SOC 131. Introduction to Sociology. Course Package

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1 SOC 131 Introduction to Sociology Course Package Approved February 12, 2010

2 COURSE PACKAGE FORM (SOC 101: INTRODUCTION TO SOCIOLOGY) Contact Person (s): Michele Bogue, Ext Michele Bogue, Ext Stephanie Johnson, Ext Date of proposal to Curriculum Sub-committee: Purpose: This is a repackaging of SOC101 with substantial changes to reflect MCC core learning outcomes and student-centered learning model. New _X_Change Delete If this is a change, what is being changed? (Check ALL that apply) Update Prefix Title _X_ Learning Units _X_ Competencies Format Change X_ Course Description Course Number X_ Textbook Credits Prerequisite Effective Semester/Year Fall 2010 Spring 20 Summer 20 COURSE INFORMATION Prefix & Number: SOC 131 Title: Introduction to Sociology Catalog Course Description: An introduction to the field of sociology, the scientific study of humans and their behavior in the social context. Topics include conducting research in sociology, sociological theory, culture, socialization, crime & deviance, sex & gender, race & ethnicity, social institutions, organizations, social issues, social movements and change. Credit Hours: 3 Lecture Hours: 3 Lab Hours: 0 Prerequisite(s): Successful completion of TRE089 or appropriate score on assessment test. Co-requisite(s) None Does this course need a separately scheduled lab component? Yes _X No Does this course require additional fees? If so, please explain. Yes _X No Is there a similar course in the course bank? Yes (Please identify.) _X No

3 Articulation: Is this course or an equivalent offered at other two and four-year universities in Arizona? No _X_Yes (Identify the college, subject, prefix, number and title: ASU, NAU, and UA offer Introduction to Sociology, SOC101. Writing Across the Curriculum Rationale: Mohave Community College firmly supports the idea that writing can be used to improve education; students who write in their respective content areas will learn more and retain what they learn better than those who don t. Courses in the core curriculum have been identified as Writing Across the Curriculum courses. Minimum standards for the Writing Across the Curriculum component are: 1. The writing assignments should total words. For example, a single report which is 1500 words in length OR a series of essay questions and short papers (example: four 375-word assignments) which total 1500 words could meet the requirement. 2. The writing component will represent at least 10% of a student s final grade in the course. 3. Formal research papers will be written using APA format to support preparing students to write in the discipline of the social sciences. Is this course identified as a Writing Across the Curriculum course? _X Yes No (See addendum for writing rubrics) Intended Course Outcomes/Goals By the end of the semester, students will be able to: 1. Demonstrate knowledge of the basic concepts in the field of sociology. 2. Understand major issues related to the study of sociology, to include the areas of culture, socialization, social interaction, deviance & crime, stratification, social class, race & ethnicity, sex & gender, the social institutions of family, education, religion, and politics, health & medicine, the environment, and social change. 3. Develop analytical and critical thinking skills 4. Demonstrate ability to make basic application of sociological concepts to personal and professional areas of life. 5. Understand the role of theory in studying society. 6. Understand the role and process of scientific research in the field of sociology. 7. Understand how the academic discipline of sociology relates to other academic disciplines and

4 Course Competencies and Objectives By the end of the semester, students will be able to: Competency 1 Students will describe the historical development of the discipline of sociology and the investigative methods used by theorists. Objective 1.1Define sociology. Objective 1.2 Define science, distinguish between natural sciences and social sciences, and identify the problems that sociology faces in the scientific study of humans. Objective 1.3 Summarize the contributions to sociology made by Auguste Comte, Karl Marx, Emile Durkheim, and Max Weber. Objective 1.4 Identify the twentieth century development of American sociology, to include formerly unrecognized contributions from women and social scientists from diverse racial and ethnic backgrounds. Objective 1.5 Define sociological theory. Objective 1.6 Define structural-functional theory, conflict theory, and symbolic interaction theory. Objective 1.7 Define methodology and explain its importance in scientific research. Objective 1.8 Explain the scientific method, including the necessity of variables, formulating a hypothesis, and sampling. Objective 1.9 List the stages in the research process, describing the sociologist s task at each stage. Objective 1.10 Define and discuss the four major types of research design surveys, experiments, observation studies, and secondary analysis. Objective 1.11 Define objectivity, explaining its importance in scientific research and identifying factors that may hinder objectivity. Competency 2 The student will examine the role of culture in sociology. Objective 2.1 Define culture and describe its importance. Objective 2.2 Define material and non-material culture. Objective 2.3 Define the building blocks of society: statuses (to include master status, achieved and ascribed statuses), roles (to include role strain and role conflict), groups, and institutions

5 Objective 2.4 Examine the major components of culture: beliefs, technology, norms, values, symbols, and language. Objective 2.5 Examine the different types of norms, defining and discussing folkways, mores, laws, explicit norms, implicit norms, ideal norms and real norms. Objective 2.6 Explain the importance of the Sapir-Whorf Hypothesis. Objective 2.7 Define subculture and counterculture, providing examples of each. Objective 2.8 Distinguish between ethnocentrism and cultural relativism. Objective 2.9 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views culture. Competency 3 The student will examine the significance of socialization. Objective 3.1 Define socialization and discuss its importance to humans. Objective 3.2 Discuss the nature v. nurture theory of socialization. Objective 3.3 Describe the effects on human development of deprived socialization. Objective 3.4 Compare the different theories of socialization developed by Cooley, Mead, Freud, Erikson, and Piaget. Objective 3.5 Examine the major agents of socialization. Objective 3.6 Analyze the major transitions in the socialization process: (life cycle events such as reaching puberty, relationships, first job loss, divorce, and death, etc.) Objective 3.7 Discuss how prejudice and discrimination impacts people with disabilities. Objective 3.8 Summarize socialization processes within other cultures/countries. Objective 3.9 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views socialization. Competency 4 The student will examine social interaction. Objective 4.1 Define social interaction Objective 4.2 Explain the difference between oppositional interaction and supportive interaction Objective 4.3 Define community and discuss lifestyle enclaves. Objective 4.4 Define institutions and describe the activities of the major institutions.

6 Objective 4.5 Define society, discussing Durkheim s distinction between societies maintaining mechanical solidarity and the nature of postindustrial society. Objective 4.6 Compare and contrast Harold Garfinkel s concept of ethnomethodology and Goffman s dramaturgical analysis as they apply to social interaction in society. Objective 4.7 Analyze common interaction rituals found in society Objective 4.8 Describe different types or styles of communication found in society Objective 4.9 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views social interaction. Competency 5 The student will examine the function of groups, organizations, and social interaction. Objective 5.1 Define group and distinguish among group, aggregate, and social category. Objective 5.2 Define: in-groups and out-groups, primary and secondary groups, membership and reference groups. Objective 5.3 Define group characteristics (group leadership, idiosyncrasy credit, group conformity, group size, and social diversity) Objective 5.4 Analyze the major types of group leadership Objective 5.5 Define formal organization and the major types of formal organizations Objective 5.6 Define bureaucracy and the characteristics of a bureaucratic organization Objective 5.7 Analyze Weber s model of bureaucracies. Objective 5.8 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views groups and organizations. Competency 6 The student will examine the areas of sex & sexuality, and gender. Objective 6.1 Define sex, gender, gender role, and gender identity. Objective 6.2 Examine the major agents of socialization and how they impact gender socialization. Objective 6.3 Define the sexual revolution and sexual counter-revolution specific to the United States. Objective 6.4 Summarize the variety of sexual attitudes found in society. Objective 6.5 Review current research related to sexual orientation. Objective 6.6 Define feminism and examine the major tenants of feminism.

7 Objective 6.7 Define men s movements and examine major groups in this movement. Objective 6.8 Discuss current issues affecting the gay, lesbian, bisexual, and transgender communities. Objective 6.9 Investigate issues of sexual-based social problems (to include teen pregnancy, pornography, prostitution, and sexual abuse). Objective 6.10 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views issues related to sex, gender, and sexuality. Competency 7 The student will investigate the role deviancy plays in a society. Objective 7.1 Define deviance, discussing the changing definition of deviance in history. Objective 7.2 Examine the following prominent types of crime: violent crime, property crime, victimless crime, and crimes by the powerful and affluent. Objective 7.3 Examine most common statistical reports of crime (UCR,NCVS, SRS) Objective 7.4 Define informal social control, indicating how it is achieved. Objective 7.5 Explain the medicalization of deviance Objective 7.6 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views groups and organizations, to include anomie, strain theory, differential association, social control, shaming, and labeling. Competency 8 The student will examine social stratification at the national level. Objective 8.1 Define social stratification and its role in modern life. Objective 8.2 Explain the major systems of stratification found around the world. Objective 8.3 Define social class, identify the three principle ways of measuring social class in the United States. Objective 8.4 Describe the impact of social class on people s opportunities and lifestyles. Objective 8.5 Define social mobility, identifying its effects. Objective 8.6 Define poverty, to include absolute and relative poverty. Objective 8.7 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views stratification and poverty.

8 Competency 9 The student will examine social stratification at the global level. Objective 9.1 Explain the four major consequences of global stratification. Objective 9.2 Summarize the similarities and differences among high, middle, and lowincome countries. Objective 9.3 Discuss poverty and its effects on women and children at the global level. Objective 9.4 Outline the severity and extent of poverty at the global level. Objective 9.5 Summarize the main issues or correlates for the severity and extent of global poverty. Objective 9.6 Define modernization theory and dependency theory. Objective 9.7 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views stratification and poverty. Competency 10 The student will examine gender stratification. Objective 10.1 Describe the relationship between gender and inequality. Objective 10.2 Discuss the consequences of gender inequality Objective 10.3 Explore gender stratification in the world of work, education, politics, and the military. Objective 10.4 Define sexism, discussing the personal and professional impact of sexism on women and society as a whole. Objective 10.5 Define sexual harassment and the forms such harassment may take. Objective 10.6 Research violence against men and women and what can be done to end that violence. Objective 10.7 Compare and contrast how major theoretical perspectives explain the origin and continuation of gender inequality and stratification. Competency 11 The student will examine racial and ethnic groups in American Society. Objective 11.1 Define race (biological and social construct), ethnicity, and minority. Objective 11.2 Define and discuss racial, ethnic, and minority groups. Objective 11.3 Define prejudice, racism, scapegoating, and stereotypes Objective 11.4 Define discrimination and examine areas in social life where discrimination occurs (e.g. institutional, housing, etc.)

9 Objective 11.5 Distinguish between prejudice and discrimination, discussing their impact. Objective 11.6 Investigate the following American minority groups: Native Americans, African Americans, Hispanic Americans, Jewish Americans, Asian Americans, and European Americans (and others as implemented by instructor) Objective 11.7 Compare and contrast approaches to racial and ethnic relations. Objective 11.8 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views race and ethnicity. Competency 12 The student will examine the social institutions of politics and economics Objective 12.1 Provide a broad historical overview of the economy (agricultural, industrial, post-industrial, and information revolutions) Objective 12.2 Survey the world s economic systems. Objective 12.3 Describe the world of work in the post-industrial economy. Objective 12.4 Provide a broad historical overview of politics. Objective 12.4 Compare and contrast the political systems of the world. Objective 12.5 Describe the three major views of how power is distributed in the United States (Pluralist, Elitist, and Marxist views) Objective 12.6 Compare and contrast the major theoretical perspectives (functionalism, conflict, symbolic interaction) views political systems and economics Competency 13 The student will examine social institutions: family and religion Objective 13.1 Compare and contrast definitions of family and types of family structures Objective 13.2 Discuss the functions of a family in society. Objective 13.3 Identify the kinship terms for marriage types, eligibility customs, residential rules, and family-power patterns. Objective 13.4 Discuss contemporary patterns of marriage in the United States. Objective 13.5 Outline the stages of family life. Objective 13.5 Discuss the impact of such issues as violence, divorce, and remarriage have on the family. Objective 13.6 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views of the family. Objective 13.7 Define religion and identify the functions of religion

10 Objective 13.8 Summarize the role of religion throughout history. Objective 13.9 Explain the difference between the sacred and the profane. Objective Provide a brief synopsis of the world s major religions Objective Define secularization, civil religion, and religious revival as they relate to religion in a changing society. Objective 13.12Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views religion. Competency 14 The student will examine social institutions: education, health and medicine. Population Objective 14.1 Define education. Explain the difference between education and schooling. Objective 14.2 Compare and contrast schooling in low-income countries, high-income countries, and schooling in the United States. Objective 14.3 List and explain the major functions of schooling. Objective 14.4 Summarize major issues associated with social inequality in schooling (i.e. public vs. private education, access, credentialism, etc.) Objective 14.5 Describe major problems being faced in education. Objective 14.6 Compare and contrast how each major theoretical perspective views education (to include the functions of education and correlating schooling with the perpetuation of social inequality). Objective 14.7 Outline the current system of health care in the United States (to include private insurance programs, public health programs, HMO s, and current healthcare reform) Objective 14.8 Discuss major health issues affecting national and global populations Objective 14.9 Discuss current ethical issues in healthcare and medicine. Objective Define holistic medicine and outline the major characteristics that are foundational to this approach to medicine. Objective Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views on health and medical care.

11 Competency 15 The student will explore current social issues related to population, urbanization, and the environment. Objective 15.1 Define demography and the three determinants of population growth (birth rate, death rate, and migration rate) Objective 15.2 Compare and contrast Malthusian Theory and Demographic Transition Theory of population growth Objective 15.3 Define urbanization, ecology, biospheres, and ecosystems. Objective 15.4 Explain the main causes of environmental problems (such as pollution, depletion of natural resources, etc.) Objective 15.5 Describe the three major periods of history in the development of cities (preindustrial, industrial, and metro/megalopolitan). Objective 15.6 Compare and contrast theories about the nature of city life (Urban Anomie, Compositional, and Subcultural) Objective 15.7 Identify and discuss urban problems and their causes. Objective 15.8 Compare and contrast how each major theoretical perspective (functionalism, conflict, symbolic interaction) views issues related to population, urbanization, and the environment. Competency 16 The student will exam social change in modern society. Objective 16.1 Define collective behavior Objective 16.2 Define common types of collective behavior (examples might include mass hysteria, panic, rumors, mobs, riots, etc.) Objective 16.3 Describe three major theories of collective behavior to include contagion, convergent, and emergent norm theories. Objective 16.4 Define social movements Objective 16.5 Explain the four major types of social movements and their goals Objective 16.6 Explain the major stages in social movements. Objective 16:7 Define modernization, the four characteristics of modernization and its impact on societies. Objective 16.8 Summarize the major theories that explain social change at the global level

12 Teacher s Guide Course Textbook, Materials and Equipment Textbook(s) Title Society: The Basics (Current edition in print) Author(s) John J. Macionis Publisher Allyn & Bacon/Prentice Hall ISBN (Current Edition) Software/ Equipment Title Author(s) Publisher ISBN Various resources available: Availability of VCR/DVD player; computer w/internet access Course Assessments Description of Possible Course Assessments (Essays, multiple choice, etc.) 1. Exams: (Objective in nature; multiple choice, fill in the blank, listing, describing, short answer essay, etc.) Instructors should construct tests that include both objective and essay formats. A scheduled midterm and final should be the minimum given the amount of the material. Students will benefit from the opportunity for additional exams or quizzes because of the sheer amount of information. Please adjust your testing methods to meet the needs of your current student population; however, please include questions on the course material as noted in the objectives and competency requirements. Because this is a writing across the curriculum course, instructors are strongly encouraged to include writing assignments that will also count toward that assessment if no other activities are being offered to satisfy the writing assessment requirement. This also supports the five core learning outcomes of the institution. 2. Class activities Instructors are strongly encouraged to make class activities a part of overall grade assessment. MCC requires Participation to be a minimum of 15% of the overall grade. Class activities that get students involved and interacting about the subject matter have proven to be a very effective tool to support the five core learning outcomes of the institution.

13 3. Research/Writing Assignments Instructors are strongly encouraged to incorporate assignments that require students to conduct academic research and writing on topics related to course competencies and objectives. Examples might include short summary papers over journal articles, problem solving or position paper on an issue presented in the text or lecture, etc. This also supports the five core learning outcomes of the institution. Major papers will be formatted in APA format to support professional style utilized in the social sciences. 4. Presentations Instructors are strongly encouraged to incorporate assignments that engage students in quantitative and/or qualitative inquiry leading to the formulation of individual and/or group oral presentations within the classroom. This supports the five core learning outcomes of the institution. Exams standardized for this course? No Midterm Final Other (Please specify): Where can faculty members locate or access the required standardized exams for this course? Are exams required by the department? Yes _X_No If Yes, please specify: Any standardized materials (texts, study guides, etc.) can be obtained on each local campus. See the Academic Chair. Faculty may write their own exams. The publishers support instructors using this text by providing Internet resources (testing banks, instructor s manual, etc.) and on-going ground support via software, updates to texts, CD s with instruction manuals, and exam preparation tools. Online resources are available through the publisher, to include access to introductory sociology study guide materials for students. Instructors are strongly encouraged to utilize the Internet for wide range of resources to support learning units presented in the classroom. A

14 www2.lib.udel.edu/subj/soc/internet.htm (a clearing house of resources for sociology) (independent source for sociological resources on the web) Learning Units *Standard activities and assignments are listed for all instructors teaching the course. Suggested activities are offered as options and/or idea starters that could be used in studying the learning unit topic and supporting the core learning outcomes of MCC. Learning Unit Topic 1: Sociology: Perspective, Theory, and Method Competency: 1 Objectives: 1.1 through 1.11 Activities/ Assignments: Interactive lecture, Read Chapter 1, study guide online/disk; student notes or handouts available on ANGEL; Suggested: interactive class activities on learning to conduct research Learning Unit Topic 2: Culture Competency: 2 Objectives: 2.1 through 2.9 Activities/ Assignments: Interactive lecture, Read Chapter 2, study guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on cultural diversity Learning Unit Topic 3: Socialization Competency: 3 Objectives: 3.1 through 3.9 Activities/ Assignments: Interactive lecture, Read Chapter 3, study guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on socialization processes

15 Learning Unit Topic 4: Social Interaction in Everyday Life Competency: 4 Objectives: 4.1 through 4.9 Activities/ Assignments: Interactive lecture, Read Chapter 4, study guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: interactive class/field activities on social interaction Learning Unit Topic 5: Groups and Organization Competency: 5 Objectives: 5.1 through 5.8 Activities/ Assignments: Interactive lecture, Read Chapter 5, study guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on group processes Learning Unit Topic 6: Sexuality and Society Competency: 6 Objectives: 6.1 through 6.10 Activities/ Assignments: Interactive lecture, Read Chapter 6, study guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on sexuality (use of Internet resources and other multi-media to discuss current issues of sex, orientation, discrimination, etc. focused on issues of diversity). Learning Unit Topic 7: Deviance Competency: 7 Objectives: 7.1 through 7.6 Activities/ Assignments: Interactive lecture, Read Chapter 7, study guide online/disk; student notes or handouts on ANGEL; class discussion; Interactive class activities on crime & deviance (suggestions include use of Internet government sites such as U.S. Bureau of Statistics for current Uniform Crime Reports, Surveys, and other tools).

16 Learning Unit Topic 8: Social Stratification Competency: 8 Objectives: 8.1 through 8.7 Activities/ Assignments: Interactive lecture, Read Chapter 8, study guide online/disk; student notes or handouts on ANGEL; class discussion; Suggested: interactive activities focused on issues of social class, discrimination, impact of stratification on society, etc.) Learning Unit Topic 9: Global Stratification Competency: 9 Objectives: 9.1 through 9.7 Activities/ Assignments: Interactive lecture, Read Chapter 9, study guide online/disk; student notes or handouts on ANGEL; class discussion Learning Unit Topic 10: Gender Stratification Competency: 10 Objectives: 10.1 through 10.7 Activities/ Assignments: Interactive lecture, Read Chapter 10, study guide online/disk; student notes or handouts on ANGEL; class discussion; Suggested: interactive class activities dealing with gender issues such as the income/pay gap, impact of socialization agents on gender roles, the glass ceiling fact or myth, etc.). Learning Unit Topic 11: Race and Ethnicity Competency: 11 Objectives: 11.1 through 11.8 Activities/ Assignments: Interactive lecture, Read Chapter 11, study guide online/disk; student notes or handouts on A NGEL; class discussion; Suggested: class activities dealing with current issues in race relations, hate crimes, creating a social climate of diversity, etc.)

17 Learning Unit Topic 12: Economics and Politics (units on social institutions) Competency: 12 Objectives: 12.1 through 12.6 Activities/ Assignments: Interactive lecture, Read Chapter 12, study guide online/disk; student notes or handouts on ANGEL; class discussion; Suggested: interactive class activities on current issues in politics and/or the economy; creating societies based on different economic/political systems and engaging in comparison/contrast of such societies, etc.) Learning Unit Topic 13: Family and Religion Competency: 13 Objectives: 13.1 through Activities/ Assignments: Interactive lecture, Read Chapter 13, study guide online/disk; student notes or handouts available on ANGEL; Suggested: class activities on issues related to the family (analyzing media constructs or treatment of family versus reality beyond the media, debates on defining family, constructing family trees, etc.); Additional resources on domestic violence, divorce, and other family issues is suggested Learning Unit Topic 14: Education, Health, and Medicine Competency: 14 Objectives: 14.1 through Activities/ Assignments: Interactive lecture, Read Chapter 14, study guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on current issues in education, health, and medicine. Learning Unit Topic 15: Population, Urbanization, and Environment Competency 15 Objectives 15.1 through 15.8 Activities/Assignments: Interactive lecture, Read Chapter 15, study guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: class activities on current environmental issues and urbanization; (Use of Internet for current information on such issues as the rain forest, ecological movements, recycling, etc. is suggested)

18 Learning Unit Topic 16: Social Change: Modern and Postmodern Societies Competency: 16 Objectives: 16.1 through 16.8 Activities/Assignments: Interactive lecture, Read Chapter 16; student guide online/disk; student notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on types of collective behavior (fads, crazes, mass hysteria) students have seen or experienced, current social movements, etc.

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