Official Syllabus Subject to Change (20)

Introduces the scientific study of society and social behavior including the basic concepts, theories, and methods of sociology (Delta College, 2012).

• Course Title: Principles of Sociology
• Department / Course # SOC 211 W
• Credits: 3
• Time in Lecture/Lab:  45/0
• Prerequisite(s): Level 3 Reading or Level 3 Writing

• Instructor: John Girdwood, MSA
  
• Office: Home // Phone: 1-77-Girdwood (1-774-473-9663)
  
• Email: girdwoo1@msu.edu // Office Hours: by appointment
• Instructional Support Services: ph# (989) 686-9515 in Room J-102

*Syllabus patterned after and majority of content credit given to: Sociology Dept*

Outcomes and Objectives (Delta College, 2012)

Upon successful completion of this course, the student will be able to:

• Outcome 1: Identify the scientific method as applied to the study of social behavior and practice critical thinking using a scientific approach.
• Objective A: Apply scientific method to the study of social behavior.
• Objective B: Correctly interpret simple statistical tables, correlations, and data.
• Objective C: Differentiate sociology, including its historical development, from other disciplines such as psychology, anthropology, and philosophy.
• Objective D: Distinguish among sociology’s basic theoretical approaches (such as functional, conflict, and symbolic interaction) to the analysis of social behavior and list the main contributions of influential sociologists.
• Objective E: Appreciate the applications of sociological knowledge to the understanding of social life including major social problems.
• Outcome 2: Employ basic sociological concepts in the analysis of social behavior and society.
• Objective A: Define and apply the concept of culture to the analysis of human behavior including both its cognitive components (such as knowledge, skills, beliefs, myths, and language) and its normative components (such as values and norms, including folkways, mores, and taboos).
• Objective B: Analyze basic social interaction and social structure using such concepts as status, role, institution, and society.
• Objective C: Locate the principal types of societies and their cultures in the course of human social development.
• Objective D: Identify the structure and dynamics of human groups, including primary and secondary, and the changes which have taken place in human groups as societies have evolved over time.
• Outcome 3: Identify the basic social institutions and their functions.
• Objective A: Distinguish the functions and processes of socialization and education in human social life.
• Objective B: Explain the functions and techniques of social control, including formal and informal, and analyze the causes and consequences of deviant behavior as well as society’s attempts to cope with it.
• Objective C: Categorize the basic family forms (such as polygamy, monogamy, extended and nuclear) and analyze their functions in different societies both past and present.
• Objective D: Compare the sociological approaches to inequalities of class, race, ethnicity, and gender and appreciate the functions of diversity in modern society.
• Objective E: Asses the place of religion in society, using both functional and conflict approaches.
• Objective F: Grasp the significance of major social trends leading to urbanization, modernization, secularization, collective behavior, and social movements.
• Outcome 4: Use writing tasks to promote learning.
• Objective A: Practice critical writing skills within the subject
• Objective B: Demonstrate knowledge of the subject matter

Grading

Based on percentages derived from a 1,000 point total scale, using the instructor or institution’s grading scale.  Based on percentage of total points possible.  There are 1,000 total points available during the semester.  Grades are based on percentages.  I use the university built in (automatic) grading scale, whatever is standard.

REQUIRED TEXT(S):

• Henslin, J. M. (2005). Sociology: A Down-to-Earth Approach, Core Concepts (Edition Unstated.). Allyn & Bacon.
• Selected articles available on electronic journal sites like JSTOR and accessible through the Delta Library – http://www.delta.edu/llic/libraryresearch.aspx

*Some of the following material (esp. policy and procedure) is taken directly from university websites
**In many case, quotation marks are not necessarily used but links often provided
***Credit also given to Dr. Zhenmei Zhang for influencing content/format in the following

An Introduction to Sociology

• “An introduction to the sociological perspective as it applies to understanding the social forces that shape peoples’ lives, interests and personalities. Examination of forms of social organizations, social interaction, and major social institutions such as family, religion and government. Introduction to major concepts and processes, theoretical perspectives, and research methodologies used in studying society.” (credit SVSU.edu)
• This undergraduate seminar will introduce students to some of the key debates and topics regarding social institutions and society.
• Students will increase their ability to critically analyze work in this field.
• The instructor hopes to inspire students’ own sociology research.
• The course materials draw on a variety of perspectives including:
• theoretical,
• historical, and
• methodological perspectives.
• Class periods are structured to examine topics such as social organizations, social interaction, social institutions (family, religion and government), social processes, theoretical perspectives, and research methods

Course Overview

• This course is organized as a seminar. The instructor may provide overviews and/or supplemental material during lectures.
• Together, we will conduct a discourse resulting from:
• student preparations,
• guided discussion, and
• exchanges focused on the readings.
• Students:
• will attend each class (“virtually” if appropriate) and read all of the assigned material thoroughly and critically and before the class meeting
• will adhere to all Delta College Policies and will NOT plagiarize – refer to the student handbook, student honor code, and academic integrity policy
• Reading critically means being able to describe the content of an assigned piece and also evaluating the logic of its arguments, the adequacy of its methods, its implications, and its relation to other course material.
• Students are strongly encouraged to contribute to the discussion both their insights and/or questions from the readings.

Grading Procedures and Evaluation Mechanisms

• 15% – Preparation of the reading for class presentation and discussion
• During weekly meetings, each student will be assigned major responsibility for portions of the readings that we will discuss as a class.
• Every discussion leader should prepare a 20 minutes presentation for the assigned readings, accomplishing two things in their presentation:
• an overview of the “big questions” and related theories in the reading;
• key issues related to data, measurement, and methods.
• For each segment, 20 minutes will be devoted to presentation and 10 minutes to Q&A/discussion.
• The instructor will be available throughout the week to discuss via email reading strategies and preparing for these presentations.
• Grades will be based on class participation (handout, presentation, and discussion).
• After the presentation, the whole class will discuss additional questions of the readings.
• During the discussion or near the end of it I will present supplementary material to add breadth and depth to coverage of the topic.
• 15% – Three short essays
• The students need to submit 3 short essays of their critique of the reading/material (2-3 pages) during the whole semester.
• These essays will be graded.
• 20% – Midterm exam
• The exam is a “take-home exam” (or online, if appropriate).
• This midterm will consist of a set of 3-4 essay questions based on the course reading and lecture materials.
• You will select two questions and write your responses that show your ability to understand and use the material.
• Instructor reserves the right to change the midterm to include both long and short answer essays OR multiple choice and fill-in-the-blank quizzes.
• 50% – Research proposal and presentation
• Research proposal should follow these general guidelines:
• research problem is specified,
• the literature review identifies key knowledge gaps,
• hypotheses are stated,
• the data are described, and
• the analyses are outlined
• Length: 10-12 double spaced pages
• Format: APA style and format; check out – http://owl.english.purdue.edu/owl/resource/560/01/
• We will work through the paper process together using benchmark deadlines.

Assessment and Timing:

Student is responsible to be aware of drop date and reimbursement pay schedule according to university policy.  Student is responsible for meeting with instructor regarding progress before any deadline and throughout the semester.  There will be at least one assignment graded by any initial consideration date.  Student can choose to self-gauge progress but is encouraged to consult with instructor to assess competency at any point in time (for example, when deciding to stay with or drop course).  Bench mark dates for term paper are outlined in course syllabus.

THE SOCIOLOGICAL IMAGINATION

“Just like other people, sociologists usually have strong opinions about what is “good’ and “bad” in society and what might be done to improve conditions.  However, sociologists know that their opinions are subjective.  Therefore they use systematic research techniques and report their findings to other social scientists for consideration.  In other words, sociologists strive to view societal issues objectively” (Don Ricker, 2010).

“According to sociologist C. Wright Mills, the sociological imagination is the ability to see the social relationship between individual experiences and the larger society.  It enables us to connect the private problems of individuals to public issues.  Public issues are matters beyond a person’s control that originate at the regional or national level and can be solved only by collective action.  In The Sociological Imagination (1959b), Mills uses unemployment as an example of how people may erroneously separate personal troubles from public issues in their thinking.  The unemployed individual may see his or her unemployment as a personal trouble concerning the individual, other family members and friends.  However, widespread unemployment resulting from economic changes, corporate decisions (downsizing or relocating a plant abroad) or technological innovations (computers and advanced telecommunication systems displacing workers) is a public issue.  The sociological imagination helps us to shift our focus to the larger social context and see how personal troubles may be related to public issues” (Don Ricker, 2010).

Reading, Writing, and Thinking in the Course

• “To take charge of your own education, you must be willing to read.  As you read your text, analyze and think about what you’ve read between each class and come prepared to discuss what you’ve read.
• You will also pursue a topic of special interest to you and write a paper (10 to12 pages in length) about that topic.  The writing of this paper will help you refine your thinking and understanding.  If you do not learn to communicate in words, you cannot formulate fully developed thoughts and will instead live by the vague impressions and emotions that often substitute for ideas.  If you need any assistance in selecting a topic, I will be more than willing to provide you with ideas and examples.  Please do not hesitate to ask!” (Don Ricker, 2010).

Policy and Procedure

• “It is the policy of Delta College not to discriminate in employment, education, public accommodation or public service on the basis of religion, race, color, national origin, age, sex, marital status, sexual orientation, gender identity, height, weight, arrest record, veteran status, disability, or other classifications as required by applicable U.S. federal, state or local law. Direct inquiries to the Equity/Compliance Officer, Delta College, 1961 Delta Road, Office J101, University Center, MI 48710, telephone 989-686-9547, or email: equityoffice@delta.edu.”
• “In accordance with Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, Delta College has pledged to provide equal access and equal opportunity to qualified students.  The Office of Disability Services is responsible for responding to accessibility issues and academic accommodation requests on behalf of the College. The Office serves both prospective and current students who have documented disabilities, and who request services on the basis of a disabling condition or characteristic.” http://www.delta.edu/disabilityservices.aspx

Instructor Notes

• “NO cell phones, pagers or other electronic devices are to be heard or used during class.  They are disruptive to both the class as well as your instructor” (Don Ricker, 2010).
• “Please have the courtesy to let me know when you come into class if you must leave early on a given day.  Sit close to the door so that you may leave with the least disruption to the class as possible” (Don Ricker, 2010).
• In the event that your supplies are lost or stolen during the course of the semester, a copy of the syllabus is on my website.  However, verbal changes are made to the flow of the course throughout the semester during class.
• “If you are having trouble of any kind, PLEASE do not hesitate to see me.  I am always available during office hours and my door is always open.  You can also e-mail me or leave a message on my voice mail.  In addition, you can make an appointment with me.  I am here to help you succeed and that is my number one priority” (Don Ricker, 2010).

COURSE  SCHEDULE
Week:	Topic	Textbook Chapters (Henslin)	Activity (if any)	Assignments Due
1	10 Jan 2012 – Apply scientific method to the study of social behavior.	Syllabus	Roger & Me	-
2	17 Jan 2012 – Correctly interpret simple statistical tables, correlations, and data.	1 (slides)	lecture video UNC material	ESSAY 1
3	24 Jan 2012 – Differentiate sociology, including its historical development, from other disciplines such as psychology, anthropology, and philosophy.	2 (slides)	lecture video	-
4	31 Jan 2012 –Functional, conflict, and symbolic interaction	3 (slides)	Field Trip Exercise	ESSAY 2
5	07 Feb 2012 – Social Problems	4	The One Percent	-
6	14 Feb 2012 – Culture [Weber and Class] [discussion points]	5 [Women and War]		ESSAY 3
7	21 Feb 2012 – Social interaction and social structure using such concepts as status, role, institution, and society.	6 – How to Write	[Part 1] video [Part 2] video [Part 3] video	-
8	28 Feb 2012 – Structure and dynamics of human groups	7	lecture video	MIDTERM DUE
9	Spring Break	Enjoy!	[lecture] slides	-
10	13 Mar 2012 – Socialization and education in human social life.	Article TBA	Waiting for Superman	-
11	20 Mar 2012 – Social control, including formal and informal [bio-ethics slides]	Article TBA	Durkheim and Types of Social Solidarity video	-
12	27 Mar 2012 – Basic family forms (such as polygamy, monogamy, extended and nuclear)	Article TBA	The Proposal [notes]	-
13	03 Apr 2012 – Inequalities of class, race, ethnicity, and gender	Article TBA	The 1%	-
14	10 Apr 2012 – Religion in society	Article TBA	lecture video	-
END	Final Project Presentations	n/a		FINAL

END OF SYLLABUS

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BEGIN APPENDIX

Class Lesson Details:

• Please note: This course is structured either as a 1 x week or 2 x week class.  For those taking the 1 x week course, simply combine the material for that week.  In other words, if your class only meets Tuesday, just combine the lessons of Monday and Wednesday into a two part class.
• WEEK 1a
• Review course syllabus
• Topic: perspective
• Watch: Chomsky on Obama; Chomsky and Foucault; Foucault on Bachelard
• Discuss: What is your perspective?  What has shaped your perspective?  Are there things that you have never even seen, past/present/future, that shape your perspective?
• WEEK 1b
• Topic: theoretical perspectives
• Read: Pressler pg. 127-148, 149-170
• Discuss: Habermas and Adorno
• Watch: Girdwood YouTube [Part 1] [Part 2] [Part 3]
• Cheat Sheet
• WEEK 2a
• Topic: theory
• Read: Bankston pg. 496-499; Bowling Alone Chapt. 1; Habermas Interview
• Watch: Girdwood YouTube [Part 1]
• WEEK 2b
• Topic: theory
• Read: Albrow pg. 69-80
• Watch: Weber’s Theory of Class; Game Theory
• Notes: Professor Girdwood will take running notes [link here]
• Write: Essay #1 [instructions here]
• Discuss: The unit of analysis [use UNC material here]
• Cheat Sheet
• WEEK 3a
• Topic: social organizations
• Read: Bushee, F. A. (1945). Social Organizations in a Small City. American Journal of Sociology, 51(3), 217-226.
• Discuss: The unit of analysis [use UNC material here]
• Write: Essay #1 [instructions here]
• Cheat Sheet
• WEEK 3b
• Topic: social organizations
• Read: Zald, M. N., & Berger, M. A. (1978). Social Movements in Organizations: Coup d’Etat, Insurgency, and Mass Movements. American Journal of Sociology, 83(4), 823-861.
• Cheat Sheet
• Hand-In: Essay #1
• WEEK 4a
• Topic: social interaction
• Read: Interaction ritual pg. 97-106
• Cheat Sheet
• Essay #1 Critique from Professor Girdwood (changes to syllabus)
• WEEK 4b
• Topic: social interaction
• Read: Behavior in public places pg. 83-110
• In class announcement on artistic research grant
• Discuss: Face Engagements
• Option 1: Have students discuss the in-class exercise from previous lesson
• Option 2: Divide the texts [Interaction ritual pg. 97-106 and Behavior in public places pg. 83-110] among the students and have them present the material in groups
• Write: Essay #2 [instructions here]
• WEEK 5a
• Helpful links: zotero | academia.edu | google books | msu e-resources | u of m library | svsu zahnow online articles
• Topic: social institutions
• Read: Albrow pg. 107-113
• Write: Professor Girdwood has a website and you are welcome to read the material and participate outside of class discussion.  This won’t technically affect your grade directly, but it will help you learn and be an active student!  [link here]  There is a comments section and you can submit comments about that blog post.  Feel free to unleash in this casual non-academic setting!
• Discuss: Institutions embedded in collectivities (e.g. sports and lunches in schools; family in the media; religion in politics)
• Cheat Sheet [Proposal trailer] [The Household Unit (Yale)]
• WEEK 5b
• Topic: social institutions (conflict theory: religion, family, and government/race relations)
  
• Read: Bankston pg 394-397, 186-190, 369-372
• Watch: Communities – Key Institutions and Relationships (Yale)
• Discuss: What institutions bind the nation together into local communities?
• Hand-In: Essay #2
• WEEK 6a
• Topic: family
• Read: Pressler pg. 142-143; Bankston pg. 476-480
• Write: Looking to get ahead?  We’ll be discussing [this link] later.  Feel free to post a comment in the “comments” section of the blog!
• Discuss: Is the American family a socialization agent or a political construct? (come ready to discuss)
• Talking points: [here]
• Subsequent links: [here]
• Write: Essay #3 [instructions here]
• WEEK 6b
• Topic: family
• Read:
• Hertz, R. (2006). Talking About “Doing” Family. Journal of Marriage and Family, 68(4), 796.
• Sarkisian, N. (2005). The Career Mystique: Cracks in the American Dream. Journal of Marriage and Family, 67(4), 1099.
• Or, try these on for size [link] (hopefully, you can link to them directly when logged into your student access account)
• Write: Essay #3 [instructions here]
• Discuss: Let’s talk about this wedding [link] in class!
• During the Tuesday class’s viewing of “The One Percent” (Johnson), we learned about rich sugar companies getting government subsidies to grow even wealthier.  Don’t forget, this occurs even locally! [link here, read closely]
• WEEK 7a
• Topic: religion (including Protestant ethic and capitalism)
  
• Read: Bankston pg. 46-49; 77-80; 345-349
• Watch: [great intro, but start at 10:20] Weber on Protestantism and Capitalism
• Write: Essay #3 [instructions here]
• Discuss: Do concepts of social norms and deviance come from religion or something else?
• WEEK 7b
• Topic: religion (participation)
• Read: Bankston pg. 345-349, 470-474; Bowling Alone Chapt. 4
• Thought: The importance of churches in American society
• Discuss: Students will speak 5 minutes on their final paper topic [present Essay #3]
• Hand-In: Essay #3
• WEEK 8a
• Topic: government (participation)
  
• Read: Bankston pg. 21-25; Bowling Alone Chapt. 2; American Grace Chapt. 10 and Chapt. 12
• Present: Students will volunteer to present 5-10 minutes
• Find a news article; you don’t need to print it out (just bring in the gist of it)
• Explain how the article helps us answer one of these questions [link here]
• Discuss: Is capitalism related more to religion or government?  How religion and politics intertwine
• WEEK 8b
• Topic: government
• Read: Albrow pg. 153-163; Bureaucrats and politicians Chapt. 5 (pgs. 115-161; some pages are missing, that’s okay)
• Discuss: Capitalism and The Compass of Elite Ideology
• Eight full weeks of class complete
• Helpful Youtube [Video 1] [Video 2]
• MIDTERM WILL OCCUR AT THIS POINT IN TIME
• Here are some sources I’ve conveyed to students so far this semester [link here]
• WEEK 9a
• Topic: social processes
• Read: The Rise of the Creative Class (Florida, 2005)
• Watch: Richard Florida [Link to lecture we watched in class here] [Additional YouTube Link]
• Cheat Sheet
• WEEK 9b
• Topic: social processes
• Read: Behind the Poverty Statistics: Real Lives, Real Pain (Crary, 2011)
• Watch: Robert Reich [YouTube]
• Watch: Richard Wilkinson [TED video] [more info, including the ability to download the data here]
• WEEK 10a
• Topic: methods
• Presentation: [link here]
• WEEK 10b
• Topic: methods
• Presentation: [link here]
• Headlines: [YouTube] Climate Change and Global Warming
• WEEK 11a
• Topic: methods
• Watch: Yale Lecture 25. Durkheim and Social Facts [link here]
• Watch: Roger & Me by Michael Moore
• WEEK 11b
• Topic: methods
• Presentation: [link here]
• Hand-In: MIDTERM
• WEEK 12a
• Topic: social forces (solidarity)
  
• Read: Go to the online library and find any article from the journal “Social Forces”
• Bring to Class: The abstract from that article; know the research question, methods, results
• Watch: Durkheim and Types of Social Solidarity
• Discuss: Student abstracts and interests
• WEEK 12b
• Topic: social forces
• Read: Albrow pg. 1-12
• Presentation: [link here]
• Discuss: Social Forces in Global Cultures
• WEEK 13a
• Topic: peoples’ lives
• Read: Albrow pg. 13-26
• Headlines: Penn State Scandal
• Discuss: Humankind, culture, sex, gender, evolution, history
• Guest Lecturer: Merry O’Brien
• WEEK 13b
• Topic: peoples’ lives
• Read: (not required; just skim) Report – Social Justice in the OECD
• Headlines: [NY Times 1]  [NY Times 2: America's Exploding Pipe Dream]
• Discuss: Money, capital, countries, nations, the globe, social relations, human association
• WEEK 14a
• Topic: interests
• Watch: Rousseau: Popular Sovereignty and General Will [link here]
• STUDENT PRESENTATIONS
• Guest Lecturer: David Kessler
• WEEK 14b
• Topic: interests
• Watch: Yale Lecture 07. Utilitarianism and Liberty, John Stuart Mill [link here]
• STUDENT PRESENTATIONS
• WEEK 15a
• Topic: personalities
• STUDENT PRESENTATIONS
• Guest Lecture (pending: Sylvia Crawford)
• WEEK 15b
• Topic: personalities
• STUDENT PRESENTATIONS
• FINAL EXAMS