Credits: 4 Semester credits: Goals 5 and 9 of the Minnesota Transfer Curriculum (see course catalog).
Monday, Wednesday, and Friday:10:30am to 11:40am, Fine Arts Building Room 280 (1/14/2013 to 05/15/2013)
Instructor: David A. Berger E mail: email@example.com
Office: 214 Activities Building, Inver Hills Community College
Phone: (651) 450-3545 (Voice mail available )
Office Hours: Monday and Wednesday 1 to 3pm, Friday 1pm to 2pm, and by appointment (If I am not in my office, check the copy room in the College Center Annex or the classroom).
There are TWO basic objectives of this class. First, this course will introduce class members to the broad discipline of Sociology. We will learn about sociological theories, research methods, basic concepts, and terminology. Second, in order to understand how personalities interact to create social groups and societies, we must also promote empowerment of the students by encouraging the development of democratic behaviors and values. To this end, we will share some of the powers that are traditionally reserved for the instructor. We shall create a quai-representative democracy complete with executive (the teacher) and legislative (the students) components. The four standing committees are Topics, Writing, Testing, and Participation. This syllabus was created jointly by the students and the instructor the first day of class. Note that there was a partial veto on the writing committee. The instructor needed to reduce the number of papers from 3 to 2 due to the requirements of the LCOM (see below).
Nine sub goals that support the two class objectives:
This course, in concert with the rest of your college education, should help you to develop the ability to…
Think critically Have respect for others Be dependable
Solve complex problems Act in a principled manner Be able to adapt to change
Read, write, and speak effectively Engage in life-long learning Live in a community
LEARNING COMMUNITY: About half of the students in this course are also in the EAP Learning community. These students are taking a combination of EAP 99-01, READ 93-01, and SOC 1100-06. Included in this learning community is a Structured Learning Assistance (SLA). Woubejig Shiferaw is the facilitator for the SLA section. Learning Community students are required to attend SLA. However, all
Students are welcome at these sessions. These study sessions really help improve student retention and performance. I highly recommend Woubejig Shiferaw as an invaluable facilitator. Her class meets MWF from 9 to 9:50am in FA292. Laura Funke and Kim Elvecrog are also superior instructors and the LCOM students are very fortunate to have them.
1) While the syllabus forms the foundation of our course, changes in ANYTHING are possible during the semester (except NO EXTRA CREDIT). Any class member may initiate a change during the semester. To get an issue on the ballot, a member must go to the appropriate committee with a written proposal (the petition form is attached to this syllabus). If the majority of the committee approves that the change can be looked at by the entire class, the class as a whole will discuss it and then vote on it. If a majority of class members then vote in favor of the change, it will take effect. Proposals can involve class location, breaks, test formats, etc. This is your chance to have input into your education. The instructor has the same rights as a class member. This means that he must go through the same committee process if he wishes to change something in this syllabus. An issue that dies in committee can only be revived by a 2/3rds majority class vote. A petition form is be attached to this syllabus.
2) If a class decision CLEARLY violates school policy or the integrity of the learning environment, the instructor may have to modify or veto the change. In such an event, a full explanation will be given to the membership.
3) Votes involving the entire class membership will occur only after a period of discussion (speakers pro/con). Class members SHOULD, at any time, challenge or contribute to class discussions and/or lectures. To give everyone a fair chance to present their opinions, we need to give polite consideration to each speaker.
Democracy must be learned in our everyday life if we are expected to participate fully in a democratic republic.
While freedom of speech will be our foundation, speech that violates another’s rights will not be tolerated (no harassment, hate speech, or racism is acceptable).
4) The four committees will meet whenever there is a petition that they must entertain or when a majority of committee members call for a meeting or when Dave asks them to meet to consider a proposal. Some committees may never meet again, while some committees may meet more than a few times.
SCHEDULE OF EVENTS*
Week of TOPICS READING ASSIGNMENT
January 14, 2013 Touchie-feely: First Day Rituals Read Prefaces to all books
What is Sociology? Chapter 1 Macionis;
Articles #1, #2, & #3 Henslin
CONSTITUTIONAL CONVENTION TO CREATE THIS SYLLABUS
January 21, 2013 The Sociological Imagination Articles #4, #5 Henslin
-Biography and History
January 28, 2013 Sociological Theories Theory section in Henslin
-Functionalism -Conflict Theory (Intro to Section II) pp29-34
-Symbolic Interaction -Social Exchange Theory Review Macionis Ch. 1
Theory Groups on Wal-Mart Chapter 2 Macionis
- Video Clip #6 Henslin
-Push Vs. Pull Market
Begin Sociological Research Methods
February 1, 2013 Research Methodology (Continued) Chapter 5 Macionis
February 4, 2013 -Garbology (Sociology of Garbage) Article #7 Henslin
February 6, 2013 Education: Social Structure Chapter 14 Macionis
-Traditional Vs. Interactive Education Article #39 Henslin
February 11, 2013 Maximum 30 mins at the end of the hour (30 points)
First Finish Education and Introduce Culture
February 13, 2013 CULTURE Articles #8, #9, #10 Henslin
February 15, 2013 -Materialism & Super Consumerism Chapter 2 Macionis (review)
February 18, 2013 President’s Day Holiday NO CLASS
February 25, 2013 SOCIALIZATION & Chapters 3 & 4 Macionis
SOCIAL INTERACTION Articles #11, #12, #13, & #41 Henslin
March 4, 2013 Gender Role Socialization (SEX AND GENDER) Chapter 10 Macionis
Women & Men Articles #14, #16, #17, #19
WOMEN’s RIGHTS Freedom Writers Foreward
And pages 1 thru 46
March 18, 2013 DEVIANCE Chapter 7 Macionis
-Con Artist Subcultures Freedom Writers 47-100
March 25, 2013 Social Control /War/Terrorism Henslin articles #20, #22, #42
THE SCHOOL OF THE AMERICAS Macionis pp. 292-293
-W.H.I.S.C. Freedom Writers pp. 101-150
March 29, 2013 Maximum 30 mins at the end of the hour (30 points)
First finish Social Control Topic
April 1, 2013 Religion: The Sacred Vs. The Profane Macionis Chapter 13
-RELIGIOUS TENSION Henslin article #43
Freedom Writers pp. 151-200
April 8, 2013 Inequality: Race and Ethnicity Relations Chapter 11 Macionis
April 15, 2013 SOCIAL CHANGE: SOCIAL MOVEMENTS Henslin #45 #15 #28, #29
& COLLECTIVE BEHAVIORS Macionis Ch. 16
-Rumor Transmission and Riots Freedom Writers pp. 200-251
-THE MEDIA; Sociology of Film: Horror Films
April 22, 2013 THE ECONOMY : MEDIA Articles #33, #34, #35, #36, #39, #44
- Work and Work Organization Macionis Chapter 12
- Entertainment, Reality TV, Vs. News: Local Vs. Global
- SPORTS and the Business of SPORTS
April 29, 2013 Inequality: Social Classes & Castes Chapters 8 and 9 Macionis
-Stratification and Inequality Articles #18, 21, 32 Henslin
Cultural differences: Poverty
May 1, 2013 Maximum 30 mins at the end of the hour (40 points)
First finish Social Control Topic
-Relationships Articles #37, #40 Henslin
+Schedule subject to change by topics committee action and class vote.
There will be two papers (see attached assignment sheet for assignments #1 and #2) each worth 150 points (300 points total this section or 30 percent of your course grade).
Paper # Due Date Topic Points
1 March 6, 2013 Frontpage/Headline Paper 150 points
2 May 6, 2013 Freedom Writers Diary 150 points
Policy on Plagiarism/Cheating: For cheating and plagiarism 0 points on that paper.
Policy on Late Papers: “The paper drops 10 percent (15 points) each day it is late up to one week.” DO NOT skip class to type your paper!!!!
Please type assignments. Please start reading the Freedom Writer’s book now and take notes on Erin Gruwell and her relationship with her students. Attached is the assignment sheet for assignments #1 and #2.
These assignments will be graded on completeness, clarity, and understanding. Make sure you fully and clearly answer the questions from the assignment sheets and the requested writing format.
There will be THREE EXAMS (100 points each) and THREE QUIZZES (30, 30, and 40 points each) for a total of 400 points for testing. All exams and quizzes are a combination of multile choice and short essay. Most of the short essay will come from articles in the Thio reader. For every quiz and exam each student will be allowed to individually create a cheat sheet for use during the testing (8 & ½ by 11, both sides, no photocopies). These cheat sheets must be unique and individually created with no photocopying (including the books). Finally, students can file challenge forms after the exam to attempt to show that their answer was equally valid. Exams will not be on the same day that papers are due.
Policy on Plagiarism: You will receive a zero for cheating on the exam. The second time you cheat you are out of the class. Policy on missed exams: You have one week to make up the test unless there is an emergency (no penalty if an emergency occurs). Please discuss the make up with the instructor before test day. If you do not notify the instructor you will lose 10 percent per day up to the week.
# DATE Percentage Points Type of Exam
Quiz #1 February 11, 2013 30 points In-class with cheat sheet
Exam #1 February 20, 2013 100 points In-class with cheat sheet
Quiz #2 March 29, 2013 30 points In-class with cheat sheet
Exam #2 April 5, 2013 100 points In-class with cheat sheet
Quiz #3 May 1, 2013 40 points In-class with cheat sheet
Exam #3 May 8, 2013 100 points In-class with cheat sheet
This is not a lecture course!!!!! Discussion, role plays, small group activities, music and video clips are included in this class to get you to practically apply the concepts that you learn. This is a "hands on" course. Do Not take this course if you wish a pure lecture course. You will get very involved with speaking, listening, and doing. There will be note taking at times (since a minimal amount of lecturing is necessary). The Participation Committee has broken down the points for participation in the following manner:
150 points for attendance and 150 points for direct participation including small groups; speaking in class; listening; sharing notes; being polite; awareness in class, and being supportive of others. 300 points total for participation or 30 percent of your course grade. Points will be deducted if lateness or attendance becomes a pattern. Please leave the room if you need to text message. No lap top computers are allowed unless you get permission from the instructor and vow only to take notes.
School policy: if a student misses two consecutive weeks without an acceptable excuse, they can be dropped from the course (See student hand book). Emergencies happen and we will make allowances for them.
CHANGES TO THIS SYLLABUS:
If you want changes to this syllabus, fill out the attached petition and give it to a member of the committee that the change would come under. The appropriate committee will decide if the entire class should vote on your proposed change.
Introduction to Sociology SOC 1100-06 Assignment #1
“Front Page Headline Assignment"
Rough Draft Due: Monday, February 25, 2013
FINAL DRAFT DUE: Wednesday, March 6, 2013
Sociology 1100-06 and EAP 99-01
Major American (and some international) news stories over the last 50 years are displayed in your sociology classroom. These news stories provide an opportunity for you to do some sociological research by choosing one of the events and analyzing it using your sociological imagination. For this assignment, you will work with a partner to choose an event, analyze the event and how the event was portrayed in the newspaper, and interview others who lived through it about their memories and interpretations of the event.
You need to include the following information in your essay:
4) How has your understanding of the event changed between the moment you heard about it and the current time? What, in your life experience or your understanding of the event, changed your perspective?
Apply your sociological imaginations again to describe the patterns you discover in the responses of the interviewees. Overall, how did these people as a whole feel about this news event and how did it affect their world views?
Steps in the Process and Due Dates
In this assignment you will be applying the concept of the Sociological Imagination to the situation described by Erin Gruwell and her students in the Freedom Writers Diary. This book provides many examples of students who are facing a wide variety of “private troubles.” At the same time, these students develop an ability to see how their personal problems are related to “public issues.” Both the concept of “private troubles” and “public issues” are described in article #3 in the Henslin book, “The Promise” by C. Wright Mills. Erin Gruwell uses some thoughtful and creative strategies to help her students develop an understanding of the Sociological Imagination. In your essay, then, please address the following questions:
How does Ms. Gruwell help her students to see that their private troubles are also public issues? How does she help them avoid “getting trapped” so that they are able to overcome those barriers? Provide four examples of how Ms. Gruwell used teaching techniques, events, books, or speakers to get her students to develop their sociological imaginations. Be very specific and reference which pages/journal entries you are using.
Organization and formatting
- You should structure this essay using a traditional format, including an introduction with a thesis statement (main idea sentence), focused body paragraphs, and a conclusion.
- In the body of the essay, you should provide specific examples from the book to support your ideas.
- If you use any quotations from the book, you must include quotation marks around those sentences as well as a citation (page number in parentheses).
Evaluation/Assessment: Your essay will be evaluated based upon your fulfillment of the requirements listed above. I will give special weight to the strength of the examples you use to show how Erin Gruwell instilled a sense of the Sociological Imagination in her students. I will also be looking for your level of understanding of the Sociological Imagination and how it applies to these students. Make sure you provide four different examples with specifics from the journal entries in this book.
Articles in Henslin Book:
Introduction to Sociology
As you read each article in the Henslin reader (Down to Earth Sociology) take notes that answer the three questions listed below. At least 1/3rd of all exam questions will come from these study guide questions.
I petition that the following proposal be placed on a ballot before our entire class membership:
Turn this form into the appropriate committee as soon as possible. Given time limitations, votes may have to be postponed until the next class period.
Committee Action: Forward to class____ Defeat_____
HELPFUL HINT: Make your proposal as specific as possible and include some sort of rationale. More of your class members will vote for something if they understand why it is needed. Feel free to lobby your position before and after class and during breaks.