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Required Textbook. Henslin, James M. (2011) Essentials of Sociology: A Down- to-Earth. Approach. 10th Edition. Selected Readings (available on Canvas):.
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INTRODUCTION TO SOCIOLOGY SOC 1010-002 Mon. Tues. Thurs. 9.45 - 11.20 am

james singer

Salt Lake Community College | Summer 2014 | AAB 318

Email: [email protected] Direct: (385) 202-3525 Office Hours: By appointment only

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INTRODUCTION TO SOCIOLOGY

Course Description This course is designed to introduce students to the field of sociology, the exploration of society and how it operates. Sociology broadens social insights, fosters critical thinking, trains students in methods of gathering and analyzing data, and helps students develop their writing skills. By thinking actively about the issues facing contemporary society, students will learn to examine life situations and the influence of society and groups on people’s lives and the basic processes that shape social life. The course will introduce sociological perspectives and how they relate to the way society is structured by covering socialization, culture, social institutions, social stratification, race and ethnicity, gender, politics, education and social change.

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Hours: 3 Prerequisites: None

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Delivery Methods This course utilizes a variety of learning tools including readings, lectures, class discussions, group discussions, videos, quizzes, papers, and exams. Readings and exam dates appear on the attached course schedule outline.

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Required Textbook Henslin, James M. (2011) Essentials of Sociology: A Down-to-Earth Approach. 10th Edition.

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Selected Readings (available on Canvas): Bloom, Lisa (2014). White people commit the most heinous crimes, so why is America terrified of black men? Suspicion Nation: The Inside Story of the Trayvon Martin Injustice and Why We Continue to Repeat It. Berkeley, CA: Counterpoint Press. Cohn, Nate (2014, May 21). More Hispanics declaring themselves white. The New York Times. Duhigg, Charles (2012). Saddleback Church and the Montgomery bus boycott. The Power of Habit: Why We Do What We Do in Life and in Business. New York: Random House. Farley, John E. & Squires, Gregory D. (2005). Fences and neighbors: Segregation in 21st century America. Contexts 4(1) pp. 33-39. Geier, Kathleen (2013, March 13). How economic populism is transforming the most unequal region of the globe. The Nation. Gladwell, Malcom (2008). The ethnic theory of plane crashes. Outliers: The Story of Success. New York: Little, Brown, and Company.

Gottlieb, Lori (2014, February 6). Does a more equal marriage mean less sex? The New York Times. Kai (n.d.). What if people told European history like they told Native American history? An Indigenous History of North America Kozol, Jonathan (1991). Savage Inequalities: Children in America's Schools. Crown Publishers. Lubin, Gus (2013, November 13). Investment manager explains why 99.5% of Americans can never win. Business Insider. Lustig, Robert H. (2013) Fat Chance: Beating the Odds Against Sugar, Processed Foods, Obesity, and Disease. New York: Hudson Street Press. O’Brien, Matthew (2014, January 26). Why Is the American Dream Dead in the South? The Atlantic. O’Brien, Matthew (2014, March 5). No economy “needs” inequality—it’s a political choice. The Atlantic. Ritzer, George (1996). The McDonaldization of Society. Pine Forge Press. pp. 35-58, 121-142, 177-204. Rosen, Rebecca J. (2014, April 14). Our cubicles, ourselves: How the modern office shapes American life. The Atlantic. Santa Cruz, Jamie (2014, March 10). Body-image pressure increasingly affects boys. The Atlantic. Thompson, Derek (2014, March 4). How to end the gender pay gap once and for all. The Atlantic. West, Candace & Zimmerman, Don H. (1987). Doing gender. Gender and Society, 1(2), pp. 125-151. http://www.jstor.org/stable/189945 .

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What should you be getting out of this course? There is only so much I can do as the instructor of this course. I will lead you through the literature and provide examples to better understand concepts. We will also be having some engaging discussions. But this isn’t a one-sided affair here. I have high expectations for you to come prepared, be engaged, and ask hard, weird, and challenging questions, not just of me, but of yourself.

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Here are some of the things you will get out of this course by the end (and maybe even sooner): • To understand the different social institutions, power relations, and symbolic meanings at work in society • To understand basic sociological perspectives and concepts. • To learn about social roles, groups, and institutions. • To decipher methods of social research. • To evaluate dimensions of class, race, ethnicity, and gender. • To expand global awareness and consciousness. • To improve critical thinking, writing, and speaking skills.

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Grading So how will you and I know you have a level of proficiency in the aforementioned “things?” Well obviously grades are one way. And grades are something this higher education institution has come to use. To qualify for your grade then, you must produce something that proves

proficiency. You must complete all the requirements to pass the course (they are listed below).

! There will be six (6) products: ! ! 1. 2. 3. 4. 5. 6.

Chapter Quizzes: 13 quizzes Reaction Papers: 2 papers @ 20 points each Inter-teaching & Group Discussions: 4 outlines @ 20 points each Group Presentation: 50 points Book Review: 50 points Final Exam: 150 points

! ! Grades are based on the percentage of total points: ! Grade Percentage

A 95-100

A-

B+

B

B-

C+

C

D

F

90-94.9 87-89.9 83-86.9 80-82.9 75-79.9 70-74.9 60-69.9 Below 60

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Reaction Papers Choose two of the various readings that we will be covering in the text and write a “reaction” paper (a minimum of 2 pages and a maximum of 3 pages double-spaced, 12pt. Georgia or Palatino font, 1-inch margins) on that reading that will cover your critical reactions to the chapter as a whole or to a particular section of the chapter that most interests you. The reaction papers are due at the end of the week. Refer to the course schedule below to determine which readings you would like to cover. Late reaction papers will be accepted up to one week late with a 10% penalty and up to two weeks late with a 20% penalty. After two weeks late, no reaction papers will be accepted, nor after the day of the final exam. Exceptionally written papers can receive up to 21 points per paper. See the page on “Reaction Paper Tips” on Canvas for more details.

! Chapter Quizzes After every chapter, a short chapter quiz of about seven (7) questions will be administered that will cover readings and key concepts. Due dates are posted, but quizzes will be available until the second to last week of class and can be completed at that time.

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Inter-teaching & Group Discussions We will have four (4) opportunities for you to teach each other certain concepts in a group or dyad setting. Studies show that students understand and retain concepts better when they have to explain it to others.

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Group Presentation Due to time constraints, we cannot cover in depth every single topic in lectures nor assigned to everyone for reading. In order to give you a deeper look into these topics, we will use group presentations that will: 1. 2. 3.

Allow us to cover more material than we could normally cover through lectures and readings, Provide you with a greater variety of viewpoints, and Afford you the opportunity to experience working on a group project that includes public speaking.

See “group presentation” page on Canvas for more details.

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Book Review In lieu of a midterm exam, you will write a review of a book of your choice from the list below. The paper will be a minimum of 4 pages and a maximum of 5 pages double-spaced, 12pt. Georgia or Palatino font, 1-inch margins, APA-citation preferred, but any citation style is acceptable as long as it is consistent. The review should consist of the following parts:

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1. 2. 3. 4. 5.

Introduction (includes the author, title, themes, intended audience, & style) Establish a background Argument & Key Ideas Chapter Summaries Critique/Evaluation

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Michelle Alexander & Cornell West (2012) The New Jim Crow: Mass Incarceration in the Age of Colorblindness ISBN: 978-1595586438 (Deviance/Race) Joanna Brooks (2012) The Book of Mormon Girl: A Memoir of an American Faith ISBN: 978-1451699685 (Gender/Religion) Peter Callero (2013) The Myth of Individualism: How Social Forces Shape Our Lives ISBN: 978-1442217454 (Socialization/Theory) Vine Deloria, Jr. (1972/2003) God Is Red ISBN: 978-1555914981 (Religion/Race) Malcolm Gladwell (2011) Outliers: The Story of Success ISBN: 978-0316017930 (Sociological Perspective) Philip Gourevitch (1999) We Wish to Inform You that Tomorrow We Will Be Killed With Our Families: Stories from Rwanda ISBN: 978-0312243357 (Race/International)

David Harvey (2007) A Brief History of Neoliberalism ISBN: 978-0199283279 (Politics/Economy) Jonathan Kozol (2012) Savage Inequalities: Children in America’s Schools ISBN: 978-0770435684 (Education/Race) Robert H. Lustig (2013) Fat Chance: Beating the Odds Against Sugar, Processed Food, Obesity, and Disease ISBN: 978-0142180433 (Health/Social Policy) Bill McKibben (2011) Eaarth: Making Life on a Tough New Planet ISBN: 978-0312541194 (Environment) Janet Mock (2014) Redefining Realness: My Path to Womanhood, Identity, Love & So Much More ISBN: 978-1476709123 (Gender/Socialization) The New York Times & Bill Keller (2005) Class Matters ISBN: 978-0805080551 (Social Class) Sherwin B. Nuland (1995) How We Die: Reflections of Life's Final Chapter ISBN: 978-0679742449 (Age/Death) Eric Schlosser (2012) Fast Food Nation: The Dark Side of the All-American Meal ISBN: 978-0547750330 (Health) Brigid Schulte (2014) Overwhelmed: Work, Love, & Play When No One Has the Time ISBN: 978-0374228446 (Marriage/Family) Joseph E. Stiglitz (2013) The Price of Inequality: How Today’s Divided Society Endangers Our Future ISBN: 978-0393345063 (Stratification/Economy)

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Final Exam There is one final examination and will be on material discussed in class and from the readings. There will be three take-home essay questions and about 50 multiple-choice, true-false, matching questions. There are no make up test dates for the final.

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Class Norms Attendance & Participation: Due to the nature of how this class is scheduled (eight (8) weeks), it is imperative that you be present for class and actively participate. Class discussion, attendance, and participation are primary components of a positive classroom experience. Studies show that you will learn more through engagement, so just come to class.

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Of course, life happens. In the case that you are absent due to medical or family emergencies (like illness, child birth, and so forth), please provide the proper documentation or get the instructor’s prior approval. Unexcused absences will negatively affect your experience in the class and final grades will reflect that. Civility: In class discussions, please practice civility. Differing opinions are welcome, encouraged even. Putdowns, insults, personal attacks, or other disrespectful behavior are not welcome and will not be tolerated. Please do not interrupt others while they are speaking and be mindful of the amount you are contributing as many others will also want to participate.

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Personal Technology: Computers and tablets are great to use, but only have a word processing application open or readings. Facebook, Twitter, Pinterest & Co. can wait until after class. Then

you can tweet to your heart’s content about how civil your class discussion was. Another faux pas: cell phone use -- for the time we are in class just turn it off.

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Meeting Time: Finally, please arrive to class on time and avoid leaving class early unless you have discussed it with the instructor (or unless you become suddenly ill).

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Academic Honesty, ADA, & FERPA Please refer to the university’s course catalog/handbook where these university-wide policies are clearly defined.

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Accommodations for Disabilities: If you need accommodation, please talk with me and someone at the Disability Resource Center (DRC) at the beginning of the semester or as soon as you are aware that accommodation is needed. The DRC is located in the SC 230 or you can call 957-4659 (voice) or 957-4646 (TTY). 

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General Education Portfolio

Top 10 Things not allowed in this class or so help me: 10. Sleeping in class I will take a picture of you and post it on Canvas.

9. Facebook There are a lot of problems on Facebook, most of them personal in nature, and therefore beyond the scope of this class.

8. Texting People have died in car wrecks from texting drivers.

7. Phone calls That’s why there’s voicemail.

6. Lame excuses Either have documentation or the story of a lifetime.

5. Guns All news stories involving guns and schools have ended badly.

4. Knives This isn’t West Side Story.

3. Trolls, Haters, & Bullies You will be sent to bed without any dinner.

2. Bull Because Captain Picard from the starship Enterprise never took any.

1. Drama In the wise words of the Black Eyed Peas: “You don’t want no drama. No, no drama. No, no, no, no drama.”

Each student in General Education courses at SLCC will maintain a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. It is a requirement in this class for you to add to your ePortfolio.   !

For detailed information including a Student ePortfolio Handbook, video tutorials for each ePortfolio platform, classes, locations and times of free workshops and other in-person help, visit www.slcc.edu/gened/eportfolio.


Course Schedule

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Week 1

2

Date

Topic

Mon, Jun 16

Introductions -andSyllabus -and- The Sociological Perspective

Tue, Jun 17

The Sociological Perspective -and- Social Theory

Henslin: Ch. 1

Quiz #1

Thu, Jun 19

Culture

Henslin: Ch. 2 Gladwell: The Ethnic Theory of Plane Crashes

Reaction Paper #1

Mon, Jun 23

Culture

Kai: What if people told European history like they told Native American history?

Quiz #2

Tue, Jun 24

Socialization

Henslin: Ch. 3 Santa Cruz: BodyImage Pressure Increasingly Affects Boys

Thu, Jun 26

3

4

Readings

Assignments Survey

West & Zimmerman: Doing Gender -orGoffman: The Presentation of Self in Everyday Life

Quiz #3 Inter-teaching #1

Henslin: Ch. 4 Lustig: Fat Chance

Quiz #4

Mon, Jun 30

Social Structure and Social Interaction

Tue, Jul 1

Social Groups and Formal Henslin: Ch. 5 Organizations Rosen: Our Cubicles, Ourselves: How the Modern Office Shapes American Life

Thu, Jul 3

Ritzer: An Introduction to the McDonaldization of Society

Group Discussion #1 Quiz #5

Henslin: Ch. 6 Bloom: White People Commit the Most Heinous Crimes, So Why Is America Terrified of Black Men?

Quiz #6

Mon, Jul 7

Deviance and Social Control

Week

Date

Topic

Readings

Tue, Jul 8

Global Stratification

Henslin: Ch. 7 O’Brien: No economy “needs” inequality — it’s a political choice

Thu, Jul 10

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Mon, Jul 14

Geier: How Economic Populism Is Transforming the Most Unequal Region of the Globe Social Class in the United States

Tue, Jul 15

6

7

Reaction Paper #2 Quiz #7

Henslin: Ch. 8 O’Brien: Why Is the American Dream Dead in the South? Kozol: Savage Inequalities -orFarley & Squires: Fences & Neighbors

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Thu, Jul 17

Assignments

Inter-teaching #2 Quiz #8

Midterm: Book Review

Mon, Jul 21

Race and Ethnicity

Henslin: Ch. 9 Cohn: More Hispanics Declaring Themselves White

Quiz #9

Tue, Jul 22

Politics and the Economy

Henslin: Ch. 11 Lubin: Investment Manager Explains Why 99.5% Of Americans Can Never Win

Political Compass Pew Political Survey Quiz #10

Thu, Jul 24

No class - Pioneer Day

Mon, Jul 28

Gender

Henslin: Ch. 10 pp. 274-298 Thompson: How to End the Gender Pay Gap Once and for All

Quiz #11

Tue, Jul 29

Marriage & Family

Henslin: Ch. 12 Gottlieb: Does a More Equal Marriage Mean Less Sex?

Quiz #12

Week

8

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Date

Topic

Readings

Assignments

Thu, Jul 31

Social Change

Henslin: Ch. 15 pp. 448-460 Duhigg: Saddleback Church and the Montgomery Bus Boycott

Quiz #13 Group Discussion #2

Mon, Aug 4

Group Presentations

Tue, Aug 5

Final Exam Review

Thu, Aug 7

Final Exam

Group Presentations

Final Exam