INTRODUCTION TO SOCIOLOGY
Fall 2003
Mark Rubinfeld
Nightingale 8
Office phone:
832-2430; Home phone: 364-1228
E-mail:
mrubinfeld@westminstercollege.edu
Office Hours:
Mondays and Wednesdays
Tuesdays and Thursdays
And by appointment
Required Books (Available at College Bookstore):
Henslin, James M. Sociology: A
Down-to-Earth Approach. Sixth Edition. 2003.
Course Objectives:
Procedures and Course
Outline:
This course utilizes
a variety of learning tools including readings, lectures, videotapes, class
discussions, field trips, group exercises, and oral presentations.
Assignments and Grading:
Final grades will be
based on a mid-term (30% of the final grade), a final examination (30% of the
final grade), two papers (each 10% of the final grade), ten chapter reaction
assignments (10% 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 that cover information from the readings,
lectures, class discussions, and group presentations.
Papers: Prior to assigning the two papers (each
four-to-six pages), I will spend class time detailing the nature of the
assignment, my expectations for a successful completion of the assignment, and
my grading criteria. The assignments will always be the same: a typed
four-to-six page paper (double-spaced) in which you apply sociological ideas
covered in different sections of the readings to your own life experiences. In
evaluating your papers, I will be looking for two basic things: first, a clear
expression of which 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: an absence on the day a paper is due is not a valid reason
for missing a deadline. It is your responsibility to find someone to deliver
the paper for you, or to fax or e-mail a copy of the paper to me on the due
date).
Chapter reaction assignments:
After reading each assigned chapter, you will be responsible for writing a
one-to-two page “reaction” paper (handwritten or typed) that includes your
overall reactions to the chapter and at least one question that you may have
about the chapter. Late reaction papers will be accepted up to one class late
with a one point (out of possible ten points) penalty; after one
class, no late papers will be accepted.
(See above note about absences on dates that reaction papers are due).
Class Participation and
Attendance:
Classroom
discussions are important; they help to clarify various issues that arise from
the readings and add diversity to the learning experience. I expect that all
students will participate in classroom discussions. Although this class has no
formal attendance policy, 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 and
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. My office hours are listed at the beginning of this
syllabus. At any time, feel free to meet with me to discuss readings, lectures,
assignments, or other matters relevant to this course. If you cannot meet with
me during my scheduled office hours, I am also available by appointment. It is
especially important for you to see me early in the semester if you are having
difficulties with the course. Do not wait till the end of the semester when
there is little, if anything, I can do to help you out. 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 30 minutes to report
to the class on the chapter, and 5 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), serving as the “instructor
for the day,” and emphasizing what it thinks the students should learn.
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 and conducting 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 filmed, choosing the
chapter on population and urbanization, shot a film 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 take no more than 30 minutes (plus an extra 5 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, 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 they stay 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: a) that the group is not penalized for
the lack of preparation of any of its members, and b) 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
|
Wednesday September 3Sociology: A
Down-to-Earth Approach, Chapter 1,
pp. 1-35 Due: Wednesday September
3 Chapter 1 Reaction Paper |
|
3 |
The
Sociological Perspective (and) Culture |
Wednesday September 10 Sociology: A
Down-to-Earth Approach, Chapter 2,
pp. 37-63 Due: Wednesday September
10 Chapter 2 Reaction Paper |
|
4 |
Culture
(and) Socialization |
Wednesday September 17 Sociology: A
Down-to-Earth Approach, Chapter 3,
pp. 65-95 Due: Wednesday September
17 Chapter 3 Reaction Paper
|
|
5 |
Socialization
(and) Social Structure and Social Interaction |
Wednesday September 24
Sociology:
A Down-to-Earth Approach, Chapter 4, pp. 97-127 Due:
Wednesday September 24 Chapter
4 Reaction Paper |
|
6 |
Social
Structure and Social Interaction (and) How Sociologists Do Research |
Wednesday October 1
***FIRST PAPER DUE*** Wednesday October 1
Sociology:
A Down-to-Earth Approach, Chapter 5, pp. 129-153 Due:
Wednesday October 1 Chapter
5 Reaction Paper |
|
7 |
Global
Stratification (and) Midterm Review |
Monday October 6
Sociology:
A Down-to-Earth Approach, Chapter 9, pp. 243-273 Due:
Monday October 6 Chapter
9 Reaction Paper |
|
8 |
Midterm
Exam (and) Social Class in the |
Monday October 13***MIDTERM EXAM*** (Covering chapters 1,2,3,4,5,9) Wednesday October 15
Sociology:
A Down-to-Earth Approach, Chapter 10, pp. 275-305 Due:
Wednesday October 15 Chapter
10 Reaction Paper |
|
9 |
Social
Class in the |
Wednesday October 22
Sociology:
A Down-to-Earth Approach, Chapter 11, pp. 307-339 Due:
Wednesday October 22 Chapter
11 Reaction Paper Due:
Wednesday October 22 ***Top
Three Choices—Group Presentations*** (choose from chapters
6,7,8,13,15,18,19,20,21,22) |
|
10
|
Sex
and Gender (and) Race and Ethnicity |
Wednesday October 29
Chapter
12, pp. 341-377 Due: Wednesday October 29Chapter
12 Reaction Paper |
|
11 |
Race
and Ethnicity (and) The Economy |
Monday November 3
***SECOND
PAPER DUE*** Wednesday November 5
Chapter
14, pp. 409-437 Due: Wednesday November 5Chapter
14 Reaction Paper |
|
12 |
The
Economy (and) The Family |
Wednesday November 12
Chapter
16, pp.467-501 Due: Wednesday November 12
Chapter
16 Reaction Paper |
|
13 |
The
Family (and) Education |
Wednesday November 19Chapter
17, pp. 503-529 Due: Wednesday November 19Chapter
17 Reaction Paper |
|
14 |
Education
(and) Group Presentation Preparations |
Monday November 24
Group Presentation Preparations Wednesday November 26
Thanksgiving
Break |
|
15 |
Group
Presentations |
Monday December 1Group Presentations Wednesday December 3Group
Presentations |
|
16 |
Last
Class, Final Review, Student Course Evaluations |
Monday December 8
Leftover
Group Presentations, Group Presentation Grades and Feedback, Final Exam
Review, and Class Wrap Up Thursday
December 11 (
|