GRINNELL SOC 111 - SOC 111 SYLLABUS

Unformatted text preview:

Lois “Rewards” 6-8: 144-196INTRODUCTION TO SOCIOLOGY Sociology 111.01 Chris Hunter Spring, 2008 Carnegie 114 MWF 9:00-9:50 ARH 314 Ext. 3135 Course Description Sociology is concerned with the inter-relationships among individuals and the social structures and groups to which they belong. As you become familiar with sociological inquiry, you should develop more appreciation for the complexity of social life. You will also come to see that individual behavior is not so individual as we sometimes suppose; rather, how we think, act, and feel has a lot to do with the group norms and social structures around us, structures for which we ourselves are only somewhat responsible. We will use five case studies to examine these issues, rather than a typical introductory textbook. The first two case studies offer differing perspectives on disasters. First, we will examine the growth of community and culture, and their possible destruction, through an analysis of the community of Buffalo Creek, and the aftermath of the flood that helped destroy it. Second, we will look at the operation of a mountain search and rescue team whose members have to deal with emotionally draining work and emotionally traumatized victims. The next two cases focus on urban education, race, social class, gender, and community. First, we will examine poverty and race through an ethnographic study of male (white and black) adolescents growing up in a low-income housing project in Chicago. Second, we will examine a poor Boston neighborhood, Villa Victoria, to understand why its surprisingly high “social capital” has changed over time. In each case, we will be interested in the connections between "public issues" and "personal troubles" which these cases illustrate and how those connections help illuminate our own social experiences. Finally, we will examine the connections among the labor process, gender, and management in a comparative ethnographic study of four Mexican maquiladoras. This study focuses on how the meaning of gender can differ depending on daily social practices in the work place and the local community and organizational context. Course Format Many of the important things you can learn in this class will come from listening and talking to other students, so the class is designed to promote interaction and exchange. Most class meetings will combine brief lectures with small- and large-group discussion. I expect everyone to contribute to discussion — so you need to read carefully and think about the material before each class and you need to speak up in class. I also expect people to listen to each other, which requires patience, a sense of humor, and mutual respect. To help you prepare for discussions and exercises, I will distribute discussion questions on some of the readings, which you should complete on your own and bring to class. During classes we frequently will divide into small groups to consider these questions. Working in small groups is a particularly useful experience in a sociology class, given that group behavior is a focus of sociological study. Other classes will feature simulations or presentations or videos, with a variety of class activities designed to encourage your active engagement in what goes on. Objectives for Individual Learning 1. To become familiar with the kinds of questions sociologists typically ask, the kinds of research methods sociologists use to answer those questions, and the kinds of theories they use to interpret their research findings. 2. To understand sociological perspectives on how social structures and cultures in their diversity serve both to facilitate and to constrain people’s actions and interactions. 3. To use sociological perspectives in examining major institutions of contemporary societies, such as families, education, and organizations. 4. To use sociological perspectives in examining issues of social policy, especially issues relating to inequality and diversity.Soc 111.02 Fall, 2006 page 2 5. To begin to see one’s own life and experiences through a sociological lens. 6. To improve one’s skills in writing, critical thinking, oral presentation, and class discussion. Course Requirements 1. DISCUSSION GROUPS (15 percent). Each of you will be part of a discussion group of 5 people that will meet outside of class 10 times, about once a week. Members of each group will rotate responsibility of writing a weekly informal report of that week’s discussion, which I will evaluate but without a letter grade. Members of each group will also act as discussion leaders once during the semester, as described at the end of this syllabus. 2. DATA-ANALYSIS PROJECT (10 percent). Pairs of students will work together to analyze quantitative sociological data using the MicroCase statistical package. Each pair will write a brief report describing their methodology, findings, and conclusions. 3. SHORT ESSAYS (45 percent). You will write three short (4-5 page) papers during the semester that will focus on the case studies. You will have the option of writing these papers as letters to the authors of those studies, or as more traditional analytic papers. In either case, you may rewrite the papers if you desire, and if I grant you permission beforehand. For any rewrite, I average the grade on the first attempt and on the rewrite to arrive at the grade for the paper. I have listed five such papers, one for each book; everyone will do the first paper, and two of the others. 4. FINAL EXAM (20 percent). The final exam will be either an in-class exam, with questions provided in advance, or a take-home essay exam. 5. CLASS PARTICIPATION & ATTENDANCE (10 percent). I am particularly eager to help students improve their writing. If you are concerned about the adequacy of your writing, I strongly recommend that you see me to discuss your papers and that you go to the Writing Lab for advice on writing. I will read your papers for both content and style (and will grade accordingly, explicitly or implicitly using the "paper grading criteria" sheet at the end of this syllabus). You must abide by the rules on honesty in academic work, outlined in the Student Handbook (pp. 45-49), which require you to "acknowledge what is your own individual work and what you have derived from others so that other members of the [intellectual] community can trace the evolution of your ideas.” I take


View Full Document

GRINNELL SOC 111 - SOC 111 SYLLABUS

Download SOC 111 SYLLABUS
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view SOC 111 SYLLABUS and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view SOC 111 SYLLABUS 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?