INTRODUCTION TO SOCIOLOGY
Spring 2009
Mark Rubinfeld
Foster 308
Office phone:
832-2430; Home phone: 364-1228
E-mail: mrubinfeld@westminstercollege.edu
Website: http://people.westminstercollege.edu/faculty/mrubinfeld
Office Hours: Mon., Tues., Wed., and Thurs.
Course
Description:
This course provides
an introduction to sociology by examining the cultural, institutional, and
social forces that influence people’s perceptions, actions, and opportunities.
Required Books (Available at College Bookstore):
Henslin, James M. Sociology: A Down-to-Earth
Approach. Seventh Edition. 2005.
Correspondents of The New York Times. Class Matters. 2005.
Course Objectives:
Procedures and Course
Outline:
This course utilizes
a variety of learning tools including readings, lectures, videotapes,
discussions, group exercises, and oral presentations.
Assignments and Grading:
Final grades will be
based on a mid-term (25% of the final grade), a final examination (25% of the
final grade), eight chapter reaction assignments (20% of the final grade), one
formal paper (20% of the final grade), and a group presentation (10% of the
final grade). In calculating final grades, class participation will also be
taken into account. You must complete all of the course requirements in
order to pass this course. Final grades will be based on the percentage of
total points earned: A (93-100), A-
(90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72),
D+ (67-69), D (63-66), D- (60-62), and F (below 60).
Exams: The exams include multiple choice,
true-false, and short essay questions covering material from the readings,
lectures, class discussions, and group presentations.
Chapter reaction papers:
Choosing eight-out-of-the-eleven chapters in the text, you will be responsible
for writing a typed two-to-three
page “reaction” paper (double spaced) after reading each of the eight chapters
that you choose, which will cover your critical
reactions to the chapter as a whole or to a particular section of the chapter
that most interests you. Late reaction papers will be accepted up to one class
late with a one point (10 percent) penalty and up to two classes late with a
two point (20 percent) penalty. After
two classes, no late papers will be accepted without instructor’s approval.
Formal Paper: You will be
require to complete a typed five-to-seven
page paper (double-spaced) in which you will be asked to apply sociological
ideas covered in different sections of the readings to class content and life
experiences. In evaluating your paper, I will be looking for two basic things:
first, a clear expression of the sociological ideas or concepts you are using
and, second, a good application of those ideas. Late papers will be accepted up
to one week late with a ten-point penalty;
after one week, no late papers will be accepted. (Note: For both the
chapter reaction papers and the formal paper, if you are absent on the day a
paper is due, you are responsible to find someone to
deliver the paper for you or to e-mail an attachment copy of the paper on the
due date).
Class Participation and
Attendance:
Class attendance,
discussion, and participation are significant components of the classroom
experience. As such, any student who misses more than six classes will not be able
to get a grade higher than a B for the class; if his or her final average is a
B or lower, he or she will lose one grade (e.g., B becomes a B-, B- becomes a
C+, etc.). Any student who misses nine or more classes will not be able to get
a grade higher than a C for this class, as well as lose one grade if his or her
final average is a C or lower. Any
student who misses twelve or more classes will not be able to pass this class. Exceptions to this grading policy due to legitimate medical or family emergencies
will need proper documentation and instructor’s approval. Although there is no
formal attendance policy for students who miss six or fewer classes, do know
that a significant number of questions on the midterm and final will
focus on class lectures and discussions. Furthermore, since I will be weighing
class participation in borderline grading situations, students who regularly
attend class and frequently participate in classroom discussions will have an
“edge” in achieving a higher, final grade. Finally, I reserve the option of
giving quizzes, assigning additional homework, or emending this syllabus as the
need arises.
Student-Student and
Student-Faculty Relationship:
All students must be
respectful of other students. This means no talking while other students are
talking or trying to listen. It also means showing up to class on time so as
not to disrupt the class with late arrivals. Once class begins,
no chatting, no reading outside materials, and no sleeping in class. If you
must eat, make sure it is a “quiet” food. Also, turn off your cell phones. In
other words, act appropriately for a college class—if your actions create a
distraction, you will be asked to leave. In accordance with college policies,
any acts of cheating or plagiarism will be penalized to the severest extent. My
office hours are listed at the beginning of this syllabus. At any time, feel
free to meet with me to discuss any matters relevant to this course. It is
especially important to see me early in the semester if you are having difficulties.
Do not wait until the end of the semester when there is little I can do to
help. Finally, feel free to meet with me if you would like to learn more about
sociology, including pursuing it as a major or minor, or incorporating its
application into papers and assignments from your other classes.
Group Presentations
Due to time
constraints, there are a number of chapters from the text that will not be
covered in lectures nor assigned to everyone for reading. In order to give you
a “glimpse” into the content of these chapters, we will use group presentations
that will: 1) allow us to cover more material than we could normally cover
through lectures and readings, 2) provide you with a greater variety of
viewpoints, and 3) afford you the opportunity to experience working on a group
project that includes public speaking.
Midway through the semester, we will
form groups with each group being responsible for reporting on one of the
unassigned chapters in the textbook. Each group will have 40 minutes to report
to the class on the chapter, and 10 minutes for a question and answer period.
The group should not try to cover all of the material in the chapter but focus,
instead, on the most pertinent point (or points).
Each member of the group must
participate in the oral presentation. All students in the group will receive
the same grade. On the day of the group presentation, each group must submit an
outline of its presentation and what each individual member will be covering.
The final exam may include several questions stemming from the presentations so
it is important that students not presenting on a given day listen attentively.
It has been my experience that the best presentations are those that involve
the following:
Solid preparation: All group members should be equally
prepared for the presentation. This usually necessitates a clear delineation of
member roles in preparing for the presentation. In addition, many of the best
presentations involve outside research or activity. For example, one group designed
and conducted a survey that examined fads and fashions on campus, videotaped
interviews with students on what they like to wear and why, brought in examples
of changes in styles from different social eras, and tied their findings to the
chapter in the text on collective behavior. Another group spent an afternoon
conducting a field observation at a local hospital, observed a heart bypass
operation, talked with doctors and nurses about the current state of medical
care, and linked what they learned to the chapter in the text on medicine.
Still another group presented a slide show of downtown city life, illustrating
different examples of urban decay and urban renewal. The bottom line is that the format is up to
each group. There are only three limitations: that the presentation takes no
more than 30 minutes (plus an extra 10 minutes allotted for questions and
answers), that the presentation incorporates sociological analysis, and that
the presentation is tied to the relevant chapter in the text.
Class activity and/or handouts: Having the class take an active role in at least part of the
presentation (through handouts, posters, transparencies, power-point, videos,
or any other audio or visual aids that the group deems useful) often results in
better class attention and discussions. In presenting your material, strive to
be informative, engaging, and creative. Try to think of different ways of
involving the class into your presentation so that your audience stays
interested.
Introduction of the panel members:
You can make the group presentation a bit more personal by introducing
yourselves at the beginning of your presentation. This helps to lessen the
“intimidation factor,” and to create an atmosphere more conducive to audience
participation. Furthermore, try not to forget to establish occasional eye
contact with members of the audience, and to smile from time to time. Also try to be sure that you talk to your audience rather than read
the entire time from notes or cue cards.
Careful time budgeting: Use
your time wisely. Thirty minutes is not very long for a presentation. While you
should be prepared to use the entire 30 minutes for your presentation, this
does not mean that you should try to cram as much information or activities as
possible into your presentation. It is better to cover a few well-developed
points about a topic than to zip through ten confused and disjointed points.
Expectations about audience
participation: Of course you will do the best you can to encourage
participation and discussion from the class. However, the burden of
responsibility is not entirely yours. The rest of the class is also responsible
for ensuring that the group presentations are an engaging and rewarding
experience for everyone involved. This entails: 1) listening attentively
(showing respect for speakers), 2) taking part in the discussion and/or
activity, and 3) preparing at least one question or comment to share with the
class during the question and answer period.
Grading: As previously
mentioned, each member in the group receives the same grade. The grades for the
group presentations will be based on the following criteria: 1) substance or
content, 2) creativity and resourcefulness (use of materials, exercises,
activities, etc.), and 3) form and style (articulation, length, organization,
preparedness, etc.). If the group is having a problem with one or more of its
members (e.g., not coming to preparatory meetings, showing no interest in the
project, not doing his or her share of the work), first, try to work it out with
the member or members. If the problem persists, however, let me know about it
as early as possible. If the group consensus is that one or more members of the
group are not participating to the satisfaction of the group, the
non-participating member or members will not get credit for the assignment, and
receive a zero for their group presentation grade. This ensures that the group
is not penalized for the lack of preparation of any of its members and that no
group member or members receive credit for the work that others are doing.
Having fun:
Education does not always have to be a chore. In addition to learning
new material, this is an opportunity to develop public speaking skills, gain
self-confidence, make new friends, and have some fun. This is your time to
teach and to reach. Go for it!
Week
|
Topic
|
Assignments
|
|
1 |
Introduction to Sociology/Class
Expectations and Responsibilities |
No Assignments |
|
2 |
The Sociological
Perspective |
Monday January 12 Sociology: A
Down-to-Earth Approach, Chapter 1,
pp. 2-33 Due: Monday January 12 Chapter 1 Reaction Paper |
|
3 |
Culture
|
Tuesday January 20 Sociology: A
Down-to-Earth Approach, Chapter 2,
pp. 35-61 Due: Tuesday January 20 Chapter 2 Reaction Paper |
|
4 |
Socialization |
Monday January 26
Sociology: A Down-to-Earth
Approach, Chapter 3, pp. 63-91 Due: Monday January 26 Chapter
3 Reaction Paper |
|
5 |
Social Structure and Social
Interaction |
Monday February 2
Sociology: A
Down-to-Earth Approach, Chapter 4,
pp. 93-121 Due: Monday February 2 Chapter 4 Reaction Paper
|
|
6 |
How Sociologists Do
Research |
Monday February 9
Sociology: A
Down-to-Earth Approach, Chapter 5,
pp. 122-144 Due: Monday February 9 Chapter 5 Reaction Paper |
|
7 |
Global Stratification |
Wednesday February 18 Sociology: A Down-to Earth Approach, Chapter 9, pp.229-257 Due: Wednesday February
18 Chapter
9 Reaction Paper |
|
8 |
Global Stratification (and) Midterm Exam Review (and) Midterm Exam |
Monday March 2 Midterm
Exam Review Wednesday March 4 ***MIDTERM
EXAM*** |
|
9 |
Social Class in the |
Monday March 9
Sociology: A
Down-to-Earth Approach, Chapter 10,
pp. 259-287 Due: Monday March 9 Chapter 10 Reaction Paper Due: Wednesday March 11 First Half of Class Matters (Introduction—Chapter 8;
pp. ix -133) |
|
10 |
Social Class in the (and) Sex and Gender |
Monday March 16
Second Half of Class Matters (Chapters 9-Conclusion;
pp. 134-243) Wednesday March 18 Sociology: A
Down-to-Earth Approach, Chapter 11,
pp. 289-321 Due: Wednesday March 18 Chapter 11 Reaction Paper (and) ***Top Three Choices—Group
Presentations*** (choose from chapters 6,7,8,13,14,15,18,19,20,21,22) |
|
11 |
Sex and Gender (and) Race and Ethnicity |
Wednesday March 25
Chapter 12, pp. 323-358 Due: Wednesday March 25 Chapter 12 Reaction Paper |
|
12 |
Race and Ethnicity (and) The Family |
Wednesday April 1 Chapter 16, pp. 447-481 Due: Wednesday April 1
Chapter 16 Reaction Paper |
|
13 |
The Family (and) Education |
Due Monday April 6 ***FORMAL PAPER DUE*** Wednesday April 8 Chapter 17, pp. 483-509 Due: Wednesday April 8 Chapter 17
reaction paper
|
|
14 |
Group Presentation Preparations (and) Group Presentations |
Monday April 13 Group Presentation
Preparations Wednesday April 15 Group Presentations |
|
15 |
Group Presentations (and) Last Class (and) Final Exam Review |
Monday April 20
Group Presentations Wednesday April 22 Group Presentations (and) Final Exam Review |
***FINAL EXAM*** (covering chapters 10, 11, 12, 16, and 17, and all of
Class Matters) is scheduled
for Monday
April 27th at 6:00