:
Students needing accommodations should contact the local disabilities service
representative to complete an Accommodations Plan which will ensure that the student receive
full benefits and the instructor is aware and can make proper adjustments in his/her courses for
the student. Accommodation representatives are as follows: Hazard Campus- Doug Fraley; Lees
College Campus- Cluster Howard; Knott County Branch- Doug Fraley; Leslie County CenterDoug Fraley; Technical College- Doug Fraley
EVALUATION METHODS:
A.
Tests - Four tests will be given to cover both the class lectures and textbook and videos.
Tests will be objective (multiple choice, true/false.) Essay questions will also be a part of
your exams.
Test schedule and reading assignments are listed on the last page of your syllabus.
Makeup Exams will be allowed only if you have a legitimate excuse. If you are not happy
with your test score, you will be allowed to take one exam over. However, it will be a
totally different exam. At the end of the semester, I will drop your lowest exam score.
B.
Research Projects- The students will complete 5 research projects. Each project will be
worth 25 pts.
Research Project Format:
1.
Must be at least two double-spaced and typed pages. *Handwritten reports are
not acceptable.* Papers must be stapled or in a plastic binder.
2.
Projects must be in essay form and you must use proper research paper format- ie.
You must use proper quotations and cite all sources within your paper. Proper
bibliography is expected. At least three sources must be used per paper. Do not
use your textbook or other textbooks as sources!! You may use APA or MLA
styles.
3.
The due dates for the assignments are listed in your tentative schedule.
Assignments must be turned in at the beginning of the class period on the day
they are due. Assignments that are turned in later than the class hour on the date
they are due, will be marked down ten points for each day. Assignments will not
be accepted after three days.
C.
All papers must have a title page:
Title of project
Your name
Course title- SOC 101.01 or SOC 101.02
Professor: Sandra Blandau
Name of College
Date
Extra Credit
If you turn in all five projects, then you receive up to 25 extra points, which will
be added to the final total at the end of the semester.
DISCUSSION/ARTICLES
You will receive a discussion grade for the course. Discussion grade will be determined
by your participation in class. I will choose the days that I will give discussion points.
Discussion points may be rewarded for group discussions over the articles or read back
(discuss in class), or maybe a pop quiz over the articles assigned to you to read before
class.
GRADING:
Your final grade for the course will be determined from test scores, projects, and
discussion grade.
Grade distribution will be as follows:
Grade
A
B
C
D
E
Percent Range
100 - 90
89 - 80
79 - 70
69 - 60
59 - 0
3 Exams
Research Projects
Discussion/Articles
100 x 3 = 300 Points
= 100 Points
=100 Points
500 Points
Point Range
500 - 450
449 - 400
399 - 350
349 - 300
299 - 0
CELL PHONE POLICY:
Cell phones must be turned off before entering the classroom. In case of an emergency, I will
allow you to turn the sound off (keep the vibration on) or very very low.
PROJECTS
Choose one project from each number.
Project #1
A.
To learn more about sociology’s founders, including Corte, Durkheim, Marx, and
many others, go to Dead Sociologists Society site.
http://www2.pfeiffer.edu/~lridener/DSS/DEADSOC.HTML
Select one of the sociologists, who we have discussed in chapter one. Gather material
for a paper on the sociologist’s background, ideas, and writings. Exercise your
sociological imagination by thinking about how the sociologist’s social environment
influenced his or her work. You will need to use other sources- books and other
sources on the internet. Do not use Wikipedia or textbooks!
Or
B
This assignment asks you to violate a norm and write a report about the experience. The
objective of the research is to determine the extent to which norms influence behavior.
Thus, you will want to pay particular attention to the reactions of both YOURSELF and
OTHERS who are a part of the situation. Before you begin this assignment, be certain to
study the following guidelines:
1. Select a norm common in our society. Be sure it is a folkway and not a more.
2. BEFORE you enter the field to do your research, be certain you have filled out parts 1
and 2 of the write-up (see the following). This will help to ensure that you have a firm
grasp of your hypothesis in advance.
3. BREAK the norm in a social setting. OBSERVE the reactions of others and yourself,
and RECORD as quickly as possible those reactions. Vary the conditions (e.g. place,
time, audience). Violate the norm in a social setting. It doesn’t count if you wear your
clothes backwards in your closet! Reactions. Pay attention to both verbal and
nonverbal reactions.
4. DO NOT: Break any laws or cause anyone else to break the law. Cause harm to
yourself or anyone else. Do anything that is legally and morally questionable, or that
could bring negative sanctions against yourself, the department, the university or your
instructor.
The following format is to be followed as you write up this exercise. Please note that this
is a skeletal outline and is intended to help you decide what information to include in
your report. Be sure to cover all these points, but don’t feel that you are limited to them.
Elaborate and be creative where you can. Incorporate as much as you can from your
learning about sociology in everyday settings.
This report should be 2-5 pages in length, typewritten and double-spaced. Good grammar
and sentence structure are expected.
The format to use:
1. Statement of the Problem
a. Define the norm you will violate.
b. Describe briefly how this norm acts as a mechanism of social control.
c. Describe what you will do to violate the norm.
2. Hypothesis:
a. Describe the range of possible reactions others will have to the violation of this
norm.
b. What do you predict the major reaction will be?
3. Describe the settings:
a. Physical – where is the norm violation taking place?
b. Social- how many and what types of persons are observing?
4. Describe the incident- tell what happened.
5. Summary and Interpretation:
a. How did you feel as you were violating the norm?
b. Why did you feel the way you did?
c. Did people react the way you expected? Explain.
d. Did you encounter any difficulties in carrying out your assignment?
e. What, if anything, did you learn about how norms exercise social control?
f. Any other pertinent observation.
Project #2
A
Social Psychology of the Body:
Go to the library and watch the video, “Body Image: Let’s Get Real!”
After viewing the video, write a paper on the following themes:
1. What does a “great body” symbolize to most Americans? Include, the ways it affects
social interaction between the sexes and within the same sexes.
2. Discuss how body image differs based on culture and how it affects first encounters.
3. Discuss how the media and corporate America use body image to their advantage.
4. How is body image dangerous especially for children & young adults?
5. Discuss how other cultures view body image.
These additional web links may be helpful:
Body Positive: Boosting Body Image at Any Weight- http://www.bodypositive.com
A Body Image Site for Everybody: Adios Barbie!- http://www.adiosbarbie.com/
Body Image and Advertising: http://www.mediascope.org/pubs/ibriefs/biw.htm
OR
Rent the video/DVD of the movie, “Falling Down” (1992) staring Michael Douglas as
Bill Foster. Read Chapter 8 on deviance. Watch the video. Choose your “favorite”
perspective out of the three major ones- conflict, symbolic interaction, or functionalism.
Analyze the acts of escalating deviance in the video. Basically, explain why Bill Foster
“goes crazy” in the video by using only one of the three sociological paradigms (and any
theories/terms that accompany it) for the entire paper.
B.
Project #3
A.
Go to UNICEF’s “State of the World’s Children” (http://www.unicef.org/sowc96)
browse the “Statistical Tables,” which provide information about 150 countries on infant
and child mortality, malnutrition, school enrollment, discrimination against girls and
women, nutrition, health education, population, and economic progress. Compare
conditions in the U.S., on several of these dimensions, to conditions in several least
industrialized countries.
Choose at least two other additional resources:
1.
2.
3.
4.
5.
Population Reference Bureau http://www.prb.org/
The Word Hunger Campaign
http://www.careusa.org/newsroom/specialreports/worldhunger/?source=gwh
Hunger Notes: Why Are People Hungry? http://www.worldhunger.org/
Hunger Web http://nutrition.tufts.edu/academic/hungerweb/
http://www.family-care-foundationsite.org/Home_Page.html
Discuss in your paper, why are people hungry around the world? Also, include
discussion on steps in combating world hunger.
OR
B.
Go to http://www.antislavery.org , the Anti-Slavery International web page and read
about current efforts to eliminate slavery. Discuss the seven types of slavery
described on this web page, and speculate about the social and economic conditions
that sustain each of these types of slavery.
Additional Resources: The American Anti-Slavery Group (http://iabolish.com) claims to
be the only American organization dedicated to abolishing slavery worldwide. Other web
links related to the topic include:
Chronology of the History of Slavery and Racismhttp://www.innercity.org/holt/slavechron.html
Global Stratification-
http://www.sdmt.edu/online-courses/is/soc100/Glob_Strat.htm
The Making of New World Slavery
http://www.historyamericans.com/The_Making_of_New_World_Slavery_
From_the_Baroque_to_the_Modern_14921800_1859841953.html
Project #4
A.
In the Down-To-Earth Sociology book, you read about the continuing significance of role
in everyday life. Controversy surrounds racial profiling. The police practice of signaling
out minority drivers. Some African Americans refer to this as “DWB” or “Driving While
Black.” The American Civil Liberties Union (ACLU) is challenging this policy to learn
more about this controversy and the work of the ACLU, go to
http://www.aclu.org/profiling. Use other sources to find out about racial profiling. How
does racial profiling relate to the topic of prejudice and discrimination?
OR
B.Look into the work of a national organization that works to improve race relations or to
advance the economic standing or preserve the culture of a racial or ethnic group. Such groups
include the NAACP (www.naacp.org), the Urban League (www.nul.org), the National Council
of La Raza (www.nclr.org), and the American Indian Movement (www.aimmovement.org),
among many others. You might also look at any of a wide range of European American ethnic
group organizations (such as the Polish National Alliance: www.pna-znp.org), refugee
resettlement agencies, and other organizations
Concerned with particular racial or ethnic groups. What is the target population of the
organization you have chosen? How was it founded, and how has it developed? What is the
organizations current mission? What are its concerns, and what activities does it conduct?
Project #5
A.
Access the content select activity site: Write a paper that includes the changing patterns
of American households, the reasons for successful marriages, as presented in the
literature, and the reasons for divorce. *Do not write about your own family situations,
because 1. The tendency is to transfer your specific reasons to a more general explanation
2. Lack of objectivity 3. Trauma that, personalizing your own family situation may have
on you.
Additional resources: Using any search engine, students can use the keywords
“successful marriage” and “reasons for divorce,” to access a number of sites. A couple of
the “successful marriages” keyword searches reveal the Romantic’s Guide” at
http://www.theromantic.com . “The Truth About Successful Marriages” at
http://newhope.bc.ca/97-11-08.htm , and “Building Successful Relationships” at
http://ohioline.osu.edu/flm99/nr04.html . Under “reasons for divorce,” one extensive site
is a paid site from an Orange County, California divorce lawyer
http://www.cadivorce.com and another is the introduction to the book “Reasons for
Divorce” at http://www.utexas.edu/courses/pair/CaseStudy/DH.html
Or
B.
One of the major problems facing our way of life is environmental pollution, which can
be directly and indirectly attributed to overpopulation. Research “environmental
pollution” in Info Trac and describe the problem, using some of the following questions
as guides.
a.
What are some of the different forms that pollution takes?
b.
Is environmental pollution on the rise? Why or why not?
c.
What seems to be causing the problem?
d.
How is environmental pollution related to inequality in the United States? How is
it related to global inequality?
e.
What are the consequences of pollution in the United States? What are the
consequences at global level?
f.
Is anything being done to stop pollution? If so, what? What more can be done?
g.
In your own experience, what types of environmental pollution have you
encountered? How have you contributed to the problem? How have you
contributed to a solution?
MW 2:38-3:55
SOC 101.4561
TENTATIVE SCHEDULE AND ASSIGNMENTS - MW
DATE
ASSIGNMENT
January 12
Introduction
Chapter 1- The Sociological Perspective, and the other Social
Sciences.
For January 14- Read chapter 1 in the textbook Sociology A Down to Earth Approach.
January 14
January 19
Chapter 1- The Theoretical Perspective
For January 21 -Read chapter 2 in the text pgs. 37-45
Also read article # 11 pgs. 118-134.
Martin Luther King Jr. Day-NO CLASSES
Chapter 2- Culture
January 21
Discussion of article
For January 26- Read chapter 2 pgs. 45-62
Read article #44 pgs. 508-517.
Chapter 2- Culture continued.
January 26
January 28
Discussion of article
For January 28- Read Chapter 3 pgs. 65-77.
Chapter 3 - Nature & Nurture & Theories of Socialization
For –Feb. 2-Read chapter 3 pgs. 78-93
Read articles #14 & #15 pgs. 161-171 & pgs. 173-179.
Gender Socialization
February 2
February 4
February 9
Discussion of articles.
For Feb 4- Read chapter 4 -pgs. 98-124.
Also read article #22- pgs. 249-263..
Social Structure & Social Interaction
Exam #1 over Chapters 1- 4.
For February 11-Read chapter 5 pgs. 128-144.
Read article #6 pgs. 63-72
February 11
Research Methods & discussion of article.
For February 18- Read chapter 5- pgs. 145-147.
Read article #7 pgs. 73-81..
**Research project #1 due**
February 16
PRESIDENTS DAY-NO CLASSES
February 18
Research methods continued. Ethics
For February 23-Read chapter 6 pgs. 151-173.
Read article #19 pgs. 217-228
Chapter 6 - Society & Group Dynamics
February 23
Discussion of article
For February 25 -Read chapter 8 pgs. 203-220.
Read articles #28 pgs. 322-332 & article #25 pgs. 287-298.
Chapter 8- What is Deviance? What are the Theories of
Deviance?
February 25
March 2
Discussion of articles
For March 2- Read Chapter 8 pgs. 221-232
Read articles #27 pgs. 315-321.
Deviance continued
Discussion on Articles
For March 4-Read Chapter 9
March 4
Social Stratification & Global Stratification
**Research Project #2 due**
March 9
Exam #2 over chapters 5-6-8-9
For March 11-Read chapter 10 pgs. 267-286.
Read article #35 pgs. 395-406.
March 11
Social Class
Discussion on article
For March 23- Read chapter 10 pgs. 286-295.
March 16-21
SPRING BREAK-NO CLASSES
March 23
Poverty
March 25-Read chapter 11 pgs. 299-313..
Chapter 11- Gender Inequality in the World
March 25
For March 30 - Read chapter 11 pgs. 312-325.
Read article #30 pgs. 349-359.
Chapter 11- Gender Inequality in the United States
March 30
April 1
April 6
April 8
Discussion on article
For April 1 -Read chapter 12- pgs. 333-339 & pgs. 345-350.
** Research Project #3 due**
Chapter 12- the Meaning of Race and Ethnicity
For April 6- Read chapter 12 pgs. 343-345 & 364-367.
Read article #32 pgs. 369-375.
Prejudice & Discrimination
Discussion on article
For April 8-Read chapter 16- pgs. 463-470.
Mate Selection and Marriage
For April 13- Read chapter 16 pgs. 462-464+481-495.
Family
April 13
EXAM #3-over chapters 10,11,12,&16
April 15
For April 20-read chapter 17 pgs. 505-522.
Education
April 20
April 22
April 27
Discussion on article
For April 22-read pgs. 515-522.
Problems in U.S. Education and Solutions
For April 27- Read Chapter 18-pgs. 526-536.
Read article #40-pgs. 461-469.
Religion
Discussion on article
For April 29-read chapter 18-pgs 536-553
April 29
Religion continued
For May 4- Read chapter 20- pgs. 589-602.
___________________
_
_________________________________________________
May 4
May 6
For May 6-read chapter 20 pgs. 602-619.
Urbanization
For May 11-read chapter 21 pgs. 623-626+636-648.
Article #45-pgs.518-534.
**Research project #6 due**
May 11
Collective Behavior/Social movements
___________________
_________________________________________________
May 13
Exam #4 over chapters 17,18,20,21
Exam Dates:
February 9March 9April 22
May 13
Population Growth
Exam #1
Exam #2
Exam #3
Exam #4
Research Project Dates:
February 11
Project #1
March 4
Project #2
March 30
Project #3
April 15
Project #4
May 6
Project #5